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Unit 31. Teaching objectives：(1)Knowledge objectives: ①students can master some key words and expressions of the text.②Students can acquire more about the present perfect tense & the pastperfect tense.③Students can learn how to develop a paragraph by time.(2)Ability objective: ①students can improve the abilities of listening, speaking, reading andwriting.②Students can develop the ability of studying by themselves andcooperating.(3)Emotional objectives:①students can get more interested in Chinese traditional architecture.②students can develop a sense of pride to Chinese culture .2. Teaching key points: help the students have a better understanding of the present perfect tenseand the past perfect tense.3. Teaching difficult points: enable students to pronounce plosives properly and express worries&responses.4. Teaching ProcedurePart One Listening and SpeakingStep 1. Pronunciation and listening skillsListen to a song and fill in the blanks with what you hear.Tips在英语朗读中，遇到爆破音+爆破音时，前一个爆破音只作发音姿势，刚要发出时，立即发出第二个爆破音。
大学英语自学考试教程下册0015自考英语二课后习题答案 unit1Unit 1(英语二)Text AExercises for the TextI.1.d 2.c 3.c 4.a 5.dII.1.alternative 2.fundamental 3.accompany4.implement5.preccedent6.attain7.objectives 8.vary 9.multiple10.isolateIII.1.c 2.d 3.i 4.j 5.g 6.e 7.h 8.a 9.f 10.bIV.our ; helped ; form ; front; to; passed; it; same;V.1.Decision makers should be able to make the best guess at the future.2.Some people think that everything managers do involves decision making.(or Some people think that everything managers do has something to do with decision making.)3.If there are no correct alternatives ,there are no correct decisions to be made.4.Since different people have different ideas about the same problem ,so the approaches to it vary from person to person.5.Decision makers usually hold the key to the business development of the company.Vocabulary ExercisesI.1.a.be organized anizational anization2.a.simple b.simplified c.simply d.simplification3.a.profit b.profitable c.profitability4.a.intention b.intended c.unintendedII.1.preccdent2.skilled3.achievement4.implement5.optimal6.goal7.accomplish 8.accompanies 9.tendency10.ongoingIII.1.His friend accompanied him to a concert.2.He has argued her out of her decision.3.he owed his success in part to luck.4.According to his suggestion ,the formalities have been much simplified.5.The broadcasting station predicts that it will turn cold tomorrow.6.Motion is defined as a change in position or place.Text BExercises for the TextI.1.T 2.T 3.F 4.F 5.F 6.F 7.F 8.F 9.F 10.TII.1.preparation; confidence2.idea3.unattractive indifference4.hardworking; personality; interest5.speechless6.holidays; pay7.clean; neat; conservative8.the floor beside your chair9.politely; naturally10."I beg your pardon?" or "Could you please repeat it?" etc. Vocabulary ExercisesI.1.at a disadvantage2.conservative3.indifference4.make sure5.vague6.clutched7.turned down 8.to your advantage 9.neat10.prospects 11.take the trouble to 12.place Grammar ExercisesI.1.连词；让步状语从句。
大学英语自学教程（下）01-A. What Is a Decision?A decision is a choice made from among alternative courses of action that are available. The purpose of making a decision is to establish and achieve organizational goals and objectives. The reason for making a decision is that a problem exists, goals or objectives are wrong, or something is standing in the way of accomplishing them.Thus the decision-making process is fundamental to management. Almost everything a manager does involves decisions, indeed, some suggest that the management process is decision making. Although managers cannot predict the future, many of their decisions require that they consider possible future events. Often managers must make a best guess at what the future will be and try to leave as little as possible to chance, hut since uncertainty is always there, risk accompanies decisions. Sometimes the consequences of a poor decision are slight; at other times they are serious.Choice is the opportunity to select among alternatives. If there is no choice, there is no decision to be made. Decision making is the process of choosing, and many decisions have a broad range of choice. For example, a student may be able to choose among a number of different courses in order to implement the decision to obtain a college degree. For managers, every decision has constraints based on policies, procedures, laws, precedents, and the like. These constraints exist at all levels of the organization.Alternatives are the possible courses of action from which choices can be made. If there are no alternatives, there is no choice and, therefore, no decision. If no alternatives are seen, often it means that a thorough job of examining the problems