新生代英语高级教程2+unit+1

Unit 1 Communication in the digital ageLearning objectives:✧talk about communication in the digital age using new vocabulary✧use personification as a writing device✧explain the role of emojis in digital communication✧discuss the importance of face-to-face communication✧make a speech about the impact of social media on daily communication Project forecast:By the end of this unit, you are going to make a speech about“Social media changes the way we communicate”. Your speech should concern about the following questions: What are the changes brought about by social media? Are these changes positive or negative? To complete the task better, you need to carry out the following tasks:1.Understanding the texts.1) Read the text in iExplore 1, and answer the following questions:➢How did emojis develop?What changes do they bring to digital communication?➢How important are emojis and what will their future be like? Will they take over language or will they go away soon?2) Read the text in iExplore 2, and answer the following questions:➢What’s your understanding of the role of face-to-face communication? Do you think digital communication will replaceface-to-face talk? Why or why not?➢Is social media bringing us closer or keeping us further apart?2.Building your language.1)Scan the QR code on page 10 to learn about the compound nouns formedby combining verbs and adverbs.2)Scan the QR code on page 17 to learn about the words formed with theprefix “cross-”.3)Complete the exercises on page 9-11 and 16-17.3. Sharpening your skills.1) Think about how to use personification as a writing device and learn toidentify the object or idea that is personified.2) Scan the QR code on page 18 to learn about the translation skill—translatethe clauses or phrases starting with who and how into phrases. Then do the translation exercises on page 18.。

新生代英语基础教程2课件(一)新生代英语基础教程2课件介绍•本篇文章旨在探讨《新生代英语基础教程2》的课件内容及其相关特点。

第一章：课件概述•本章对《新生代英语基础教程2》的课件进行整体描述和概括。

1.1 课件内容•介绍《新生代英语基础教程2》的课件所包含的主要知识点和话题。

1.2 教学目标•解释课件的教学目标和重点，帮助学生明确学习目标。

第二章：课件结构•本章将从整体上对《新生代英语基础教程2》的课件结构进行详细分析和说明。

2.1 单元划分•对每个单元的划分进行介绍，展示课件的组织结构。

2.2 教学模块•着重讨论课件中的教学模块，介绍每个模块的内容和形式。

第三章：课件特点•本章将从几个方面分析《新生代英语基础教程2》课件的特点和优势。

3.1 多媒体教学•讨论课件中多媒体元素的应用和效果，如音频、视频等。

3.2 互动性•强调课件中互动性的设计和实现，提升学习效果和学生参与度。

3.3 个性化学习•探讨课件提供的个性化学习资源和策略，满足不同学生的需求。

结论•总结全文，强调《新生代英语基础教程2》课件的重要性和价值。

•希望读者能够从本文对课件特点的分析中受益，进一步探索和应用好该课件的教学资源。

新生代英语基础教程2课件介绍•本篇文章旨在探讨《新生代英语基础教程2》的课件内容及其相关特点。

第一章：课件概述•本章对《新生代英语基础教程2》的课件进行整体描述和概括。

1.1 课件内容•《新生代英语基础教程2》的课件内容包括英语基础知识、听力、口语、阅读、写作等核心模块。

1.2 教学目标•该课件旨在帮助学生掌握英语的基础知识和运用能力，培养学生听说读写的综合能力。

第二章：课件结构•本章将从整体上对《新生代英语基础教程2》的课件结构进行详细分析和说明。

2.1 单元划分•课件按照单元进行划分，每个单元包含多个课时，旨在系统、有序地展示英语知识和技能的学习过程。

2.2 教学模块•每个单元内的教学模块包括教学导入、新词学习、对话练习、语法讲解、阅读理解、口语表达、写作等环节，全面拓展学生的英语学习能力。

教案课程名称新生代英语高级教程2 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》12345678910补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。

