综合英语教程2教案-1-4

Unit 4Calamities and RescuesObjectives:★first listen, and then talk about traffic accidents★read about calamities and rescues★write to describe how an airplane crash takes place★practice the use of subject clauses★write to apply for holiday insurance★visit Culture Salon for an introduction to the Red CrossI Passage A Death of a Dream1.SummaryIn 1961 the 18 members of the US figure skating team boarded a plane to travel to Belgium on their way to the world championships in Czechoslovakia. As the plane approached Brussels, the weather was good, but something was wrong with the plane. Twice it descended as if to land but pulled up and ascended again. The second time it exploded and crashed to the ground. All 72 people on the plane were killed and there were ten families that had lost at least two dear members. The crash site was a scene of total destruction. Later three pairs of melted skates were found dangling from one of the wings. The competition in Prague was canceled to honor the dead. Never before had such a terrible tragedy occurred in the sport of skating.nguage Points1.championship: a competition held to determine the champion; position of a championExamples:An American team won the pairs championships.They won the men’s and women’s singles championships respectively. 2.beam: smile brightly and happilyExamples:He is beaming with delight.He beamed inside.3.dazzling: showing skill, qualities or beautyExamples:She gave him a dazzling smile.She has a dazzling diamond.4.senior: older in years; higher in rank, authority, etc.Examples:Mr. Gray is a senior officer in this bank.He is too senior to try for a young man’s job.5.bound: ready to start, having started (for)They were on the New York express, bound for Maine.That ship is bound for South America.6.distress: a state of danger or great difficultyExamples:If the storm continues on the mountain, the climber will be in distress by morning.The lifeboat went out to rescue a ship in distress.7.signal:(n.) something intended to warn, command, or give a messageExamples:A red light is often used as a danger signal.American Indians used to occasionally send smoke signals.(v.) send a signal or signals toExamples:The general signaled to his officers for the attack to begin.She was signaling wildly, waving her arms.8.contact: get in touch with somebodyExamples:I shall contact you by telephone.I must contact my lawyer before I make my fi nal decisions.9.lower: move or let down in heightExamples:Lowering the window shade will keep out the sun.He sat quite still, with his gaze lowered to the carpet.10.approach:(n.) movement towards or near to somethingExamples:Our approach drove away the wild animals.With the approach of the Spring Festival the weather turned cold. (v.) come near or nearerExamples:Walk softly as you approach the bed.I saw a figure approaching towards me.11.collision: an accident in which two or more people or vehicles hit each other while moving in different directionsExamples:The liner is reported to have had a collision with an oil tanker.The two cars were broken into pieces in the collision.12.in any case: whatever happensExamples:In any case, I shall return in a day or two.In any case, I would insist upon your being paid.(n.) a violent vehicle accidentExamples:There have been a lot of crashes lately.All the passengers were killed in the plane crash.(v.) fall or strike suddenly, violently and noisilyExamples:I heard the dinner tray crash to the floor.Standing on the beach, I could hear the waves crashing against the rocks.14.rear: raise; lift upExamples:A lion suddenly reared its head from among the tall grass.The skyscraper rears above the neighboring buildings.15. explode: burst or cause to burst violently and noisilyExamples:The boiler exploded and many people were injured by the hot steam.He pumped the ball up too much and it exploded.16. scatter: separate or cause to separate widelyExamples:A flock of birds scattered when the shot was fired.The government scattered the factories instead of concentrating them ina single area.17.stun: shock into helplessnessExamples:He was stunned by the unfairness of their judgment.She was stunned by the news of her fat her’s death18.tragic: very sad; unfortunateExamples:The tragic accident took eight lives.The driver of the car made a tragic mistake.b through: search something thoroughlyExamples:The students spent many hours in the library, combing through old books looking for facts they wanted.He combed through the files searching for evidence of fraud.20.wreckage: the broken parts of a destroyed thingExamples:After the accident, the wreckage of the cars was removed from the highway.The shore was covered with the wreckage of the destroyed ship1.championship: a competition held to determine the champion; position of a championAn American team won the pairs championships.They won the men’s and women’s singles championships respectively. 