has not been done. For example, managers sometimes treat problems in an either/or fashion; this is their way of simplifying complex problems. But the tendency to simplify blinds them to other alternatives.At the managerial level, decision making includes limiting alternatives as well as identifying them, and the range is from highly limited to practically unlimited.Decision makers must have some way of determining which of several alternatives is best -- that is, which contributes the most to the achievement of organizational goals. An organizational goal is an end or a state of affairs the organization seeks to reach. Because individuals (and organizations) frequently have different ideas about how to attain the goals, the best choice may depend on who makes the decision. Frequently, departments or units within an organization make decisions that are good for them individually but that are less than optimal for the larger organization. Called suboptimization, this is a trade-off that increases the advantages to one unit or function but decreases the advantages to another unit or function. For example, the marketing manager may argue effectively for an increased advertising budget. In the larger scheme of things, however, increased funding for research to improve the products might be more beneficial to the organization.These trade-offs occur because there are many objectives that organizations wish to attainsimultaneously. Some of these objectives are more important than others, but the order and degree of importance often vary from person to person and from department to department. Different managers define the same problem in different terms. When presented with a common case, sales managers tend to see sales problems, production managers see production problems, and so on.The ordering and importance of multiple objectives is also based, in part, on the values of the decision maker. Such values are personal; they are hard to understand, even by the individual, because they are so dynamic and complex. In many business situations different people's values about acceptable degrees of risk and profitability cause disagreement about the correctness of decisions.People often assume that a decision is an isolated phenomenon. But from a systems point of view, problems have multiple causes, and decisions have intended and unintended consequences. An organization is an ongoing entity, and a decision made today may have consequences far into the future. Thus the skilled manager looks toward the future consequences of current decisions. 01-B. Secrets of Success at an InterviewThe subject of today's talk is interviews.The key words here are preparation and confidence, which will carry you far.Do your homework first.Find out all you can about the job you are applying for and the organization you hope to work for.Many of the employers I interviewed made the same criticism of candidates. "They have no idea what the day to day work of the job brings about. They have vague notions of "furthering the company's prospects’ or of 'serving the community', but have never taken the trouble to find out the actual tasks they will be required to do.”Do not let this be said of you. It shows an unattractive indifference to your employer and to your job.Take the time to put yourself into the interviewer's place. He wants somebody who is hard-working with a pleasant personality and a real interest in the job.Anything that you find out about the prospective employer can be used to your advantage during the interview to show that you have bothered to master some facts about the people who you hope to work for.Write down (and remember) the questions you want to ask the interviewer(s) so that you are not speechless when they invite your questions. Make sure that holidays and pay are not the first things you ask about. If all your questions have been answered during the interview, reply: "In fact, I did have several questions, but you have already answered them all.”Do not be afraid to ask for clarification of something that has been said during the interview if you want to be sure what was implied, but do be polite.Just before you go to the interview, look again at the original advertisement that you answered,any correspondence from your prospective employer, photocopies of your letter of application or application form and your resume.Then you will remember what you said and what they want. This is very important if you have applied for many jobs in a short time as it is easy to become confused and give an impression of inefficiency.Make sure you know where and when you have to report for the interview. Go to the building (but not inside the office) a day or two before, if necessary, to find out how long the journey