这学期你的课程安排如何？希拉里：让我想想，课程表在这儿了。

看起来这学期会很忙。

周二和周四上午有数学课。

周一、周三和周五下午有物理课。

这两门是我的必修课，因为我学的是物理专业。

蒂姆：那选修课呢？你还有其他课程吗？希拉里：有，我有一门罗马史选修课，每周五上午上课。

你呢，蒂姆？你这学期的课程安排如何？蒂姆：简直让我抓狂！每天我都有英语课。

目前我还在上一门关于莎士比亚的课。

他是我最喜欢的作家。

这学期将会很忙。

希拉里：你说的一点儿没错。

Show Time参考译文桑切斯夫人：嗨，亲爱的。

学得怎么样？赫克托：说实话，妈妈，不怎么样。

桑切斯夫人：真的吗？出了什么问题？是漏掉了什么作业吗？赫克托：不是，妈妈。

问题在于这噪音。

噪音太大，我无法集中精力。

桑切斯夫人：哦，抱歉。

但你也知道你老爸，他觉得自己耳背，所以他总是把音量调到最大。

11赫克托：我知道。

只是这让我很难集中精力，仅此而已。

桑切斯夫人：好吧。

我们会尽量把声音调低。

维克托！把电视声音调小点。

你儿子正努力学习呢。

赫克托：喂？娜奥米：是你吗，赫克托？出什么事了？赫克托：没事，只是……刚刚我正在用功学习！娜奥米：好吧，打扰了！今天你过得肯定很糟吧。

赫克托：是的，可以这么说。

我不得不在我家厨房学习。

娜奥米：这是为什么？赫克托：我的父母！他们在看电视的时候喜欢把音量调得很大。

这让我很难集中精力。

娜奥米：听起来你需要一个更安静一点的地方学习。

赫克托：是的，你说的一点儿没错。

娜奥米：去图书馆学习怎么样？赫克托：这个想法不错。

但什么时候去？我的课程可是很多的！娜奥米：我也是。

就是因为这样合理安排时间才变得更加重要。

赫克托：你是怎么做到的？娜奥米：首先，我为自己制定了一个时间表。

赫克托：你做了个时间表写着你在什么时间去什么地点学习？娜奥米：是的，我真的是这么做的。

Unit TestUnit 5 “Exercise is good for you.”Part 1 Listening ComprehensionA. Listen to the conversation. Then choose the best answer.1. A. He should watch TV. B. He should study.C. He should sleep.D. He should play football.2. A. An actor. B. A singer.C. A lawyer.D. A fitness instructor.3. A. Flowers. B. A ping-pong paddle.C. A beautiful skirt.D. Anything is OK.4. A. 76 dollars. B. 75 dollars.C. 80 dollars.D. 84 dollars.5. A. She often complains. B. She runs the house.C. She is very happy.D. She doesn’t like basketball.B. Listen to the conversation. Then choose the best answer to each question below.6. What can’t they agree on?A. What film they are going to watch on TV.B. What program they are going to watch on TV.C. When to watch TV.D. Which team is going to win.7. Why is the man so keen to see the match?A. Because it’s the most important match of the season.B. Because it’s exciting to watch the match on TV.C. Because it’s between France and Italy.D. Because his wife enjoys watching it too.8. What does the woman decide to do?A. Watch a football game.B. See a film.C. Watch TV.D. Stay at home.C. Listen to the conversation. Then choose the best answer to each question below.9. Why does the woman refuse the man’s invitation at first?A. Because she has to buy clothes.B. Because she has a meeting to attend.C. Because she has to wash her clothes and clean her room.D. Because she has to paint his room.10. When will they meet to play tennis?A. 1:00 o’clock Friday afternoon.B. 1:00 o’clock Sunday afternoon.C. 2:00 o’clock Friday afternoon.D. 2:00 o’clock Sunday afternoon.Part 2 Vocabulary & StructureA. Fill in the blanks with words or expressions from the boxes.1. Running marathons requires a high level of physical ________.2. James has big ________. He must work out a lot.3. Charles runs on the ________ every morning.4. There are a lot of ________ in fruit.5. Make sure you ________ before exercise, otherwise you may injure yourself.6. I’ll do an hour of slow ________. Would you like to join me?7. Leo will open the debate and I will ________.8. Linda can’t cook and she would just ________ the kitchen.9. He feels very ________, and doesn’t like h imself or anything.10. To qualify for ________, you must be 55 or older.B. Match the words to the definitions.1. routine A. a period of physical exercise, especially as training for a sport2. workout B. the usual or normal way in which you do things3. mineral C. liking something so much that you do not want to stop4. addicted D. reasonable, practical, and showing good judgment5. sensible E. a natural substance such as iron that is present in some foodC. Choose the best answer to complete each sentence.1. I __________ what you said just now.A. am understandingB. to understandC. understand2. They often __________ football after school.A. playingB. playedC. play3. Right now he __________ on a pair of jeans.A. is tryingB. triesC. has tried4. How much __________?A. they do costB. do they costC. cost do they5. Mary and John __________ in a restaurant now.A. wereB. have beenC. are6. Jane is __________ right now.A. exerciseB. exercisingC. exercised7. This book __________ to me.A. is belongingB. belongC. belongs8. I usually ride my bike to school, but today I’m __________ the bus.A. takeB. tookC. taking9. Jenny __________ know what time her plane leaves.A. isn’tB. doesn’tC. hasn’t10. Are you __________ at the moment?A. workingB. workedC. worksPart 3 Reading ComprehensionTask 1 Read the following passage. Choose the best answer.Extreme SportsSome people say extreme sports are dangerous. However, it is reported that regular sports are not all that much safer than extreme ones. Whatever sports you do, if you are not afraid of getting hurt, your enjoyment will be greater. That is especially true for extreme sports. Here is an introduction to three new extreme sports.Ostrich RacingSouth Africa and Jacksonville, Florida, USA are the two homes of ostrich racing. Why dosome guys like to practice this extreme sport? In ostrich racing you can see four or even ten ostriches marching forward at one time, and this is seriously strange. For the supporters, there’s a chance to ride an ostrich. Although if you don’t want to be bitt en or kicked, you can use carts shaped like ostriches for racing instead.BASE JumpingBASE stands for several words—Buildings, Spans, Earth. Spans mean bridges and Earth means cliffs, but then the beauty of BASE jumping is that it’s just launching yourself from anywhere possible with a parachute ready to go. Although BASE jumping dates back to 1978, it has been increasingly popular recently due to Internet videos. Every jump presents a new possibility.Bird Man SuitsThe bird man suit has a few names—the flying squirrel suit, wing-suit and bat-suit. It’s a specially designed suit that lets you glide through the air at controlled speeds, adding a little extra to your usual skydiving experience. This is probably the closest we are going to get to flying. If combining this with BASE jumping, you’ll get some seriously death-defying feelings of excitement!1. According to the passage, why is ostrich racing seriously strange?A. Because ostriches may bite and kick people.B. Because supporters have the chance to ride ostriches.C. Because four or even ten ostriches march forward at a time.D. Because it has two homes, South Africa and Jacksonville, Florida, USA.2. How long have people known about BASE jumping?A. More than 40 years.B. Less than 30 years.C. For nearly half a century.D. For almost 40 years.3. What can be inferred from the passage?A. You can only attend ostrich racing in South Africa.B. BASE jumping has been popular since 1978.C. Sometimes regular sports are more dangerous than extreme ones.D. Supporters have no choice but to use carts like ostriches for racing instead.4. The following places are all suitable for BASE jumping except __________.A. the Little MermaidB. Mount FujiC. the Leaning Tower of PisaD. the Tower Bridge5. Which function does the bird man suit NOT possess?A. It helps control flying speed.B. It helps squirrels and bats fly.C. It helps people experience gliding through the air.D. It can help people get seriously death-defying feelings of excitement.Task 2Read the following passage. Choose the best answer.How to Use a Multi Core Flex Home GymThe Multi Core Flex home gym is a piece of exercise equipment that trains your thighs and abs while massaging your back. The Health Care Company has designed the machine to support your head, neck and back while you exercise. Padding along the back supports gives you a massage while you use your legs to rock yourself back and forth. The company claims that you will see results by using the home gym for just five minutes a day.Instructions1. Take the home gym out of its packaging and spread the pieces out on the floor. Follow the instructions to quickly assemble the home gym. It is a simple machine, and assembling it should only take a few minutes.2. Set the assembled home gym on the floor. Lay your head and neck on the head and neck supports. Your back will naturally align itself properly in the machine. If you have any confusion, consult the instruction manual.3. Use your legs to rock back and forth in the machine. The motion should slightly fatigue your thighs and abs while relaxing your back and neck.4. Continue the rocking motion for at least five minutes. To increase the challenge of the exercise, use only one leg to rock your body. Alternate legs every minute.Tips & WarningsIf you use the home gym for only five minutes a day, it will not change your body significantly. This is not enough work to improve fitness or health. Better exercises for body transformation and health improvement are jogging, swimming and resistance training. There is no “quick-fix” for losing fat; this takes time and diligence.1. The Multi Core Flex home gym designed by the Health Care Company will NOT ________.A. train your thighs and absB. massage your backC. support your head, neck and backD. make you calm down2. How long does it take you to assemble the home gym?A. Just five minutes.B. Only a few minutes.C. Less than 5 minutes.D. Over 5 minutes.3. Which statement is NOT correct according to the passage?A. Five minutes a day of using the home gym will change your body significantly.B. The Multi Core Flex home gym is easily assembled.C. You can consult the instruction manual when confused.D. Losing fat takes time and diligence.4. What can you do if you want to add difficulty to the home gym exercise?A. Lay your head and neck out straight.B. Keep rocking for 5 minutes.C. Use your legs to rock back and forth.D. Use only one leg to rock your body.5. According to the passage, which of the following exercises is NOT considered more effective than the home gym exercise?A. Jogging.B. Swimming.C. Resistance training.D. Jumping.Task 3Read the following passage. Fill in each blank with no more than three words.Simple Steps to Inner PeaceIf you wake up feeling tired and lazy, these moves can give you a lift. Our yoga warm-ups will help to loosen and stretch your muscles and joints, and deep breathing will also help you to focus your thoughts, so that you feel refreshed.Upper-body liftSlowly lower your body to the floor, look up towards the ceiling and breathe in. Hold for a minute. Release.Toe touchBringing your hands to the floor, breathe out while putting your head between your knees (if you’re a beginner, keep your knees slightly bent). Holding the position, breathe in as you stretch your head and chest upward. Hold for one minute. Release.Spine stretchStanding straight, feet together, breathe in and raise your arms straight overhead, hands touching. Look up, stretching your body for one minute. Release. Repeat moves as often as needed.Task 4The following is an informal email to a friend. After reading it, fill in each blank with no more than three words.History of SwimmingThe English are considered the first modern society to develop swimming as a sport. By 1837, regular swimming competitions were being held in London’s six artificial pools, organized by the National Swimming Society in England. As the sport grew in popularity many more pools were built, and when the Amateur Swimming Association of Great Britain was organized in 1880, it had more than 300 member clubs.In 1896, swimming became an Olympic sport for men with the 100 meters and 1500 meters freestyle competitions held in open water. Soon after, as swimming gained popularity, more freestyle events were added, followed by the backstroke, breaststroke, butterfly and finally, the individual medley.The first modern Olympic Games had only four swimming events, three of them freestyle. The second Olympics in Paris in 1900 included three unusual swimming events. One used an obstacle course; another was a test of underwater swimming endurance; the third was a 4,000-metre event, the longest competitive swimming event ever. None of the three was ever used in the Olympics again.For a variety of reasons, women were excluded from swimming in the first several Olympic Games. It was only at the 1912 Games that women’s swimming was first taken into account at the behest of the group that later became known as the International Olympic Committee.From its humble beginnings with four swimming events, the Olympics have developed to include 32 swimming races, 16 for men and 16 for women. The Special Olympics, competitive swimming for people with disabilities, has 22 events for men and 22 for women.1. How many member clubs did the Amateur Swimming Association of Great Britain have when it was founded?____________________ member clubs.2. What kinds of competitions were held when swimming became an Olympic sport in 1896? ____________________.3. What were the three unusual swimming events in the second Olympics?They were ____________________, a test of underwater swimming endurance and a 4,000-metre event, none of which was ever used in the Olympics again.4. Women swimmers were not included in the first several Olympic Games, were they?____________________.5. How many events does the Special Olympics have for people with disabilities?There are ____________________ events, half of them for men and half for women.Unit 5 “Exercise is good for you.”听力脚本Part 1 Listening ComprehensionA. Listen to the conversation. Then choose the best answer.1.W: Tony’s watching a football match on TV.M: What? But his finals are just next week!Q: What does the man think Tony should be doing?2.M: Is anyone in your family looking for a job?W: Yes, my brother is. He wants to work in an athletic club. He loves sports, you see.Q: What does the woman’s brother want to be?3.M: What would you rather get for your birthday—flowers or a beautiful skirt?W: Oh, I’d like a ping-pong paddle more than anything.Q: What does the woman want for her birthday?4.M: How much do you want for this tennis racket?W: It’s 80 dollars, but I can give you 5% off if you pay cash.Q: How much does the man have to pay if he pays cash for the tennis racket?5.W: How does your wife feel about marrying a basketball player?M: Pretty happy, I think.Q: What do you know about the man’s wife?B. Listen to the conversation. Then choose the best answer to each question below.M: Hurry up. It’s starting!W: What are we watching?M: A football match between Argentina and Italy. It should be exciting!W: But I’m not interested in football. I’d rather watch a film.M: Oh, come on! We can watch a film any day!W: We can watch a football game any day too!M: But this is the most important match of the season!W: Well. If you insist on watching the game, you’re on your own—I’m not hanging around. M: Where are you going? Are you angry?W: Oh, take it easy. I’m just joking. I’m going to the cinema, so you can enjoy your game at home.C. Listen to the conversation. Then choose the best answer to each question below.M: Do you fancy playing tennis this afternoon?W: I’m sorry, I’d love to, but I’ve so much to do. My room needs a good clean and I’ve got lots of washing to do too.M: Oh, that’s too bad.W: What about this Sunday? I’ll be free then.M: Great! Me too.W: Okay, when shall we meet?M: How about 1:00?W: That’ll be fine.M: Where shall we meet?W: Just outside the tennis court, maybe?M: Great. See you there!W: Bye.参考答案Part 1 Listening ComprehensionA1. B2. D3. B4. A5. CB6. B7. A8. BC9. C 10. BPart 2 Vocabulary & StructureA1. fitness2. muscles3. treadmill4. vitamins5. stretch6. yoga7. sum up8. mess up9. down 10. membershipB1. B2. A3. E4. C5. DC1. C2. C3. A4. B5. C6. B7. C8. C9. B 10. APart 3 Reading ComprehensionTask 11. C2. A3. C4. A5. BTask 21. D2. B3. A4. D5. DTask 31. loosen and stretch2. focus your thoughts3. breathe in4. Toe touch5. overheadTask 41. Over/More than 3002. (men) Freestyle.3. an obstacle course4. No, they weren’t.5. 44/forty-four11。