2.beam: smile brightly and happilyExamples:He is beaming with delight.He beamed inside.3.dazzling: showing skill, qualities or beautyExamples:She gave him a dazzling smile.She has a dazzling diamond.4.senior: older in years; higher in rank, authority, etc.Examples:Mr. Gray is a senior officer in this bank.He is too senior to try for a young man’s job.5.bound: ready to start, having started (for)Examples:They were on the New York express, bound for Maine.That ship is bound for South America.6.distress: a state of danger or great difficultyExamples:If the storm continues on the mountain, the climber will be in distress by morning.The lifeboat went out to rescue a ship in distress.7.signal:(n.) something intended to warn, command, or give a messageExamples:A red light is often used as a danger signal.American Indians used to occasionally send smoke signals.(v.) send a signal or signals toExamples:The general signaled to his officers for the attack to begin.She was signaling wildly, waving her arms.8.contact: get in touch with somebodyExamples:I shall contact you by telephone.I must contact my lawyer before I make my fi nal decisions.9.lower: move or let down in heightExamples:Lowering the window shade will keep out the sun.He sat quite still, with his gaze lowered to the carpet.10.approach:(n.) movement towards or near to somethingOur approach drove away the wild animals.With the approach of the Spring Festival the weather turned cold. (v.) come near or nearerExamples:Walk softly as you approach the bed.I saw a figure approaching towards me.11.collision: an accident in which two or more people or vehicles hit each other while moving in different directionsExamples:The liner is reported to have had a collision with an oil tanker.The two cars were broken into pieces in the collision.12.in any case: whatever happensExamples:In any case, I shall return in a day or two.In any case, I would insist upon your being paid.13.crash:(n.) a violent vehicle accidentExamples:There have been a lot of crashes lately.All the passengers were killed in the plane crash.(v.) fall or strike suddenly, violently and noisilyExamples:I heard the dinner tray crash to the floor.Standing on the beach, I could hear the waves crashing against the rocks.14.rear: raise; lift upExamples:A lion suddenly reared its head from among the tall grass.The skyscraper rears above the neighboring buildings.15. explode: burst or cause to burst violently and noisilyExamples:The boiler exploded and many people were injured by the hot steam.He pumped the ball up too much and it exploded.16. scatter: separate or cause to separate widelyExamples:A flock of birds scattered when the shot was fired.The government scattered the factories instead of concentrating them ina single area.17.stun: shock into helplessnessExamples:He was stunned by the unfairness of their judgment.She was stunned by the news of her father’s death18.tragic: very sad; unfortunateThe tragic accident took eight lives.The driver of the car made a tragic mistake.b through: search something thoroughlyExamples:The students spent many hours in the library, combing through old books looking for facts they wanted.He combed through the files searching for evidence of fraud.20.wreckage: the broken parts of a destroyed thingExamples:After the accident, the wreckage of the cars was removed from the highway.The shore was covered with the wreckage of the destroyed ship3.Important sentences1. This was going to be the time of their lives.This was going to be their most important and memorable experience.2. The crash site was a scene of total destruction.The place where the plane crashed was completely covered with wreckage.3. The crash stunned skaters and figure skating fans around the globe.The crash shocked figure skaters and their fans everywhere in the world.4. All that remained as rescuers combed through the wreckage were three pairs of melted skates dangling from one of the wings.When rescue workers carefully looked through the wreckage, the only things they found (to remind them of the skaters) were three pairs of melted skates suspended from one of the wings.II Passage B In the Nick of Time1.SummaryAs Katie Pritchard unloaded some groceries from her car, she thought her two sons were playing safely nearby. But they had wandered onto a railroad track and into the path of an approaching train. The train’s engineer and its conductor saw them on the track but could not stop t he train in time. The boys ignored the train’s whistling horn and screeching brakes. So the conductor, Tony Falzo, a former gymnast, hung from the front of the train, jumped at exactly the right moment, and rescued the two boys from the moving train, which barely missed crushing them before it finally stopped. One of the boys had a minor cut and the other was unharmed. The mother said she could find no word in a dictionary to express her gratitude to Tony. nguage Points1.unload: remove (a load) from (something)Examples:They unloaded the books from the car.The plane unloaded the passengers at the terminal.2.wander: move about without aim or purposeExamples:After tea I wandered alone about the town.What peculiar pleasure it is to wander through a strange city.3.cluster: a number of things of the same kind growing or being close together in a groupExamples:Many flowers grow in clusters.Here and there in the suburbs are newly built houses in clusters.4.put away: place something tidilyExamples:The letters were all put away in numbered files.If you have finished with those tools, I wish you’d put them away.5.roar: a deep loud continuing soundExamples:She was frightened by the lion’s roars.The roar of airplane engines announced a coming air aid.6.kneel: go down or remain on the knee(s)Examples:She knelt down to pull a weed from flower-bed.He went into the church, knelt (down) and began to pray.7.head for: move towardExamples:—“Where are you heading for?”