takes and where exactly the place is.Aim to arrive five or ten minutes early for the actual interview, then you will have a little time in hand and you will not panic if you are delayed. You start at a disadvantage if you arrive worried and ten minutes late.Dress in clean, neat, conservative clothes. Now is NOT the time to experiment with the punk look or (girls) to wear low-cut dresses with miniskirts. Make sure that your shoes, hands and hair (and teeth) are clean and neat.Have the letter inviting you for an interview ready to show in case there is any difficulty in communication.You may find yourself facing one interviewer or a panel. The latter is far more intimidating, but do not let it worry you too much. The interviewer will probably have a table in front of him/her. Do not put your things or arms on it.If you have a bag or a case, put it on the floor beside your chair. Do not clutch it nervously or, worse still, drop it, spilling everything.Shake hands if the interviewer offers his hand first. There is little likelihood that a panel of five wants to go though the process of all shaking hands with you in turn. So you do not be upset if no one offers.Shake hands firmly -- a weak hand suggests a weak personality, and a crushing grip is obviously painful. Do not drop the hand as soon as yours has touched it as this will seem to show you do not like the other person.Speak politely and naturally even if you are feeling shy. Think before you answer any questions. If you cannot understand, ask: "Would you mind rephrasing the question, please?" The question will then be repeated in different words.If you are not definitely accepted or turned down on the spot, ask: "When may I expect to hear the results of this interview?"If you do receive a letter offering you the job, you must reply by letter (keep a photocopy) as soon as possible.Good luck!02-A. Black HolesWhat is a black hole? Well, it's difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. Astronomers andscientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape ?not even light. So we can't see a black hole. A black hole exerts a strong gravitational pull and yet it has no matter. It is only space -- or so we think. How can this happen?The theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. From earth, a supernova looks like a very bright light in the sky which shines even in the daytime. Supernovae were reported by astronomers in the seventeenth and eighteenth centuries. Some people think that the Star of Bethlehem could have been a supernova. The collapse of a star may produce a White Dwarf or a neutron star -- a star, whose matter is so dense that it continually shrinks by the force of its own gravity. But if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. Imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. Any matter near the black hole is sucked in. It is impossible to say what happens inside a black hole. Scientists have called the boundary area around the hole the "event horizon." We know nothing about events which happen once objects pass this boundary. But in theory, matter must behave very differently inside the hole.For example, if a man fell into a black hole, he would think that he reached the center of it very quickly. However an observer at the event horizon would think that the man never reached the center at all. Our space and time laws don't seem to apply to objects in the area of a black hole. Einstein's relativity theory is the only one which can explain such phenomena. Einstein claimed that matter and energy are interchangeable, so that there is no "absolute" time and space. There are no constants at all, and measurements of time and space depend on the position of the observer. They are relative. We do not yet fully understand the implications of the relativity theory; but it is interesting that Einstein's theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. It is only recently that astronomers have begun specific research into black holes. In August 1977, a satellite was launched to gather data about the 10 million black holes which are thought to be in the Milky Way. And astronomers are planning a new observatory to study the individual exploding stars believed to be black holes,The most convincing evidence of black holes comes frown research into binary star systems. Binary stars, as their name suggests, are twin stars whose position in space affects each other. In some binary systems, astronomers have shown that there is an invisible companion star, a "partner" to the one which we can see in the sky. Matter from the one which we can see is being pulled towards the companion star. Could this invisible star, which exerts such a great force, be a black hole? Astronomers have