Pub Talk and the King's English 课后练习题答案（部分）Ⅱ.1.A good conversation does not really start from anywhere, and no one has any idea where it will go. A good conversation is not for making a point. Argument may often be a part of it, but the purpose of the argument is not to convince. When people become serious and talk as if they have something very important to say, when they argue to convince or to win their point, the conversation is spoiled.2. The writer likes bar conversation very much because he has spent a lot of time in pubs and is used to this kind of conversation. Bar friends are companions, not intimates. They are friends but not intimate enough to be curious about each other's private life and thoughts.3. No. Conversation does not need a focus. But when a focal subject appears in the natural flow of conversation, the conversation becomes vivid, lively and more interesting.4. The people talked about Australia because the speaker who introduced the subject mentioned incidentally that it was an Australian who had given her such a definition of "the King's English. " When the people talked about the resistance in the lower classes to any attempt by an upper class to lay down rules for "English as it should be spoken", the conversation moved to Norman England because at that time a language barrier existed between the Saxon peasants and the Norman conquerors.5. The Saxon peasants and their Norman conquerors used different words for the same thing. For examples see paragraph 9.6. “The King’s English” was regarded as a form 0f racial discrimination during the Norman rule in England about 1154—1399．7．The writer thinks “the King’s English” is a class representation of reality．1t is worth trying to speak “the King’s English”，but it should not be 1aid down as an edict，and made immune to change from below．The King’s English is a model a rich and instructive one- but it ought not to be an ultimatum．8．During the Norman period，the ruling class spoke Anglo—French while the peasants spoke their native Saxon language．Language bears the stamp of the class that uses it．The King’s English today refers to the language used by the upper，educated class in England．III．1．And conversation is an activity which is found only among human beings．2．Conversation is not for persuading others to accept our idea or point of view．3．In fact a person who really enjoys and is skilled at conversation will not argue to win or force others to accept his point of view．4．People who meet each other for a drink in the bar of a pub are not intimate friends for they are not deeply absorbed or engrossed in each other’s lives．5．The conversation could go on without anybody knowing who was right or wrong．6．These animals are called cattle when they are alive and feeding in the fields；but when we sit down at the table to eat．we call their meat beef．7．The new ruling class by using French instead of English made it difficult for the English to accept or absorb the culture of the rulers．8．The English language received proper recognition and was used by the King once more．9．The phrase，the King’s English，has always been used disrespectfully and jokingly by the lower classes. The working people very often make fun of the proper and formal language of the educated people．10．There still exists in the working people，as in the early Saxon peasants，a spirit of opposition to the cultural authority of the ruling class．11．There is always a great danger that we might forget that words are only symbols and take them for things they are supposed to represent．For example，the word “dog” is a symbol representing a kind of animal．We mustn’t regard the word “dog” as being the animal itself．IV.A.1. on the rocks：metaphor，comparing a marriage to a ship wrecked on the rocks2．get out of bed on the wrong side：be in a bad temper for the day3．on wings：metaphor，comparing conversation to a bird flying and soaring．It means the conversation soon became spirited and exciting．4．turn up one’s nose at: scorn；show scorn for5．into the shoes：metaphor，think as if one were wearing the shoes of the Saxon peasant,i.e. as if one were a Saxon peasant6. come into one’s own: receive what properly belongs to one，especially acclaim or recognition7．sit up at：(colloquial) become suddenly alert and take notice ofB.1．ignorant指缺乏知识，可以是就整体而言(如an ignorant man)，也可以是就某一具体方面或问题而言(如ignorant of the reason of their quarrel对他们争吵的起因毫无所知)；illiterate意为缺乏文化修养，尤指读写能力的缺乏；uneducated指没有受到正规的、系统的学校教育；unlearned意为学问不富(未必无知)，既可指一无所长，又可指某一方面所知有限，如unlearned in science，意为对科学懂得有限，但对其他学科，如文学、哲学等，倒可能是很精通的。

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》补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1. Actually, this photo was taken a long time ago.事实上，这照片是很久以前拍的。

该句是一般过去时的被动语态结构。

在三种情况下常用被动语态：1）强调动作的承受者，而不强调施动者；2）不必提及施动者；3）不知道施动者。

1) 一般现在时的被动语态的构成：主语+ is/are+动词的过去分词e.g. This room is cleaned every day by Mary.2) 一般过去时的被动语态的构成：主语+was/were+动词的过去分词e.g. The laptop was stolen by him.2. How interesting. 好有趣啊。

How nice to meet you, Naomi. 娜奥米，见到你真高兴。

由how引导的感叹句，其句子结构分为三种：1) How+形容词/副词+主语+谓语。

如：e.g. How careful she is! 她多么细心啊!How fast he runs! 他跑得多快啊!2) How+形容词+a/an+可数名词单数+主语+谓语e.g. How beautiful a girl she is! 她是个多么漂亮的姑娘啊!3) How+主语+谓语e.g. How time flies! 光阴似箭!3. Yes, but you have your mother’s smile. 是的，但你的笑容和你妈妈一样。