—“I’m heading for London.”It’s not clear how many of them will be heading for Shang hai.8.slam: push, move hurriedly and with great forceExamples:He slammed the book down on the table and angrily walked out.She slammed on the brakes and the car came to a stop.9.steer: direct the course of (as a ship or vehicle)Examples:He steered the car skillfully through the narrow streets.He steered the boat between the islands.10.screech: a harsh, piercing soundExamples:The girl’s screeches brought the police.The forest seemed full of monkeys’ screeches.11.pound: beat repeatedlyExamples:With a madly pounding heart he took the steps three a time.Her heart began to pound and new life came into her limbs.12.leap: jump overExamples:When the bus slowed down the man leaped off.He leaped six meters in the broad jump.13.scoop: take up or outExamples:He scooped his books off the floor.She scooped the baby up in her arms and ran from the flame.14.crush: press with great force so as to break, hurtExamples:Don’t crush this box; there are flowers inside.Several people were crushed to death as they tried to escape from the burning theater.15. beneath: belowExamples:They sheltered themselves beneath their umbrellas.She concealed the bottle beneath her mattress.16. instant: a moment of timeExamples:Not for an instant did I believe he had lied.Mr. Carey considered the question for an instant.17.giant: very largeExamples:He bought giant Christmas trees last year.The giant packet gives you more for less money.18.stride: a long step in walkingExamples:In a few strides he crossed the room.He reached the house several strides before us.19.tuck: put into a convenient narrow space for protection, safety, etc. Examples:The bird tucked its head under its wing.Jack tucked a napkin under his chin.20.perch: (cause to) go into or be in the stated position (especially unsafely, or on something high)Examples:He would take out his spectacles and perch them on the end of his nose.The little village perches high among the hills.21.everlasting: lasting for ever; endlessExamples:What is the key to everlasting happiness?Their contributions to science have earned them an everlasting place in history.22.appreciation: grateful feelingExamples:He showed no appreciation of my help.How can we express our appreciation for your help?3.Sentence Explanation1. Just over a slight rise to the west, a 19-car freight train slowly made its way up the incline.On the other side of a small hill to the west, a 19-car freight train slowly climbed up the slope.2. Falzo knew right away that the train was going too fast to stop in time.Falzo quickly realized that the train was going too fast to stop before it hit the children.3. ... Falzo knew he couldn’t outrun it....Falzo knew he couldn’t run faster than the train.4. With one child tucked under each arm, he pressed Todd and Scott down into the roadbed gravel.He held the two kids one under each arm and pushed them down into the roadbed gravel between the rail tracks1. This list goes on, and it is expanding every day.he list of different kinds of advertisements is very long, and it is getting longer and longer.2. Without them acting as sponsors we would not be able to stage international sporting events.Large companies provide the necessary financial support needed for international sporting events, and in return they get to advertise their products at these sporting events.3. As useful as it is, advertisements are sometimes abused by unscrupulous people.Although advertisements have many advantages, some people use them in a dishonest way, usually for a bad purpose.4. Yet these advertisers blatantly ignore facts and promote their products nonetheless.Though these advertisers are consciously aware of the harm of smoking, they choose to overlook the obvious facts and keep on advertising cigarettes.5. Besides giving us a mental jolt they methodically numb and abuse our minds until we watch them without actually seeing and hear their chatter without actually listening.Not only do advertisements surprise us and distract us from the middle of an exciting program, they also attack us mentally to such an extent that we simply feel we don’t see or hear anything when the same advertisements are being repeated.6. Presently advertisement on television is based on hard-selling and relentless assault on the viewers.Now advertisers usually promote their products by putting viewers under extreme psychological pressure and attacking them with repetitive advertising of the same prodIII General Writing: Subject ClausesSubject clauses, which are introduced by that, what, why, whether, who, which, how and so on, are dependent clauses used as a subject in a complex sentence. Example: What you intend to do is interesting.。