evidence of a few other stars too, which might have black holes as companions.The story of black holes is just beginning. Speculations about them. are endless. There might bea massive black hole at the center of our galaxy swallowing up stars at a very rapid rate. Mankind may one day meet this fate. On the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. These speculations sound like science fiction. But the theory of black holes in space is accepted by many serious scientists and astronomers. They show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.02-B. Worlds within WorldsFirst of all let us consider the earth (that is to say, the world) as a planet revolving round the sun. The earth is one of nine planets which move in orbit round the sun. These nine planets, together with the sun, make up what is called our solar system. How this wonderful system started and what kept it working with such wonderful accuracy is largely a mystery but astronomers tell us that it is only one of millions of similar systems in space, and one of the smallest.The stars which we see glittering in the sky on a dark and cloudless night are almost certainly the suns of other solar systems more or less like our own, but they are so far away in space that it is unlikely that we shall ever get to know very much about them. About our own solar system, however, we are learning more every day.Before the American and Russian astronauts made their thrilling journeys into outer space it was difficult for us to realise what our earth looked like from hundreds of thousands of miles away, but the photographs which the astronauts were able to take show us the earth in space looking not very different from what the moon looks like when we look at it from the earth. The earth is, however, very different from the moon, which the American astronauts have found to be without life or vegetation, whereas our earth is very much alive in every respect. The moon, by the way, is called a satellite because it goes round our earth as well as round the sun. In other words, it goes round the sun with our earth.The surface of our earth is covered by masses of land and larger areas of water. Let us consider the water areas first. The total water area is about three times as large as the land area. The very large separate areas of water are called "oceans” and the lesser areas are called "seas.”In most of the oceans and seas some of the water is found to be flowing in a particular direction -- that is to say, from one part towards another part of the ocean or sea concerned. The water which is flowing in this manner is said to be moving as a "current." There are many thousands of currents in the waters of the oceans and seas, but only certain of the stronger and better marked currents are specially named and of great importance. These currents are important because they affect the climate of the land areas close to where they flow and also because they carry large quantities of microscopic animal and vegetable life which forms a large part of the food for fishes.The nature and characteristics of the surface of the land areas of the earth vary a great deal from area to area and from place to place. The surface of some areas consists largely of high mountains and deep valleys whilst, in other areas, most of the surface consists of plains. If onemade a journey over the Continents one would find every kind of surface including mountain ranges, plains, plateaux, deserts, tropical forestlands and empty areas covered permanently by ice and snow.When thinking and learning about the world we should not forget that our world is the home of a very great many different people -- peoples with different coloured skins, living very different lives and having very different ideas about a great many important things such as religion, government, education and social behaviour.The circumstances under which different people live make a great difference between the way in which they live and the way in which we live, and it ought to be our business to try to understand those different circumstances so that we can better understand people of other lands. Above all, we should avoid deciding what we think about people different from ourselves without first having learned a great deal about them and the kind of lives they have to live. It is true to say that the more we learn about other people, the better we understand their ideas and, as a rule, the better we like those people themselves.03-A. Euthanasia: For and Against"We mustn't delay any longer ... swallowing is difficult ... and breathing, that's also difficult. Those muscles are weakening too ... we mustn't delay any longer.”These were the words of Dutchman Cees van Wendel de Joode asking his