崭新版大学英语(第二版)综合教程2学生用书课后习题答案崭新版大学英语第二版综合教程 2 答案Unit1?? Ways of LearningContent Question1.They were studying arts education in Chinese kindergartens and elementary schools in Nanjing.2.Their 18-month-old son Benjamin was fond of trying to place the key into theslot of the key box during their stay at the Jinling Hotel.3.They would come over to watch Benjamin and then try to teach him how to doit properly.4.Because he realized that this anecdote was directly relevant to their assigned tasks in China: to investigate early childhood education and to throw light on Chinese attitudes toward creativity.5.Most of them displayed the same attitude as the staff at the Jinling Hotel.6.He emphasized that the most important thing is to teach the child that on can solve a problem effectively by oneself.7.He means that this incident pointed to important differences in educationaland artistic practices between China and the USA.8.The manner in which the Chinese staff saw the need to teach the child by guiding his hand in the characteristic of a broader attitude to education, one that stands in contrast to the Western preference for leaving the child to explore and learn unaided.9.One example is of children at the age of 5 or 6 painting flowers, fish and animals skillfully and confidently; in a second example, calligraphers 9 and 10 years old were producing works; and in a third, young artists work on perfecting their craft for several hours a day.10.Americans think that unless creativity has been acquired early, it may never emerge, and skills can be picked up later. Chinese think that if skills are not acquiredearly, they may never be acquired, and there is no hurry to promote creativity.11.This is mainly due to the difference in their way of thinking.12.The author makes the suggestion that we should strike a better balancebetween the poles of creativity and basic skills.Text OrganizationWorking On Your Own1.1)The text begins with an anecdote.2)His thoughts are mainly about different approaches to learning in China andthe West.3)He winds up the text with a suggestion in the form of a question.2. Chinese1)Show a child how to do something, or tech by holding the hand2)Give greater priority to developing skills at an early age, believing thatcreativity can be promoted over timeAmericans1)Teach children that they should rely on themselves for solutions to problems2)Put more emphasis on fostering creativity in young children, thinking skills canbe picked up laterUnit2 ValuesContent Question1.The Salvation Army is a religious charitable organization. A Salvation Army bellringer is a volunteer who help it collect donations.2.The boy asked him: Are you poor He did it simply out of confusion and curiosity.Obviously he knew nothing about the Salvation Army bell ringer.3.He said,“ I have more than some people, but not as much as others.” This mea that he was neither poor nor rich.4.The boy’mothers scolded him because the question was social inappropriate,especially to a person who looked poor.5.Yes, economically he is poor. He lives in a small basement apartment. Hedoesn even have a color TV. He falls into the lowest income category. And so on.6.No, the writer does not feel poor. This is because he has enjoyed good healthand creativity which he thinks are much more important than material goods.7.He feels out of place among people who are primarily interested in material things.8. She told him that she was interested in what’ s on the inside. but after he took hto his poorly furnished apartment, she changed her mind completely.9.It only shows that to her the most important thing was still material goodsrather than what she had claimed before.mercial can put people under pressure to purchase more than is reallynecessary.11.Because December is the time for to work for the Salvation Army as a bell ringer,which gives him a genuine sense of belonging and brings him happiness in helpingothers.12.The boy’ question has helped the writer realize that, despite his lack of expensivepossessions, he is rich in many other ways and should be thankful for that.Working On Your Own1.1) a.√2) the essay is meant to explain something that is, the author’ s view of life.3)That one can live a life full of riches without being rich financially.2.“ are you poo Part One: The writer’ s encounter with a boy who raised the questionPart Two: In search of an answer the writer finds that not having expensivepossessions doesn’ t makeimfeelh poor mainly because he enjoys life in many otherways.Part Three: In conclusion, the writer thinks he’growns to understand more abouthimself because of the boy’ s question.Unit3 The Generation GapContent Question1.There are seven characters---Father, Mother, Heidi, Diane, Sean, Restaurant Manager, and Mrs. Higgins.2.No. Because what he does usually ends up embarrassing them.3.To buy a guitar.4.To check if Sean was going to embarrass him.5.He knew his father was going to embarrass him.6.It was unnecessary and embarrassing.7.He wanted Dan to pressure his son into asking Diane to the senior prom.8.He would speak to his son and insist that the latter give Diane a call.9.She felt humiliated.10.Because the Thompson had just moved.11.He tried to let her know how exceptionally talented a young woman Heidi was.12.Because she couldn’ t bear being embarrassed by her father.Working On Your Own1.1.A fast-food restaurant2.The Thompson family dining room3.An office at a high school2.Scene One: Father embarrassed Sean by talking too proudly to the restaurant manager.Scene Two: Father embarrassed Diane by persuading a colleague into pressing his son to ask her to the senior prom.Scene Three: Father embarrassed Heidi by boating to an official at her new school about how talented she was.Unit4 The Virtual WorldContent Question1.She used to be a television producer, but now she is a writer.2.She writes and edits articles online, submits them via email, and communicateswith colleagues via the Internet, too.3.She could stay computer-assisted at home for weeks, going out only t get mail,newspapers and groceries.4.They feel as if they had become one with the computer, and life seems to beunreal.5.That people who grew used to a virtual life would feel an aversion to outsideforms of socializing.6.She gets overexcited, speaks too much, and interrupts others.7.She is bad-tempered, easily angered, and attacks everyone in sight, all becauseshe has long become separated from others and lacks emotional face-to-faceexchanges with people.8.She fights her boyfriend, misinterpreting his intentions because of the lack ofemotional cues given by their typed dialogue.9.Because we rely on co-works for company.10.She calls people, arrangers to meet the few friends remaining in the City, gets tothe gym, arranges interviews for stories, doctor ’---sanythiappo n gtmentstoget herout of the house and connected with others.11.No, she doesn ’ t feel happy. She feels being face to face is intolerable.12.She makes her excuses and flees, re-enters her apartment, runs to the computer,clicks on the modem, and disappears into the virtual world again.Text OrganizationWorking On Your Own1.1.2-32.1,4-10,133.114.122.The first paragraph describes the consequences of living a virtual life and the last tells of the author ’ s escape back into it. Together, they bring out the dilemma people atpresent are in: Because of modern technology, we have a choice between a virtual life and real life, but find both unsatisfactory.Unit5 Overcoming ObstaclesContent Question1.Because the pole was set at 17 feet which was three inches higher than hispersonal best.2.Because pole-vaulting combines the grace of a gymnast with the strength of abody builder.3.His childhood dream was to fly. His mother read him numerous stories aboutflying when he was growing up.4.Because he believed in hard work and sweat. His motto: If you want something,work for it!5.Michael's mother wished he could relax a bit more and be that "free dreaming"little boy. On one occasion she attempted to talk to him and his father about this,but his dad quickly interrupted, smiled and said, "You want something, work for it!"6.He began a very careful training program.7.He seemed unaware of the fact that he had just beaten his personal best bythree inches. He was very calm.8.He began to feel nervous when the bar was set at nine inches higher than hispersonal best.9.What his mother had taught him about how to deal with tension or anxietyhelped him overcome his nervousness.10.The singing of some distant birds in flight made him associate his final jumpwith his childhood dream.11.He could imagine the smile on his mother ’faces. He thought his father was probably smiling too, even laughing. However, in fact, his father hugged his wife and cried like a baby in her arms.12.Because he was blind.Text OrganizationWorking On Your Own1.Part One: Michael faced the most challenging competition in his pole-vaulting career. Part Two: Michael ’ s childhood was marked with dreams and tough training. Part Three: Michael topped his personal best, won the championship and set a new world record.2.(1)It also has the element of flying, and the thought of flying as high as a two-story building is a mere fantasy to anyone watching such an event.As long as Michael could remember he had always dreamed of flying.(2) All of Michael ults’todsvay seemed to be the reward for his hard work.Unit6 Women, Half the SkyContent Question1.They liked girly toys such as a miniature kitchen, and Barbies.2.To convert a gas-guzzling SUV into a hybrid electric vehicle.3.Because she didn’ t know anything about cars and was afraid of being cheated by the mechanic.4.She was craving independence and wanted to live away from home for some time.5.It helped her earn six engineering credits, which of course made it easier for her to become an engineering major.6.Five years.7.In her view, if you find a subject is difficult to learn, it does not mean yougood at it. It just means you have to set your mind and work harder to get good at it. 8. Because he had confidence in her abilities believing she could have done better if崭新版大学英语(第二版)综合教程2学生用书课后习题答案she had studied more.9.No, she wasn’alwayst confident. She had moments of panic, worried that as awoman she would be unable to understand thermodynamics.10.She considers it wrong because it is based on a faulty premise.11.It is flexible and more powerful than we imagine.’ s o 12. What she means is not to accept others’ opinions blindly but to use onejudgment.Text OrganizationWorking On Your Own1.Part One: The author describes how she stumbled into engineering.Part Two: The author writes about how she has overcome obstacles, including thebias against women, on her way to success.Part Three: The author draws the conclusion that women can do anything mencan so long as they believe in their own abilities.2.1) she was not a tomboy.not to an engineering department.she didn ’ t know the first thing about engineering.because she craved independence from her parents.already earned her six credits in engineering.2) math and design.she participated in a national competition to convert an SUV into a hybrid electricvehicle.work harder at it.that she should study more.had to work hard at courses she found difficult, which encouraged her to keep going.Unit7 Learning about EnglishContent Question1.It has borrowed and is still borrowing massively from other languages. Today it has an estimated vocabulary of over one million words.2.They don ’ t like borrowing foreign words. They try to ban words from English.3.Old English or Anglo-Saxon English.4.The Germanic tribes brought it to the British Isles in the 5th century.5.They are usually short and direct.6.They use words derived from Old English.7.An English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study later revealed the Indo-European parent language.8.Greek, Latin, Sanskrit, English, etc.9.There were three languages competing for use in England.10.Words from Greek and Roman classics came into the English language.11.The great principles of freedom and rights of man were born in England, then the Americans carried them forward.12.No. English is and has always been the tongue of the common people. There should not be any fence around it to protect its so-called purity.Text OrganizationWorking On Your Own1.Part One: Massive borrowing from other languages is a major feature of the English language.Part Two: the history of the English language from the Indo-European parent language to modern English.Part Three: Tolerance, love of freedom, and respect for the rights of others---these qualities in the English-speaking people explain the richness of their language.2.Paras. 10-11: Germanic tribes came to settle in Britain and brought Anglo-Saxon words---Old English.Para. 12: The Christian religion enriched English with words from Greek and Latin.Para. 13: the Vikings from Scandinavia came with words from Old Norse. Para. 14: the Norman Conquest---French influence.Para. 15: The European renaissance and the printing pressbrought many new words from Latin and Greek.Para. 16: The American revolution---the emergence of a new variety---Amercan English.。