教学目标：1. 学生能够理解并掌握本单元的核心词汇和语法点。

2. 学生能够运用所学知识进行听、说、读、写四项技能的练习。

3. 学生能够提高英语实际应用能力，为今后英语学习打下坚实基础。

教学重点：1. 课文理解与翻译2. 词汇与语法3. 听力与口语练习教学难点：1. 课文中的长难句分析2. 词汇的灵活运用3. 口语表达能力的提升教学准备：1. 教材：《大学进阶英语综合教程2》2. 多媒体设备3. 听力材料4. 课堂活动材料教学过程：一、导入1. 通过图片或视频，展示本单元主题相关的内容，激发学生的学习兴趣。

2. 介绍本单元的学习目标和内容。

二、课文讲解1. 阅读课文，引导学生理解文章大意。

2. 分析课文中的长难句，讲解语法点，如时态、语态、非谓语动词等。

3. 引导学生进行课文翻译，提高翻译能力。

三、词汇与语法1. 介绍本单元的核心词汇，讲解词汇用法和搭配。

2. 结合课文，讲解语法点，如时态、语态、非谓语动词等。

3. 通过例句和练习题，让学生掌握词汇和语法知识。

四、听力与口语练习1. 播放听力材料，让学生听懂并回答相关问题。

2. 引导学生进行口语对话练习，提高口语表达能力。

3. 鼓励学生积极参与课堂讨论，提高课堂互动性。

五、课堂活动1. 分组讨论：让学生分组讨论课文内容，培养团队合作能力。

2. 角色扮演：让学生扮演课文中的角色，提高口语表达能力。

3. 语法游戏：通过游戏形式，让学生在轻松愉快的氛围中学习语法知识。

六、总结与作业布置1. 总结本节课所学内容，强调重点和难点。

2. � studio 课程布置作业，巩固所学知识。

教学反思：1. 关注学生的学习进度，及时调整教学策略。

2. 注重培养学生的英语实际应用能力，提高学生的英语水平。

3. 营造轻松愉快的课堂氛围，激发学生的学习兴趣。

4. 注重学生的个体差异，因材施教，提高教学效果。

新视野商务英语综合教程2 第二版教案 u4Ⅰ. Teaching Objectives:1. Introduce and practice vocabulary related to travel.2. Develop listening and reading skills to understand travel-related information.3. Enable students to express opinions and discuss travel experiences.Ⅱ. Teaching Time: 2 periodsⅢ. Learning Activities:1. Warm-up Activity: (5 minutes)- Show pictures of different travel destinations and ask students to talk about their favorite travel destinations.2. Vocabulary Building: (15 minutes)- Present and explain new vocabulary related to travel using visual aids and examples.- Words: itinerary, brochure, currency, tourist attraction, accommodation, landscape, souvenir, expedition, destination, jet lag, shuttle bus, check-in, boarding pass.3. Listening Comprehension: (20 minutes)- Play an audio recording of a travel agent discussing vacation packages.- Students listen and answer multiple-choice questions based on the information provided.- Discuss the correct answers as a class.4. Reading Comprehension: (25 minutes)- Distribute reading passage about a travel blogger's trip to an exotic destination.- Students read the passage silently and then answer comprehension questions.- Review the answers as a whole class activity.5. Group Discussion: (15 minutes)- Divide students into small groups of 4-5.- Each group discusses the following questions:a) What factors do you consider when planning a trip?b) What are some of the benefits and drawbacks of traveling alone vs. traveling with a tour group?c) Share one memorable travel experience you have had and explain why it was significant.6. Vocabulary Practice: (10 minutes)- Conduct a vocabulary matching activity where students match travel-related words with their definitions.- Use flashcards or PowerPoint slides to display the words and definitions.- Check and discuss the answers as a class.7. Speaking Activity: (20 minutes)- In pairs, students interview each other about their dream travel destinations.- They should ask questions like "Where would you like to go? Why?", "What kind of activities would you like to do there?", and "When would be the ideal time to visit?"- Encourage students to provide detailed information and express their preferences.8. Homework Assignment: (5 minutes)- Ask students to write a short paragraph describingtheir most memorable travel experience.- They should use the vocabulary and phrases learned in class to describe the destination, the activities they did, and how it impacted them.Ⅳ. Supplementary Materials:1. Audio recording for listening comprehension activity.2. Reading passage for reading comprehension activity.3. Vocabulary flashcards or PowerPoint slides.。

Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between theChinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit(ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andphrases, lead them to finish the exercises on page3, check the answer3.How to understand the following sentences:Standing on the shoulders of giants4.Explain the cultural notes of education in the west5.In class, students form two camps to debate the following issue: If you have a baby , whichway would you prefer to use , to pay more attention to develop more skills or to creativity?Step 2 Global analysis of Text AⅠ. ScanningScan Text A and decide whether the following statements are true or false.1 Benjamin was worried that he couldn’t put the key into the box. (F)(=Benjamin was not bothered at all.)2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, whileAmerican educators think that creativity should be acquired early. (T)7.Add more questions about the text:Where and when did the incident take place?Who are the main characters in this incicent?What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?8.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text AStep 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive moodeg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。

Unit 4 The Virtual WorldTeaching Aims:1.Understanding the main idea and structure of the text.2.Deduce the meaning of new vocabulary related to computers and the Internet.3.Grasp the key language points in Text A and learn how to use them in context.4.Understand the cultural background related to the content.5.Express themselves more freely on the theme of The Virtual World after doing a series oftheme-related reading, listening, speaking, and writing activities6.Write e-mail message in an appropriate way.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background in Text A3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Write an essay with an anecdote or a piece of news, etc.Teaching Aids:Teaching, discussion, exercises, group-activities, student-centredTeaching Procedure:Step 1Warming up1.Ask students questions about the poem. They should have listened to this before class.2.Have students look at the theme of this unit(The Virtual World ) and the title of Text A(AVirtual Life) and then try to.---find antonyms of “virtual world” and “virtual life”(real world, real life).---suggest synonyms for “virtual world”(cyberia,etherworld,virtual reality,Internet world, net world,etc).---say what people can do on the Internet (communicating with people, shopping, reading, entertaining,education,working, hacking, publishing,etc).Step 2 Global Analysis of Text A1. Division of the Text APart1: Paras.1-3Description of the author’s virtual life.Part2: Paras.4-10How the author feels after staying on the Internet for a while.Part3: Para.11-13The author tries to find her way back into the real world but fails.Step 3. Detailed leaning of Text A1.My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen: a secretary’s clipped tone seems more rejecting than I’d imagined it would be.What does the sentence imply?I have become more familiar with the virtual world than the real world.2.We have become the Net critics’worst nightmare.Paraphrase the sentence.We have got into a situation that critics of the Net describe as most dreadful.3.And once you start replacing real human contact with cyber-interaction, coming back out of the cave can be quite difficult.What does “cyber-interaction”mean?“Cyber-”is a prefix which means “of the computer”. “Cyber-interaction”means the contact with the computer.What does “cave”here refer to?“Cave”here refers figuratively to the isolated life of the virtual world.Paraphrase the second part of the sentence.Returning to normal society from the isolated life of the virtual world can be quite a problem.4.At times, I turn on the television and just leave it to talk away in the background, something that I’d never done previously.Translate the sentence into Chinese.有时我把电视机开着，让它作为背景声音一直响着，以前我从不这样做。

Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。

全新版⼤学英语综合教程第⼆册教案Unit4 Unit 4The Virtual WorldⅠ. Suggested Teaching PlanStudents will be able to1. understand the main idea (despite the many negative effects ofvirtual life, the author prefers it to real life) and structure of the text(contrast between virtual life and real life);2. learn some rules of interpreting new vocabulary and usage related tocomputers and the Internet in English;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.1st period2nd period3rd period4th period5th periodPre-reading While-reading(textorganization;languagepoints)While-reading(languagepoints;“find”structure;consequencesofvirtual life)Post-reading;Check onstudents’homereading(Text B)Theme-RelatedLanguageLearn-ing Tasks1. T asks Ss the following questions on the poem Surfing the Internet:(5minutes)* What was the hero doing when his boss came in? (surfing the Internet) * How did he act in front of his boss? (He pretended to be surprised at the computer which had crashed “unexpectedly”.)2. Ss look at the theme of this unit (The Virtual World) and the title of TextA (A Virtual Life), then try to: (10 minutes)* find antonyms of “virtual world” and “virtual life”; (real world, real life) * suggest synonyms for “virtual world”; (cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.)* say what people can do on the Internet, (communicating with people, shopping, reading, entertainment, education, working, hacking, publishing, etc.)3. Imaginative writing(28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest (⽹络⽣存竞赛)and I have been shut up in bare hotel rooms.Our only link to the real world has been a computer that is hooked up to the Internet (联⽹电脑). We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business （电⼦商务）of our own.2) Now Ss will complete the next paragraph beginning with: “Now it istime for me to walk out into the light of day again...” They willgive their imagination full play. They will write no more than 100words.3) Ss form groups of four to five, and read aloud to each other theirown writings.4) T asks some groups to recommend the best piece in their group tothe class.4. T may lead in to Text A by saying: Some of us like to live a life in contact with real things and real people, but others favora virtual existence. Which life is better? I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles. (2 minutes)1. Text organization (15 minutes)1) T draws Ss’ attention to Text Organization Exercise 1, and lets themread its instructions as well as what has already been done for them in this exercise.2) Ss try to complete the exercise by simply reading the first sentence ofeach paragraph in Text A.1) Ss compare answers with each other; if necessary, T may help.2. T explains the key language points and gives Ss practice (see LanguageStudy). (45 minutes)3. T guides Ss through Structure Exercise 2. (10 minutes)2. Ss re-read Paras 4-10, work in pairs to find out consequences of “my”virtual life. Can they use the “find oneself + adj./ past participle/present participle” structure when summing up the conse-quences? (10 minutes)3. Some pairs report to the class their findings, using the “find” structure.(5 minutes)1. Computer-related vocabulary items (20 minutes)1) Ss scan Text A to find out vocabulary items related to computer andthe Internet. (They are: virtual life, the net, telecommuter, email,Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system crash, click on the modem, connection,password)2) T tells Ss that new terms related to computer and the Internet areconstantly added to the English vocabulary, so much so that many ofthem are not included in any English dictionary. However, if weapply certain rules, their meanings are easy to deduce.3) T gives Ss more examples of computer-related vocabulary items (seeText Analysis).2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minutes)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.Ⅱ.Text AnalysisThe most dynamic combining forms/prefixes for new computer-and-Internet-related vocabulary in English are cyber-, virtual, Net- (net-), Web-(web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms:1. combining forms/prefixes + noun: this is the most common type, e.g.virtual life (虚拟⽣活), virtual world (虚拟世界), virtualcommunity（虚拟社区）, virtual office (虚拟办公室), virtual pet (虚拟宠物),virtual reality (虚拟现实),cyber-interaction (⽹络互动),cyberculture(⽹络⽂化),cybernut (⽹⾍), cyberpet(电⼦宠物),cyberspace (⽹络空间), netwriter（发送电⼦邮件的⼈）,nethead (⽹⾍), Webmaster (⽹站维护者), Web page (⽹页), website (⽹站),WebTV (⽹络电视机), E-book (电⼦书籍), E-shopper (⽹上购物者), e-card (电⼦贺卡), e(-)mail (电⼦邮件), e-journal (电⼦杂志),e-business (电⼦商务), e-cash (电⼦货币), e-commerce (电⼦商务). 2. combining forms/prefixes + verb: e.g. cybersurf （⽹络漫游）, netsurf (⽹络漫游), websurf (⽹络漫游)，email (发送电⼦邮件)3. words like cyber, net, etc. + suffix: e.g. cyberian (cyber + ian, ⽹络⽤户), cyberphobia (cyber + phobia, 电脑恐惧症), cybernaut (cyber +naut ⽹络⽤户), netter (net + er ⽹民), Webify (web + fy 使万维⽹化), cyberize (cyber + ize, 使联⽹).4. clipped word: cyberdoc (cyber + doctor, ⽹络医⽣), Netcast (Net +broadcast,⽹络播放), Netiquette (Net + etiquette, ⽹规), Netizen (Net+ citizen, ⽹民,), Netpreneur (Net + entrepreneur, ⽹络企业家),Webcam (Web + camera, ⽹络摄像机), Webcasting (Web + broadcasting,⽹络播放), Webliography (Web + bibliogrpahy, ⽹络书⽬), Webnomics (Web + economics, ⽹络经济), Webzine (Web +magazine, ⽹络杂志), e-tailing (electronic + retailing,电⼦零售), e-zine (electronic + magazine,电⼦杂志)Ⅲ. Cultural Notes1. the Internet: an international computer network for the exchange of information. It was originally used mainly in the academic and