doctor to help him die. Affected with a serious disease, van Wendel was no longer able to speak clearly and he knew there was no hope of recovery and that his condition was rapidly deteriorating.Van Wendel's last three months of life before being given a final, lethal injection by his doctor were filmed and first shown on television last year in the Netherlands. The programme has since been bought by 20 countries and each time it is shown, it starts a nationwide debate on the subject.The Netherlands is the only country in Europe which permits euthanasia, although it is not technically legal there. However, doctors who carry out euthanasia under strict guidelines introduced by the Dutch Parliament two years ago are usually not prosecuted. The guidelines demand that the patient is experiencing extreme suffering, that there is no chance of a cure, and that the patient has made repeated requests for euthanasia. In addition to this, a second doctor must confirm that these criteria have been met and the death must be reported to the police department.Should doctors be allowed to take the lives of others? Dr. Wilfred van Oijen, Cees van Wendel's doctor, explains how he looks at the question:"Well, it's not as if I'm planning to murder a crowd of people with a machine gun. In that case, killing is the worst thing I can imagine. But that's entirely different from my work as a doctor. I care for people and I try to ensure that they don't suffer too much. Th at's a very different thing.”Many people, though, are totally against the practice of euthanasia. Dr. Andrew Ferguson, Chairman of the organisation Healthcare Opposed to Euthanasia, says that "in the vast majorityof euthanasia cases, what the patient is actually asking for is something else. They may want a health professional to open up communication for them with their loved ones or family -- there's nearly always another question behind the question.”Britain also has a strong tradition of hospices -- special hospitals which care only for the dying and their special needs. Cicely Saunders, President of the National Hospice Council and a founder member of the hospice movement, argues that euthanasia doesn't take into account that there are ways of caring for the dying. She is also concerned that allowing euthanasia would undermine the need for care and consideration of a wide range of people: "It's very easy in society now for the elderly, the disabled and the dependent to feel that they are burdens, and therefore that they ought to opt out. I think that anything that legally allows the shortening of life does make those people more vulnerable.”Many find this prohibition of an individual's right to die paternalistic. Although they agree that life is important and should be respected, they feel that the quality of life should not be ignored. Dr. van Oijen believes that people have the fundamental right to choose for themselves if they want to die: "What those people who oppose euthanasia are telling me is that dying people haven't the right. And that when people are very ill, we are all afraid of their death. But there are situations where death is a friend. And in those cases, why not?But "why not?" is a question which might cause strong emotion. The film showing Cees van Wendel's death was both moving and sensitive. His doctor was clearly a family friend; his wife had only her husband's interests at heart. Some, however, would argue that it would be dangerous to use this particular example to support the case for euthanasia. Not all patients would receive such a high level of individual care and attention.03-B. Advantage UnfairAccording to the writer Walter Ellis, author of a book called the Oxbridge Conspiracy, Britain is still dominated by the old-boy network: it isn't what you know that matters, but who you know. He claims that at Oxford and Cambridge Universities (Oxbridge for short) a few select people start on an escalator ride which, over the years, carries them to the tops of British privilege and power. His research revealed that the top professions all continue to be dominated, if not 90 per cent, then 60 or 65 per cent, by Oxbridge graduates.And yet, says Ellis, Oxbridge graduates make up only two per cent of the total number of students who graduate from Britain's universities. Other researches also seem to support his belief that Oxbridge graduates start with an unfair advantage in the employment market. In the law, a recently published report showed that out of 26 senior judges appointed to the High Court last year, all of them went to private schools and 21 of them went to Oxbridge.But can this be said to amount to a conspiracy? Not according to Dr. John Rae, a former headmaster of one of Britain's leading private