新技能英语高级教程2unit1作文Unit 1: The Power of WordsIn today's fast-paced and interconnected world, the ability to communicate effectively in English is more important than ever. With the rise of globalization and technology, English has become the lingua franca of business, science, and diplomacy. As such, mastering advanced English skills is crucial for success in the global arena.In Unit 1 of the New Skills Advanced English Course 2, students will explore the power of words and how they can be used to influence, persuade, and inspire others. Through a series of engaging activities, students will learn how to craft compelling arguments, deliver persuasive speeches, and write persuasive essays.One of the key components of Unit 1 is the study of rhetoric, the art of using language to persuade or influence others. Students will learn about the different rhetorical devices and strategies used by famous speakers and writers throughout history, from Aristotle to Martin Luther King Jr. They will also have the opportunity to practice using these techniques in their own writing and speeches.In addition to rhetoric, Unit 1 also covers the role of language in shaping our identities and beliefs. Students will explore how language can be used to reinforce stereotypes, perpetuate discrimination, or challenge social norms. They will also learn how to use language to promote equality, diversity, and social justice.Overall, Unit 1 of the New Skills Advanced English Course 2 provides students with the tools and knowledge they need to become effective communicators and advocates for change. By mastering the power of words, students will be better equipped to navigate the complexities of the modern world and make a positive impact on society.So, are you ready to unlock the power of words and take your English skills to the next level? Join us in Unit 1 and start your journey towards becoming a confident and persuasive communicator.。

教案课程名称新生代英语高级教程2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》1教学计划教学单元Unit1“My schedule is crazy.”单元主题●Studying课时安排8教学内容●Show Time“My schedule is crazy.”●ReadingHow to stop procrastinating?●Chat TimeI aced my chemistry test.●WritingA schedule●GrammarTag questions●My StorySchedules and routines教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Focus students’attention on the learninggoals for the unit and explain that thefocus of this unit is on time management.●Ask students to look at the picture and todescribe what they see.(A student isworking on an assignment very late atnight.)Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings.Give studentsseveral minutes to complete the passage.2●Nominate students to read the passagearound the class.Ask students:Do youhave a schedule as busy as this?What’syour schedule like?Vocabulary Builder A and BTo teach students newvocabulary related tostudying ●Have students listen and repeat the wordsand the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is another word for homework?(assignment)What is the verb we use todescribe missing a class?(skip)What isanother word for student accommodation?(dormitory)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills●Tell students they will hear a conversationbetween a man and a woman who arediscussing their semester schedules.●There are a few words in the conversationyou may need to teach.They are physics,elective and Shakespeare.Write thesethree words on the blackboard.Askstudents:Which one is a famous writer?(Shakespeare)You can also ask studentsto tell you the names of some famousShakespeare plays.Then ask students:Which one is a kind of science?(physics)You may want to add that Newton is themost famous figure in the history ofphysics.Students will probably have heardof the story of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose.Askstudents if they have any elective classes.●Play the audio,twice if necessary.Pausethe audio so that students have time to fill3in the blanks.DTo improve students’speaking and comprehension skills ●Read the rubric aloud and check thatstudents understand the task.●Organize students into pairs.Challengethem to see who can be the first tocomplete the puzzle,but don’t allow fastfinishers to reveal their answers to theirclassmates.●As a possible extension task,get studentsto write sentences about themselvescontaining the words from this activity.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to readthrough each statement and to decide if itis true or false.●For Exercise C,play the video again.Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi.For an extensionactivity,you can also have students rewritethe conversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word or expression.●Check the answers for Exercises B,C,andD.Students can exchange books and listenas you go through the answers.Reading A and BTo improve students’readingExercise A●Ask students to describe the picture.Thenread the headline aloud.If students don’tknow the meaning of the word4comprehension procrastinating,tell them to guess whatthey think it means.Elicit thatprocrastinate means putting off doingsomething until a later date.Ask studentsto tell you whether or not theyprocrastinate and get them to describe thesituations in which they are most likely toprocrastinate.●Give students several minutes to read thetext.Encourage students to refer toWORDS&EXPRESSIONS.●Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback.Exercise B●Get students to look at the statements.They should then read the text again,anddecide whether the statements are true orfalse.●Check answers around the class.C,D and ETo review the useful words and expressionsExercise C●Challenge students to see who can be thefirst to match the words to the definitions.●Fast finishers should write sentencescontaining the words in the left column.They should then blank out the words andread the sentences aloud to another fastfinisher,who should listen and provide themissing words.●Check answers orally,focusing on correctpronunciation of the words.Exercise D●Read the words and expressions in theboxes aloud.Ask students to complete thesentences.Allow them to check theiranswers with a partner before reading thesentences around the class.●Personalize the new language by askingstudents questions,such as:Whatbest-selling books have you read?Whenyou make a plan,do you find it difficult tostick to it?When were you last tempted toprocrastinate?5Exercise E●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.●When everyone is ready,play the audio ofthe definitions.●When someone calls out“Bingo”,see if he/she can remember the definitions for thewords in their row.Beyond the TextTo improve students’critically thinking ability and encourage them to learn a lesson from the text Exercise A●Read what Olivia says to the class.Thenget a student to read the advice aloud.Askstudents whether or not they agree with theadvice,and whether they have anydifferent or better suggestions.●Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick.After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’s advice. Exercise B●Give students several minutes to read thequotes and sayings.Allow them to askquestions about any new or unfamiliarwords.●Organize students into pairs to completethe task.Monitor as students share theirideas,offering support where necessary.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.●Tell students to listen carefully and towrite down what they hear in the blanks.Ifnecessary,pause the audio so that studentshave time to write.●Have students practice talking about6Writing To improve students’writing skills andlearn to write ascheduleExercise A●Tell students that they are going to putsome of the skills they have learned in thisunit into practice,by writing a schedule.●Give students several minutes to skim thenotes and to match them to the scheduleentries.●Allow students to check their answers witha partner before conducting classfeedback.Exercise B●Focus students’attention on the headingsand elicit their meanings.●Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.●Check answers orally.For each heading,studying using the questions in Exercise B.●Have students read through LANGUAGENOTE,which teaches the idiom“to turnover a new leaf.Ask students:Have youever turned over a new leaf?What did youwant to change?Were you successful?Why(not)?Exercise C●Read the rubric aloud and direct students’attention to the clues.As a class,readthrough the expressions in Usefullanguage,focusing on the correctpronunciation,sentence stress andintonation.●Organize students into pairs and get themto work on their role-plays.Circulate asstudents do this,listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.Conduct class feedback,taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.7ask students to suggest a couple morepossible schedule entries.Exercise C●Get students to look at Kara’s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.●Do the first schedule entry in Exercise Btogether,as an example.Students shouldcomplete the rest of the task alone.Monitor,offering support wherenecessary.●Bring the class together again.Go throughthe schedule,asking students to tell youwhat they wrote and where they wrote it. Exercise D●Ask students:What do you need to do thisweek?Ask them about their daily life,school and their part-time job.Tellstudents about some of the things you needto do this week.●Get students to make notes under theheadings.Ask a couple of students toreport back on what they have written. Exercise E●Get students to put their notes into theschedule.Remind them that they onlyneed to write the most importantinformation.●Monitor as students complete the task,offering support where necessary.●When students have completed the task,display the schedules on the screen and getstudents to look at each other’s schedule.Ask students:Who has the busiestschedule?Grammar To teach students howto use tag questionsExercise A●Start by explaining that tag questions areused in two situations.In the firstsituation,you are not sure something istrue,but want to make sure.In this casewhen you speak,your voice will rise.Write an example on the blackboard,such8as:You aren’t my student,are you?↗●Explain that we also use tag questionswhen we want to confirm something weknow is true.●In this case,your voice will go down whenyou speak.Write an example on theblackboard,such as:You don’t have asister,do you?↘●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Ask students to look at the picture and todescribe what they see.(A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)●Elicit when we use tag questions.(Whenwe want to check conversation or elicit aresponse from our conversational partner.)●Read the rubric plete the firsttag question together with students as anexample.●Get students to complete the rest of theconversation.Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class. 9My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video inwhich real people talk about what they doin their free time.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the videoagain and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Give students several minutes to read thequestions and to think about their answers.●Organize students into pairs.They shouldtake it in turns to ask and answer thequestions.●Circulate,encouraging students to usesome of the new words and expressionsthey have learned in this unit.●Ask a few students to report back on theirdiscussions.Write down any newlanguage on the blackboard.课后学习设计作业◆Finish all the exercises in Unit1.◆Read the text in this unit again and try tosummarise its content.◆Write a schedule.课后总结与反思10补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。