military worlds but has since become available to the large and increasing number of people with personal computers. Other services, e.g. the World Wide Web, are available through it.The Internet is changing our lives and a parallel universe is rapidly emerging online. Today there’s scarcely an aspect of our life that isn’t being upended by the torrent of information available on the hundreds of millions of sites crowding the Internet, not to mention its ability to keep us in constant touch with each other via electronic mail. The Internet is saving companies billions of dollars in producing goods and serving the needs of their customers. Nothing like it has been seen since the beginning of the Industrial Revolution, when power-driven machines began producing more in a day than men could turn out in nearly a year. The Internet and e-commerce are viewed as a global megatrend along the lines of the printing press, the telephone, the computer and the electricity.You would be hard pressed to name something that isn’t available on the Internet. Consider: books, health care, movie tickets, baby clothes, stocks, real estate, toys and airline tickets. American kids today are so computer savvy that it virtually ensures the United States will remain the unchallenged leader in cyberspace for the foreseeable future. Most kids use computers to play games and have email chats with friends.What’s clear is that, whether we like it or not, the Internet is an ever-growing part of our lives and there is no turning back. 2. NBC (the National Broadcasting Company): the first of the originalthree US national broadcasting companies. It was established in 1926by Radio Corporation of America as two groups of radio stations. Thefirst NBC television channel opened in 1940. The company is nowowned by General Electric. Its main offices are at Rockefeller Centerin New York.3. PBS (the Public Broadcasting Service): (in the US) a televisionsystem that broadcasts programs to an association of local stationswhich use no television advertisements and do not make a profit. Itwas established by the Public Broadcasting Act and is supported bymoney from the US Government, large companies and the public.PBS is known for the high quality of its programs.4. ABC (the American Broadcasting Company): one of the original threemajor television networks in America. It began in 1943 as the BlueNetwork of six radio stations. ABC is now owned by the Walt DisneyCompany .Ⅳ. Language Study1. virtual: 1) created and existing only in a computerExamples: I can visit a virtual store and put what I want in my basket atthe click of a mouse button.Some people spend too much time escaping from reality intothe virtual world conjured up on their computer screens.2) being or acting as what is described, but not accepted as such inname or officiallyExamples: Our deputy manager is the virtual head of the business.Now that the talks have broken down, war in the region looks like a virtual certainty.2. interpret: 1) understand (sth. said, ordered, or done)Examples: They are worried that the students might interpret the new regulation as a restriction of their rights. She interprets the dream as an unconscious desire to be young again.2) give or provide the meaning of,explainExamples: How do you interpret his refusal tosee us?This dream can be interpreted in several different ways.3) translate what is said in one language into anotherExamples: I am terribly sorry, but I don’t understand a word. Could you interpret for me?No one in the tour group spoke Spanish so we had to ask the guide to interpret.3. tone: a particular quality or intonation of the voiceExamples: From the tone of her voice I could tell she was very angry.Suddenly he laughed again, but this time with a cold, sharptone.4. stretch: (cause to) become longer, wider, etc. without breakingExamples: My working day stretches from seven in the morning toeight at night.The child stretched the rubber band to its full extent.5. submit: give (sth.) to sb. so that it may be formally considered (followed by to)Examples: You should submit your reports to the committee.I am going to submit an application for that job in Microsoft.Peter submitted his plans for the new town square to the local government.6. edit: revise or correctExamples: Jack is busy editing Shakespeare’s plays for use in schools.John didn’t finish editing the annual report until the end of lastmonth.7. email: electronic mailExamples: Young people like to keep in touch with their friends via email.I received an email from my studentyesterday.vt. send an email toExamples: I will email you the instant I get thenews.She’ll email me a question before she calls so I can think it overin advance.8. communicate: contact sb. in any way, esp. by speaking to them, writing to them or calling them (followed by with) Examples: Some young people depend heavily on email to communicate with each other.They have been divorced for years and never communicated with each other.9. the Internet: the worldwide network of computer links which allows computer users to connect with computers all over the world, and which carries electronic mailExamples: Whether we like it or not, the Internet is an ever-growing partof our lives.You can take online courses and earn your degree via theInternet whenever and wherever you want to.It’s believed the Internet was born in 1969 when twocomputers at the University of California, Los Angeles wereconnected by a 15 foot cable.10. relationship: state of being connectedExamples: What is the relationship between language and thought?The scientist had a