schools, Westminster:"I would accept that there was a bias in some key areas of British life, but that bias has now gone. Some time ago -- in the 60s and before ?entry to Oxford and Cambridge was not entirely onmerit. Now, there's absolutely no question in any objective observer's mind that, entry to Oxford and Cambridge is fiercely competitive."However, many would disagree with this. For, although over three-quarters of British pupils are educated in state schools, over half the students that go to Oxbridge have been to private, or "public" schools. Is this because pupils from Britain's private schools are more intelligent than those from state schools, or are they simply better prepared?On average, about $ 5,000 a year is spent on each private school pupil, more than twice the amount spent on state school pupils. So how can the state schools be expected to compete with the private schools when they have far fewer resources? And how can they prepare their pupils for the special entrance exam to Oxford University, which requires extra preparation, and for which many public school pupils traditionally stay at school and do an additional term?Until recently, many blamed Oxford for this bias because of the university's special entrance exam (Cambridge abolished its entrance exam in 1986). But last February, Oxford University decided to abolish the exam to encourage more state school applicants. From autumn 1996, Oxford University applicants, like applicants to other universities, will be judged only on their A level results and on their performance at interviews, although some departments might still set special tests.However, some argue that there's nothing wrong in having elite places of learning, and that by their very nature, these places should not be easily accessible. Most countries are run by an elite and have centres of academic excellence from which the elite are recruited. Walter Ellis accepts that this is true:"But in France, for example, there are something like 40 equivalents of university, which provide this elite through a much broader base. In America you've got the Ivy League, centred on Harvard and Yale, with Princeton and Stanford and others. But again, those universities together -- the elite universities -- are about ten or fifteen in number, and are being pushed along from behind by other great universities like, for example, Chicago and Berkeley. So you don't have just this narrow concentration of two universities providing a constantly replicating elite.”When it comes to Oxford and Cambridge being elitist because of the number of private school pupils they accept, Professor Stone of Oxford University argues that there is a simple fact he and his associates cannot ignore:"If certain schools do better than others then we just have to accept it. We cannot be a place for remedial education. It's not what Oxford is there to do.”However, since academic excellence does appear to be related to the amount of money spent per pupil, this does seem to imply that Prime Minister John Major's vision of Britain as a classless society is still a long way off. And it may be worth remembering that while John Major didn't himself go to Oxbridge, most of his ministers did.04-A. Slavery on Our DoorstepThere are estimated to be more than 20,000 overseas domestic servants working in Britain (theexact figure is not known because the Home Office, the Government department that deals with this, does not keep statistics). Usually, they have been brought over by foreign businessmen, diplomats or Britons returning from abroad. Of these 20,000, just under 2,000 are being exploited and abused by their employers, according to a London-based campaigning group which helps overseas servants working in Britain.The abuse can take several forms. Often the domestics are not allowed to go out, and they do not receive any payment. They can be physically, sexually and psychologically abused. And they can have their passports removed, making leaving or "escaping" virtually impossible.The sad condition of women working as domestics around the world received much media attention earlier this year in several highly publicised cases. In one of them, a Filipino maid was executed in Singapore after being convicted of murder, despite protests from various quarters that her guilt had not been adequately established. Groups like Anti-Slavery International say other, less dramatic, cases are equally deserving of attention, such as that of Lydia Garcia, a Filipino maid working in London:"I was hired by a Saudi diplomat directly from the Philippines to work in London in 1989. I was supposed to be paid $ 120 but I never received that amount. They always threatened that they would send me back to my country.”Then there is the case