Unit TestUnit 1 “Where are you from?”Part 1 Listening ComprehensionSection AA. Listen to the conversation. Then choose the best answer to complete each sentence.1. The thief is ________.A. shortB. baldC. muscular2. The thief’s hair is ________ and ________.A. long; blackB. short; blondC. dark; curly3. The thief had a scar on his ________.A. armB. legC. cheekB. Listen to the teacher introduce himself. Then choose the best answer to each question.4. What does Mr. Fischer teach?A. Art.B. English.C. Science.5. What kind of hair does Mr. Fischer have?A. He has long, brown hair.B. He is bald.C. He has short hair.6. How tall is Mr. Fischer?A. He is very tall.B. He is very short.C. He is of medium height.7. Where might Mr. Fischer be at the moment?A. In a lab.B. At home.C. In Room S106.C. Listen to the advertisement. Then choose the best answer to each question below.8. How many products are being advertised?A. One.B. Two.C. Four.9. Which food is not mentioned in the advertisement?A. Pasta.B. Potatoes.C. Fruit.10. How many free bottles will be sent to a potential customer?A. Two.B. Three.C. One.Section BListen to the following sentences and write down what you hear on the lines.1. I always sleep better after getting a massage. It helps me ________.2. Carrie has a facial every month. She says it makes her face look ________.3. Your fingernails look ________. You should get a manicure.4. Kurt always gets his hair dyed ________.5. I’m going to the ________ salon. Talk to you later.Part 2 Vocabulary and StructureA. Fill in the blanks with the words or expression from the box.1.Your __________ is the child of your uncle or aunt.2.Her __________ was small, with a rather fussy manner.3.I couldn't understand a(n) __________ word she said!4.May kept a photograph of her mother in a silver __________ on the table.5.When I was younger, I had __________ ideas of becoming a writer.6.We've put the best wedding photos into a(n) __________.7.In keeping with __________, they always have turkey on Christmas Day.8.The movie is nearly three hours in __________.9.We always __________ our wedding anniversary by going out to dinner.10.She is __________ a great beauty.B. Match the words to the definitions.1. honeymoon2. wedding3. invitation4. engaged5. congratulations A.having agreed to marry sb.B.to tell someone that you are happybecause they have achieve something C. a marriage ceremony, and the meal orparty that usually follows itD. a spoken or written request to sb. to dosth. or to go somewhereE. a holiday/vacation taken by a couplewho have just got marriedC. Choose the best answer to complete each sentence.1. Is that Aunt _______ cat?A. Terry’sB. TerrysC. Terrys’2. This is our _______ table.A. teachersB. teacher’sC. teacher3. Lily’s and _______ birthdays are both in May.A. JanesB. Jane’sC. Janes’4. The _______ names are James and Tom.A. boysB. boy’sC. boys’5. That’s _______ bookstore.A. Louis’B. of Louis’sC. Louis6. Is that Uncle _______ rabbit?A. OliversB. Oliver s’C. Oliver’s7. This is my _______ bicycle.A. friendsB. friend’sC. friend8. Bryan and _______ wedding is in August.A. Rachels’B. RachelsC. Rachel’s9. The _______ names are Jane and Lina.A. girls’B. girl’sC. girls10. The _______ toilet is over there.A. womensB. wo men’sC. womensD. Complete the passage, choosing appropriate words.Hello everyone. I would like you all to meet 1.______ (me / my) best friend, James.2._______ (He / His) is a student at Harvard University. His family comes from Italy. James has a sister.3._______ (She / Her) name is Natalia. James lives with his family in Boston.4. _______ (Their / They) house is close to Harvard. Today is5._______ (his / him) birthday. We will have a party tonight.Part 3 Reading ComprehensionTask 1 Read the passage. Fill in the blanks with no more than three words.Dear Susie,I’m writing to you because I have a problem which is making me feel really down.Some of the girls at college are being unkind to me because I am overweight. When they go shopping together on Saturday afternoons, they never invite me and they say the shops they visit don’t sell clothes in my size. When they play sports, they don’t ask me to join them and they say I’m too fat to run fast.I’m trying to lose weight—I’ve started exercising, and I’m trying to eat more healthily.My mom says I shouldn’t listen to the girls, and that I’m beautiful just the way I am. My sister Amy is so slim and pretty. I know she doesn’t really understand my situation. I really don’t know who I can talk with about this. That’s why I’m writing to you. Can you help me?Your friend,Becky1. Some girls at school are being unkind to Becky because she is _____________________.2. The girls at school are making Becky feel bad because they _____________________ to go shopping and don’t ask her to play sports with them.3. Becky is trying to lose weight—she has started exercising, and she is trying to _____________________.4. Becky’s mom says she is beautiful she is just the _____________________.5. Becky’s sister doesn’t understand because she is _____________________.Task 2 Read the passage. Choose the best answer.A. springB. summerC. autumnD. winter2. The clothes at the fashion show have been designed by ____________.A. well-known fashion designersB. teachers at the collegeC. final year students at the collegeD. young children3. After the fashion show, there will be ____________.A. a prize-givingB. a competitionC. some food and drinkD. dancing4. The students are looking for ____________.A. people to model their designsB. people to serve drinks at the showC. people to play music at the showD. people to buy their clothes5. The models need to ____________.A. be tall and slimB. be very good-lookingC. be shyD. love fashionTask 3 Read the passage. Fill in the blanks with no more than three words.How men should dress on a first dateYou’ve met the woman of your dream, but how should you dress on your first date?• Pay attention to your feet: they are what women will always look at. Ma ke sure that your shoes are polished and that your socks are clean. Comedy socks are a complete no-no.• Don’t wear a suit. You shouldn’t look like you’ve just come straight from work. A sweatshirt and a smart pair of dark jeans is a much better idea.• Sportswear is a bad idea, so leave the tracksuit and running shoes at home unless you’re actually taking your date to a baseball match, and if you are, then it’ll probably be your last date anyway.• Don’t try anything new with your hair just before you r date. Visit your usual barber and stick with something you feel comfortable with.• Wear aftershave, but not too much, or you will have your date running to the nearest open window!1.Why should men wear polished shoes and clean socks on a first date? Because women willalways _________________ men’s feet.2.Why shouldn’t a man wear a suit on his first date? Because it will look like he has comestraight _________________.3.When is it OK for a man to wear sportswear on his first date? When he is taking his date to_________________.4.What should a man do with his hair before a date? He should visit his _________________.5.How much aftershave should men wear? Just a little, not _________________.Unit 1 “Where are you from?”听力脚本Section AA. Listen to the conversation. Then choose the best answer to complete each sentence. Officer Hoffman: OK, Ms. Spencer. Please tell me what the thief looked like.Ms. Spencer: It was dark and I couldn’t see very clearly.Officer Hoffman: Was he tall or short?Ms. Spencer: He was tall.Officer Hoffman: How about his body type?Ms. Spencer: He looked quite muscular.Officer Hoffman: Did you notice anything about his hair?Ms. Spencer: I noticed that he had quite long hair.Officer Hoffman: What color was it?Ms. Spencer: Dark brown or black.Officer Hoffman: And how about his face?Ms. Spencer: I’m sorry. I can’t remember anything about his face.Officer Hoffman: That’s OK. You are doing great, Ms. Spencer.Ms. Spencer: Wait a minute. I remember one more thing.Officer Hoffman: What?Ms. Spencer: He had a large scar on his cheek. That’s all I remember about his face. Officer Hoffman: Thanks, Ms. Spencer. You have been very helpful. If we need any more information, we will call you.Ms. Spencer: I’m glad I could help.B. Listen to the conversation. Then choose the best answer to each question below. George: Excuse me. Could you help me?Beth: Sure. What’s up?George: I’m looking for Mr. Fischer.Beth: Is he a teacher here?George: I think so. I’m one of his old students. I used to go to this school.Beth: Maybe he left the school. What does he teach?George: He teaches science.Beth: What does he look like?George: Let me think… He’s very tall and thin. He’s bald and he wears glasses. Does that sound familiar?Beth: Yes! I have seen him around. I think he is in Room S106 at the moment. George: I’ll go take a look. Which way is it? I forgot.Beth: Go that way and keep walking till you get to the Science Building. You can’t miss it.George: Thanks a lot!Beth: Don’t mention it.C. Listen to the advertisement. Then choose the best answer to each question below.New! Dietmate Carb Blocker and Dietmate Fat Blocker. Now you can lose weight in an easy way. Eat what you like, whenever you like. The Dietmate Carb Blocker has been scientifically proven to block your body from absorbing carbs from your favorite foods such as potatoes, bread and pasta. And the Dietmate Fat Blocker will help reduce fat storage levels in your body. Both these products have been clinically tested and are 100 percent safe and effective. If you would like a free trial, don’t hesitate! We will s end you your first two bottles free! That’s right! Free! Call 1-800-LOSER. Conditions apply.Section BListen to the following sentences and write down what you hear on the lines.1.I always sleep better after getting a massage. It helps me relax.2.Carrie has a facial every month. She says it makes her face look younger.3.Your fingernails look terrible. You should get a manicure.4.Kurt always gets his hair dyed black.5.I’m going to the beauty salon. Talk to you later.参考答案Part 1 Listening ComprehensionSection A1. C2. A3. C4. C5. B6. A7. C8. B9. C 10. ASection B1. relax2. younger3. terrible4. black5. beautyPart 2 Vocabulary and StructureSection A1. cousin2. aunt3. single4. frame5. romantic6. album7. tradition8. length9. celebrate 10. known asSection B1. E2. C3. D4. A5. BSection C1. A2. B3. B4. C5. A6. C7. B8. C9. A 10. BSection D1. my2. He3. Her4. Their5. hisPart 3 Reading ComprehensionTask 11. overweight2. never invite her3. eat more healthily4. way she is5. slim and prettyTask 21. B2. C3. C4. A5. DTask 31. look at2. from work3. a baseball match4. usual barber5. too much。

倾情习作真情流露作者：于佳静来源：《新课程·小学》2019年第02期从去年开始，在文登教研中心崔秀花老师的指导下，习作教学被郑重纳入到我们的语文教学工作中，并以此为基点，全面提升了学生的听、说、写、评、改的语文素养。

对于刚入学的一年级的孩子来说，写作的重点就是写话，而能够写出一句通顺、标点符号正确、意思表达清楚的句子是对学生的基本要求。

为了培养学生的写作兴趣，从开始学写字时，我就鼓励学生用笔去记录下自己的所见所闻。

每天用拼音写一、两句话，把能看到的、想到的写清楚，把句子写通顺就好。

本学期我们学校各年级的语文教研组也进行了写作课例大教研，我们一年级语文组以语文园地里的口语交际“我们身边的垃圾”为例进行研讨，教研组的每位老师潜心投入，细心钻研，总结了一些对提高一年级学生写作水平有效的方法。

“我们身边的垃圾”是人教版一年级小学语文第二册“语文园地三”里的一个口语交际训练的主题，因为有了《美丽的小路》《失物招领》两篇课文学习作铺垫，学生对身边的垃圾已经有了一定的认知基础，而且在生活中，学生从学校到家里，从家里到校外，他们每天都可以接触到垃圾。

因而，“垃圾”这个话题对他们而言并不陌生，课堂效果也比较不错。

如今，由此课进行拓展，对写话、口语进行课堂教学，我有了以下几点认识：一、引导学生学会观察并清楚表达自己的想法生活中，只有仔细观察的同学才能知道垃圾是从哪里来的。

低年级的孩子缺乏生活经验，观察能力差，不善于观察身边的事物，如：校园中的花草树木，同学们天天看到，却很少有同学能说出它们的样子。

如果教师不注重引导学生学会观察，在以后的习作中同学们就会觉得无话可说。

在教授“我们身边的垃圾”一课的课堂上，教师通过问题、课件和生活经验引导学生到校园里、街道上、商场里、游乐场里……让我们用眼睛看一看、用鼻子闻一闻、用手摸一摸等方法，了解垃圾的来源。