of Kumari from Sri Lanka. The main breadwinner in her family, she used to work for a very low wage at a tea factory in Sri Lanka. Because she found it difficult to feed her four children, she accepted a job working as a domestic in London. She says she felt like a prisoner at the London house where she worked:"No days off -- ever, no breaks at all, no proper food. I didn't have my own room; I slept on a shelf with a spad0 of only three feet above me. I wasn't allowed to talk to anybody. I wasn't even allowed to open the window. My employers always threatened to report me to the Home Office or the police.”At the end of 1994 the British Government introduced new measures to help protect domestic workers from abuse by their employers. This included increasing the minimum age of employees to 18, getting employees to read and, understand an advice leaflet, getting employers to agree to provide adequate maintenance and conditions, and to put in writing the main terms and conditions of the job (of which the employees should see a copy).However, many people doubt whether this will successfully reduce the incidence of abuse. For the main problem facing overseas maids and domestics who try to complain about cruel living and working conditions is that they do not have independent immigrant status and so cannot change employer. (They are allowed in the United Kingdom under a special concession in the immigration rules which allows foreigners to bring domestic staff with them.) So if they do complain, they risk being deported.Allowing domestic workers the freedom to seek the same type of work but with a different employer, if they so choose, is what groups like Anti-Slavery International are campaigning the。
零基础学好自考英语二的方法一1 事半功倍。
如果基础不好，报个基础班，可以是PETS三级的基础班，(不要强化班)。
当然要选好一点的培训学校，从头来一遍，考过了PETS三，很多省都可以代替英语二，即使一次考不过，已经知道是怎么回事了，下次再复习(考不过培训学校都免费再读的)就有把握了。
2 自力更生。
如果这钱想省掉，那么就背单词吧，毕竟英语二不考口语，听力考不考我忘记了，音标不认识?就那几个音标嘛，你不是会上网嘛，网上教音标的软件很多，我给你贴了一个在下面。
不怕读不准，人家印度阿三天生音标读不准照样在全世界混，你只要学会了哑巴英语，也达到了你的目的是吗，而且目前国人学英语都是用来看的，极少要说的。
3 学英语最重要的是坚持不懈。
利用记忆的特点，小循环、中循环、大循环。
零基础学好自考英语二的方法二1 买一本英语二教材，如果想考再高分的，可以买，我是买了，但是没用。
可以借别人的过来参考一些。
2 翻看英语二教材中的样卷。
3 了解考试题型，其中作文占30分，分值很大，直接关系到是否能够及格，考生多数为上班族，时间分配，按周做计划，每天看书时间不限。
4 背诵四级单词书两遍，第一遍不需要记住，能记住10%就很不错了，重点是找状态。
第二遍开始再过速度稍慢，词汇量最终能记住40%~50%便可。
5 四级作文书，随便选择十篇作文背诵，背诵后默写，最后能在十五分钟内默写所背诵的作文即可，这十篇反复默写即可。
6 三个月的学习时间足够，考试60分应该没有问题，如果需要再高的分，那就需要系统的，一点一滴的学习了。
零基础学好自考英语二的方法三1 时间允许，要先复习英语(一)，复习的策略是把考试大纲规定的单词背好，涉及到英语(一)的基础语法弄懂，课文就可以不看了。
单词背诵要贯穿始终，每天都要坚持背点，多重复，多回头看，多比较，可以采用联想、口诀、拆分等方法来记忆单词，日积月累才会收到良好效果。
单词背诵主要以考试大纲为蓝本。
可以把单词分为会拼、会用、会认三个层次，考拼写的一般不会太难，基本上中等难度，尤其字母和读音不太对称的喜欢考。
二年级下册英语教案－Unit 3《Seasons》｜人教（新起点）一、教学目标1.通过复习上节课的内容，让学生对季节已有初步认识。
2.让学生学会使用“What’s the weather like?” 这一句型表达天气情况，能说出四季的名称和相应的天气特点。
3.通过四个课文的阅读，让学生学会表达自己喜欢的季节及其原因。
二、教学内容1.Warm-up：（1）引导学生复习上节课所学的季节名称和天气特点；（2）教授单词：sunny, cloudy, rainy, snowy，并进一步让学生了解它们的意思。
2.Presentation：（1）通过“What’s the weather like?” 这一句型，引导学生表达天气情况；（2）学习四季的名称和相应的天气特点；（3）通过 Flashcard 给学生展示四季和与之相关的图画，让其更加深入的了解四季。
3.Practice：（1）练习会话：“What’s the weather like?”;（2）课堂练习：配对四季与相应天气图画；（3）朗读课文，并让学生了解课文主旨及自己喜欢的季节及原因。
4.Production：（1）通过问答形式，引导学生在课堂上用英语介绍自己喜欢的季节，并表达其原因；（2）跟读课文并录音，让学生自己听一听自己的朗读效果。
三、教学重点1.掌握四季的名称及相应的天气特点；2.能够正确使用“What’s the weather like?” 这一句型；3.能够读懂课文，并表达自己喜欢的季节及原因。
四、教学难点1.学生还没有系统的认识天气状况的英文表达；2.学生还没有系统的学习四季及其相应的英文。
五、教学方法和学法1.TPR 教学法；2.图片教学法。
六、教学过程设计时间教学内容教学方法和手段5 min.Warm-up 复习T：口述 P：回答5 min.Presentation 呈现四季T：Flashcard 展示5 min.Presentation 呈现天气T：举例、解释5 min.Presentation 呈现句型及问答T：演示5 min.Practice TP：课堂配对 T：检查并纠正10-15 min.Practice 朗读课文T：听力指导 P：独立朗读10-15 min.Practice 自我介绍和录音T：演示、指导 P：跟读、朗读录音5-10 min.Summary T：回顾、导引七、师生活动安排1.T：进行 Warm-up 复习2.T：进行 Presentation，讲解四季、天气及句型使用讲解3.T：进行 Practice，巩固所学并逐一进行纠正4.P：在 Practice 中积极参与，巩固所学5.T：将 Production 的工作分配给学生练习6.P：在 Production 部分积极展示，提高自我表达能力八、教学评估1.观察学生对于四季和天气的记忆及认知；2.通过课堂练习及 Production 环节观察学生表达能力及口语自然度；3.通过听取录音来观察学生的发音及语音节奏。
Unit 3 Friendship and loyaltyloyalty[英][ˈlɔɪəlti][美][ˈlɔɪəlti]n.忠心; 忠诚，忠实; 忠于…感情;复数：loyaltiesText A Reflections : Friendship and Loyaltyreflection[英][rɪˈflekʃn][美][rɪˈflɛkʃən]n.反映; （关于某课题的）思考; （声、光、热等的）反射; 映像;How many of us recognize true loyalty in a friend ?recognize[英][ˈrekəgnaɪz][美][ˈrɛkəɡˌnaɪz]vt.承认; 识别; 认出;vi.承认，确认; [法律]具结，立保证书;第三人称单数：recognizes过去分词：recognized现在进行时：recognizing过去式：recognizedLoyalty consists of a friend ,who will stick by you ,through thick and thin. A friend ,who is always honest with you and never betrays the friendship with lies is a loyal friend.1.consist[英][kənˈsɪst][美][kənˈsɪst]vi.在于; 由…组成; 符合;第三人称单数：consists过去分词：consisted现在进行时：consisting过去式：consisted2.stick[英][stɪk][美][stɪk]vt.& vi.粘贴; 张贴; 插入; 刺入;vt.容忍; 产生作用; （尤指迅速或随手）放置; 阻延或推迟;n.棍棒，棍枝; 枝条; 操纵杆; 球棍;第三人称单数：sticks过去分词：stuck复数：sticks现在进行时：sticking过去式：stuck 3.thick[英][θɪk][美][θɪk]adj.浓的，茂密的; 厚的，粗大的; 稠密的; 不透明的;adv.