这实际上是对学生提出了观察的任务，同时也教给了学生观察的方法，即“看一看”“闻一闻”“摸一摸”等。

教案课程名称新生代英语高级教程2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》1教学计划教学单元Unit1“My schedule is crazy.”单元主题●Studying课时安排8教学内容●Show Time“My schedule is crazy.”●ReadingHow to stop procrastinating?●Chat TimeI aced my chemistry test.●WritingA schedule●GrammarTag questions●My StorySchedules and routines教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Focus students’attention on the learninggoals for the unit and explain that thefocus of this unit is on time management.●Ask students to look at the picture and todescribe what they see.(A student isworking on an assignment very late atnight.)Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings.Give studentsseveral minutes to complete the passage.2●Nominate students to read the passagearound the class.Ask students:Do youhave a schedule as busy as this?What’syour schedule like?Vocabulary Builder A and BTo teach students newvocabulary related tostudying ●Have students listen and repeat the wordsand the expression,teaching the definitionfor each one.You can check theircomprehension by asking questions,suchas:What is another word for homework?(assignment)What is the verb we use todescribe missing a class?(skip)What isanother word for student accommodation?(dormitory)●Once students seem comfortable with thenew words and the expression,have themcomplete Exercise B and then switchbooks.Go through the answers,calling ondifferent students each time.Correct anyerrors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills●Tell students they will hear a conversationbetween a man and a woman who arediscussing their semester schedules.●There are a few words in the conversationyou may need to teach.They are physics,elective and Shakespeare.Write thesethree words on the blackboard.Askstudents:Which one is a famous writer?(Shakespeare)You can also ask studentsto tell you the names of some famousShakespeare plays.Then ask students:Which one is a kind of science?(physics)You may want to add that Newton is themost famous figure in the history ofphysics.Students will probably have heardof the story of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose.Askstudents if they have any elective classes.●Play the audio,twice if necessary.Pausethe audio so that students have time to fill3in the blanks.DTo improve students’speaking and comprehension skills ●Read the rubric aloud and check thatstudents understand the task.●Organize students into pairs.Challengethem to see who can be the first tocomplete the puzzle,but don’t allow fastfinishers to reveal their answers to theirclassmates.●As a possible extension task,get studentsto write sentences about themselvescontaining the words from this activity.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to readthrough each statement and to decide if itis true or false.●For Exercise C,play the video again.Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi.For an extensionactivity,you can also have students rewritethe conversation,using the words andexpressions learned in this unit.●For Exercise D,have students readthrough each sentence and choose thecorrect word or expression.●Check the answers for Exercises B,C,andD.Students can exchange books and listenas you go through the answers.Reading A and BTo improve students’readingExercise A●Ask students to describe the picture.Thenread the headline aloud.If students don’tknow the meaning of the word4comprehension procrastinating,tell them to guess whatthey think it means.Elicit thatprocrastinate means putting off doingsomething until a later date.Ask studentsto tell you whether or not theyprocrastinate and get them to describe thesituations in which they are most likely toprocrastinate.●Give students several minutes to read thetext.Encourage students to refer toWORDS&EXPRESSIONS.●Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback.Exercise B●Get students to look at the statements.They should then read the text again,anddecide whether the statements are true orfalse.●Check answers around the class.C,D and ETo review the useful words and expressionsExercise C●Challenge students to see who can be thefirst to match the words to the definitions.●Fast finishers should write sentencescontaining the words in the left column.They should then blank out the words andread the sentences aloud to another fastfinisher,who should listen and provide themissing words.●Check answers orally,focusing on correctpronunciation of the words.Exercise D●Read the words and expressions in theboxes aloud.Ask students to complete thesentences.Allow them to check theiranswers with a partner before reading thesentences around the class.●Personalize the new language by askingstudents questions,such as:Whatbest-selling books have you read?Whenyou make a plan,do you find it difficult tostick to it?When were you last tempted toprocrastinate?5Exercise E●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.●When everyone is ready,play the audio ofthe definitions.●When someone calls out“Bingo”,see if he/she can remember the definitions for thewords in their row.Beyond the TextTo improve students’critically thinking ability and encourage them to learn a lesson from the text Exercise A●Read what Olivia says to the class.Thenget a student to read the advice aloud.Askstudents whether or not they agree with theadvice,and whether they have anydifferent or better suggestions.●Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick.After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’s advice. Exercise B●Give students several minutes to read thequotes and sayings.Allow them to askquestions about any new or unfamiliarwords.●Organize students into pairs to completethe task.Monitor as students share theirideas,offering support where necessary.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.●Tell students to listen carefully and towrite down what they hear in the blanks.Ifnecessary,pause the audio so that studentshave time to write.●Have students practice talking about6Writing To improve students’writing skills andlearn to write ascheduleExercise A●Tell students that they are going to putsome of the skills they have learned in thisunit into practice,by writing a schedule.●Give students several minutes to skim thenotes and to match them to the scheduleentries.●Allow students to check their answers witha partner before conducting classfeedback.Exercise B●Focus students’attention on the headingsand elicit their meanings.●Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.●Check answers orally.For each heading,studying using the questions in Exercise B.●Have students read through LANGUAGENOTE,which teaches the idiom“to turnover a new leaf.Ask students:Have youever turned over a new leaf?What did youwant to change?Were you successful?Why(not)?Exercise C●Read the rubric aloud and direct students’attention to the clues.As a class,readthrough the expressions in Usefullanguage,focusing on the correctpronunciation,sentence stress andintonation.●Organize students into pairs and get themto work on their role-plays.Circulate asstudents do this,listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.Conduct class feedback,taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.7ask students to suggest a couple morepossible schedule entries.Exercise C●Get students to look at Kara’s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.●Do the first schedule entry in Exercise Btogether,as an example.Students shouldcomplete the rest of the task alone.Monitor,offering support wherenecessary.●Bring the class together again.Go throughthe schedule,asking students to tell youwhat they wrote and where they wrote it. Exercise D●Ask students:What do you need to do thisweek?Ask them about their daily life,school and their part-time job.Tellstudents about some of the things you needto do this week.●Get students to make notes under theheadings.Ask a couple of students toreport back on what they have written. Exercise E●Get students to put their notes into theschedule.Remind them that they onlyneed to write the most importantinformation.●Monitor as students complete the task,offering support where necessary.●When students have completed the task,display the schedules on the screen and getstudents to look at each other’s schedule.Ask students:Who has the busiestschedule?Grammar To teach students howto use tag questionsExercise A●Start by explaining that tag questions areused in two situations.In the firstsituation,you are not sure something istrue,but want to make sure.In this casewhen you speak,your voice will rise.Write an example on the blackboard,such8as:You aren’t my student,are you?↗●Explain that we also use tag questionswhen we want to confirm something weknow is true.●In this case,your voice will go down whenyou speak.Write an example on theblackboard,such as:You don’t have asister,do you?↘●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Ask students to look at the picture and todescribe what they see.(A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)●Elicit when we use tag questions.(Whenwe want to check conversation or elicit aresponse from our conversational partner.)●Read the rubric plete the firsttag question together with students as anexample.●Get students to complete the rest of theconversation.Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class. 9My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideo Exercises A&B●Tell students that they will see a video inwhich real people talk about what they doin their free time.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the videoagain and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Give students several minutes to read thequestions and to think about their answers.●Organize students into pairs.They shouldtake it in turns to ask and answer thequestions.●Circulate,encouraging students to usesome of the new words and expressionsthey have learned in this unit.●Ask a few students to report back on theirdiscussions.Write down any newlanguage on the blackboard.课后学习设计作业◆Finish all the exercises in Unit1.◆Read the text in this unit again and try tosummarise its content.◆Write a schedule.课后总结与反思10补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。

新生代英语高级教程2综合训练高等英语教学网Unipus简介本文档将介绍新生代英语高级教程2综合训练的内容和使用方法。

该教程由高等英语教学网Unipus提供，旨在帮助学习者提高英语水平。

教程内容新生代英语高级教程2综合训练是一套适用于高级英语学习者的综合训练教程。

教程包含了多个练习题，涵盖了听力、口语、阅读和写作等方面。

通过这些练习，学习者可以巩固和提升他们的英语技能。

听力练习教程中的听力练习涵盖了各种话题，包括日常生活、科学技术、文化艺术等。

学习者可以通过听力材料来提高他们的听力技巧和理解能力。

练习中提供了相关的问题，学习者需要根据听到的内容选择正确的答案。

口语练习口语练习部分包括了对话、演讲和讨论等不同形式的练习。

学习者可以通过模仿和实践来提高他们的口语表达能力。

练习中会提供相关的话题和问题，学习者需要在规定的时间内做出回答或表达自己的观点。

阅读练习教程中的阅读练习包括了各种文本和文章，涵盖了不同的主题和文体。

学习者需要通过阅读来理解文章的内容和结构，并回答相关的问题。

阅读练习旨在培养学习者的阅读理解能力和词汇积累。

写作练习写作练习包括了不同类型的写作任务，如论述文、图表描述和信函写作等。

学习者需要根据任务要求，组织自己的思路并进行书面表达。

写作练习有助于提高学习者的写作能力和语言运用能力。

使用方法1.学习者可以通过以下步骤来使用新生代英语高级教程2综合训练：并安装高等英语教学网Unipus的学习软件，该软件提供了教程的学习和练习功能。

2.打开学习软件，选择新生代英语高级教程2综合训练。

3.浏览教程的目录，并选择你想要练习的部分，如听力、口语、阅读或写作。

4.根据教程提示开始练习。

对于听力和口语练习，建议使用耳机和麦克风来获得更好的效果。

完成练习后，系统会自动给出评分和反馈。

学习者可以根据反馈来经验并改进自己的英语水平。

新生代英语高级教程2综合训练是一套适用于高级英语学习者的综合训练教程。

教程具有丰富的练习题，能够帮助学习者提高听力、口语、阅读和写作等方面的英语技能。