密集地; 不清晰地; 〈口〉太过分; 频频地，时常;n.最厚的部分; 最活跃或最激烈的部分; 〈口〉笨蛋; 〈俚〉可可粉;最高级：thickest比较级：thicker4.thin[英][θɪn][美][θɪn]adj.薄的; 瘦的; 稀少的; 细的;vt.使瘦; 使淡; 使稀疏;vi.变薄; 变瘦; 变淡;adv.稀疏地，微弱地;第三人称单数：thins过去分词：thinned最高级：thinnest现在进行时：thinning比较级：thinner 过去式：thinned5.betray[英][bɪˈtreɪ][美][bɪˈtre]vt.背叛; 出卖; 泄露; 对…不忠;第三人称单数：betrays过去分词：betrayed现在进行时：betraying过去式：betrayedIf you have a loyal friend,you have indeed found a true virtue in that friend.1.indeed[英][ɪnˈdi:d][美][ɪnˈdid]adv.甚至; 的确，确实，实在; 实际上，真正地; 真的，真是;2.virtue[英][ˈvɜ:tʃu:][美][ˈvɜ:rtʃu:]n.美德; 德行; 价值; 长处;The current trend on the internet is befriending anyone who requests to be your friend. It may be popular and trendy to have a network filled with a multitude of mutual friends.1.trend[英][trend][美][trɛnd]n.走向; 趋向; 时尚，时髦;vi.倾向; 趋势;第三人称单数：trends过去分词：trended复数：trends现在进行时：trending过去式：trended 2.befriendingv.帮助; 以朋友的方式对待，照顾( befriend的现在分词);3.trendy[英][ˈtrendi][美][ˈtrɛndi]adj.时髦的，赶时髦的，追随时髦的;n.时髦人物，赶时髦的人; 领导时尚的人;复数：trendies最高级：trendiest比较级：trendier4.multitude[英][ˈmʌltɪtju:d][美][ˈmʌltɪtu:d]n.大量，许多; 大众，人群;复数：multitudes5.mutual[英][ˈmju:tʃuəl][美][ˈmjutʃuəl]adj.共有的; 共同的; 相互的; 彼此的;A term used on the popular Facebook site is BFF. This acronym means best friends forever.1.term[英][tɜ:m][美][tɜ:rm]n.学期; 条款; 术语; 期限;vt.把…称为; 把…叫做;2.site[英][saɪt][美][saɪt]n.地点，位置，场所; [计算机]网站; 遗址; 地皮;vt.使坐落在; 安放，设置; 给…造址; 为…提供场所;3.acronym[英][ˈækrənɪm][美]['ækrənɪm]n.首字母缩略词;复数：acronymsPerish the thought ,engage in gossip about me with others?1.perish[英][ˈperɪʃ][美][ˈpɛrɪʃ]vi.毁灭; 死亡，丧生; 腐烂，枯萎; 老化;vt.使麻木; 使毁坏;2.engage[英][ɪnˈgeɪdʒ][美][ɪn'gedʒ]vt.聘用; 吸引住; 与…交战;vi.从事; 与…建立密切关系; 衔接; 紧密结合;第三人称单数：engages过去分词：engaged现在进行时：engaging过去式：engaged3.gossip[英][ˈgɒsɪp][美][ˈgɑ:sɪp]n.流言蜚语，谣言; 爱讲闲话的人; 谈话，闲话; 关系亲密的伙伴;vi.传播流言，说长道短;第三人称单数：gossips复数：gossips现在进行时：gossiping过去式：gossipedWho may be challeng ed by the use of acronyms during this age of technology and fast-talking .1.challenge[英][ˈtʃæləndʒ][美][ˈtʃæləndʒ]n.挑战; 盘问; 质疑; 怀疑;vt.质疑; 向…挑战;vi.提出挑战，要求竞赛（或竞争）; 驳斥;2.acronym[英][ˈækrənɪm][美]['ækrənɪm]n.首字母缩略词;Loyalty found is a friend is akin to making a deposit in a bank account .1.loyalty[英][ˈlɔɪəlti][美][ˈlɔɪəlti]n.忠心; 忠诚，忠实; 忠于…感情;2.akin[英][əˈkɪn][美][əˈkɪn]adj.同族的; 相似的; 同源的; 关系密切的;3.deposit[英][dɪˈpɒzɪt][美][dɪˈpɑ:zɪt]n.储蓄，存款; 保证金; 沉淀物; 寄存，寄存品;vt.&vi.储蓄; 寄存; 放置，安置; 付保证金;vi.沉淀;4.account[英][əˈkaʊnt][美][əˈkaʊnt]n.账，账目; 存款; 记述，报告; 理由;vi.解释; 导致; 报账;vt.认为; 把…视作;Your deposits gain interest, an interest in your well-being and welfare.1.interest[英][ˈɪntrəst][美][ˈɪntrɪst, -tərɪst, -ˌtrɛst]n.利息; 兴趣，爱好; 利害关系，利益; 趣味，感兴趣的事;vt.使产生兴趣; 使参与，使加入; 引起…的意愿; 使产生关系;2/well-being[英][wel 'bi:ɪŋ][美][ˈwɛlˈbiɪŋ]n.幸福; 福利; 生活安宁; 康;3.welfare[英][ˈwelfeə(r)][美][ˈwelfer]n.福利; 幸福; 繁荣; 安宁;A loyal friend attract s another loyal friend. In essence,water does seek its own level.水自然会向下流。
山东英才学院《英语(二)自学教程》教案授课主要内容Unit 2 Mistakes to success 重点词语Text A1. 1.spill v. 溢出，流出example：Don't spill the soup.别把汤洒了。
2.respond [rɪ’spɒnd] vi. 回答；作出反应；承担责任responsible负责的，可靠的；有责任的responsibility n. 责任，职责；义务example ：He responded to our suggestion with a smile .他对我们的建议一笑置之。
3. interview ['ɪntəvjuː] v. 接见，采访；interviewee n.被接见者；被访问者interviewer n.会见者；访问者example：The televised interview was distilled from 20 hours of film.这段电视采访是从20小时的胶片中精选的。
4. creative [kri:’eɪtɪv] adj. 创造性的create vt. 创造，创作creatively adv. 创造性地；creativity n. 创造力；创造性creature 动物，生物example：Creative work appealed to him irresistibly.搞创造对他有无法抗拒的吸引力。
5. occur [ə‘kɜ:] vi. 发生；出现；存在近义词: happenexample：I don't want such a thing to occur again.我不希望再发生这样的事情。
6. remove [rɪ‘muːv] v. 移开，迁移removed adj.远离的；隔了...代的removable adj.可移动的；可去掉的；可免职的remover n.去除剂；搬运工；搬家公司example：Will you please remove your handbag from the seat?您把您的手提包从座位上拿开好吗?7.slippery [‘slɪp(ə)rɪ] adj. 滑的；不稳定的example：The road is slippery after rain.雨后路滑8. content [‘kɔntent]n. 内容，所含之物；同根词：contented adj.满足的；心安的contentedly adv.满足地；安心地Contentment n.满足；满意example：The article is good in content, only it's a bit wordy.这篇文章内容不错，只是文字略嫌罗唆。
教案课程名称新生代英语高级教程2（第二版）课时班级专业教师系部教研室教材《新生代英语高级教程2（第二版）》123456789补充教学资源Vocabulary Builder参考译文男：新房子怎么样？女：我感觉还不错。
上周我们搬进去了。
男：那是个不错的社区。
租金贵吗?女：我觉得还可以。
我们每个月交1,800美元的租金，包括水电费。
男：房子里住了几个人？女：有三个，所以每人600美元的租金。
男：还不错。
交通怎么样？女：非常方便。
每30分钟就有通往市区的公交车。
男：那很方便啊。
你的室友怎么样？女：他们看着挺好的。
有一个在旅店工作，另一个是名工科学生。
我不经常见他们。
男：我也很想搬家。
你是在哪找到住所的？女：我在智能手机上下载了这个很棒的应用。
它叫888房屋。
你应该看看这个应用。
男：谢谢，我会的。
10Show Time参考译文房东：那么，这间就是要出租的公寓。
正如你们所见，今天上午我们还在粉刷。
娜奥米：这间比你领我们看的另一间公寓要大很多。
房东：这间同样也要贵一些。
娜奥米：租金多少？房东：每个月1,700美元。
娜奥米：这……房东：这个价位在这片社区是很常见的。
我认为你们在附近不会找到比这个价位更低的公寓。
玛特奥：租金里包含水电费吗？房东：租金包含燃气费和水费。
但当然不包含电费。
你们要自己缴纳电费。
赫克托：这间公寓有三个卧室，对吗？房东：是的，三间。
有一个是主卧。
另外两个卧室面积小一点。
赫克托：我们能四处看看吗？房东：当然可以。
慢慢看。
我一会儿再过来。
娜奥米：那么，各位，你们觉得这儿怎么样？玛特奥：我觉得一般。
租金有点高。
赫克托：我也这么认为。
我不想付这么高的租金。
玛特奥：我也是。
谁住主卧谁要付的租金就更高。
赫克托：各位，让我们找一间有三个同样大小卧室的公寓。
那样我们就能平摊房租。
11玛特奥：我赞同。
也许这栋楼里还有其他可供我们参考的公寓。
娜奥米：让我们问问房东。
哦，他过来了。
房东：那么，你们考虑得怎么样？准备好签租约了吗？娜奥米：还没有。