good working relationship with his Americancolleagues.11. at times: sometimesExamples: She has been away from her home for about a year. At times she wishes she had never left. He went on listening to her, at times impatient and at times fascinated.12. take in: absorb (sth.) into the body by breathingor swallowingExamples: The earth takes in heat and light fromthe sun.Fish take in oxygen through their gills.13. data: information, usu. in the form of facts or statistics thatyou can analyzeExamples: This data is stored on the network and can beaccessed by anybody.The data is still being analyzed, so I can’t tell you the results.14. spit: send (liquid, food, etc.) out from the mouth (used in the pattern: spitsth. (out) (at/on/onto sbJsth.))Examples: The baby spat its food out on the table.He took one sip of the wine and spat it out.15. on line: connected to or controlled by a computer(network)Examples: Our system is on line to the maincomputer.The largest online institution is the University of Phoenix, withsome 1000 students today and hopes of reaching 200,000 studentsin 10 years.16. symptom: 1) sign of the existence of sth. badExamples: High interest rates are a symptom of a weak economy.They regard the increase in crime as a symptom of a more generaldecline in moral standards.2) change in the body that indicates an illnessExamples: A cold, fever and headache are the usualsymptoms of flu.If the symptoms persist, it is important to go to your doctor.17. nightmare: a terrifying dreamExamples: Tom didn’t eat fish because it gives him nightmares.Watching horror films gives menightmares.I had a nightmare about falling off theskyscraper.18. conversely: in a way that is opposite to sth.Examples: $1 will buy 100 yen worth of Japanese goods. Conversely, 100 yen will buy $1 worth of American goods. You can add the fluid to the powder or, conversely, the powder to the fluid.19. but then: yet at the same timeExamples: The failure of China’s soccer team looks inevitable. But then, anything can happen in football.Mary performed better than the others in the final exam; but then,she spent much longer on it than they did.20. jar: have a harsh or an unpleasant effect (used in the pattern: jarsth., jar on sbJsth.)Examples: You shouldn’t have too many colors in a small space as the effect can jar.The loud bang jarred my nerves.Her squeaky voice jarred on me.21. suck in: (usu. passive) involve (sb.) in an activity, an argument, etc., usu.against their will (used in the pattern: suck sb. in/into sth.; suck in)Examples: I don’t want to get sucked into the debate about school reform.Some teenagers don’t want to get involved with gangs, but theyfind themselves getting sucked in.22. keep up with: learn about or be aware of (thenews, etc.)Examples: Carrie likes to keep up with the latestfashions.He didn’t bother to keep up with the news. His only concern wasto study.23. Work moves into the background: Work becomes secondary to me.24. in sight: 1) visibleExamples: It was early in the morning and there wasn’t anyone in sight oncampus.As the train pulled into the station my parents standing on theplatform were soon in sight.2) likely to come soonExamples: Two months passed, and victory was not yetin sight.The end of the economic nightmare is still nowhere in sight.A solution to the problem of environmental pollution now seemsin sight.25. remark: thing said or written as a commentExamples: The principal of the school made some remarks about educational reform at the meeting. Mr. Smith approached us and made a couple of remarks aboutthe weather.His rude remark about my book jarred on me.26. emotional: 1) of the emotionsExamples: She is grateful to him for his emotional support while she wasin trouble.It’s quite difficult to handle emotional problems.2) having emotions that are easily excitedExamples: Marie got very emotional when we parted, andstarted to cry.It’s said that the Italians are more emotional than we are.27. cue: anything that serves as a signal about what to do or say (followedby to / for)Examples: When he started to talk about the finances, that was our cue toget up quietly and leave.When I nod my head, that’s your cue to giveflowers to him.Mr. Clinton’s excitement was the cue for acampaign.28.1 say a line: I type a line on the screen.29. routine: a fixed and regular way of doing things (oftenadjectival)Examples: The job is really just a dull series of fairly routine tasks. I don’t think you’ll take it.He established a new routine after retirement.30. rely on/upon: depend confidently on, put trust inExamples: Nowadays we rely increasingly on computers to control theflow of traffic.Some children relied heavily on the advice of theirparents.31.abuse: wrong or bad use or treatment of sth./sb.Examples: The World Health Organization (WHO) has published a report on drug abuse and addiction.The policemen are making an investigationof child abuse.32. restore: bring back to a former condition (used in the pattern: restoresth.; restore sb. to sth.)Examples: Law and order will be quickly restored after the incident.Winning three games restored their confidence.Doing sports every day restored the old man to good health.The deposed king was restored to power.33. arrange: prepare or plan (used in the pattern: arrange sth.; arrange todo sth.; arrange for sb./ sth. to do sth.)Examples: Her marriage was arranged by her parents.Let’s arrange to have a dinner together some time before wegraduate.I have arranged for a taxi to pick us up at 8:00 a.m.I could arrange for you to come along with us if you like.34. flee: run away (from) (used in the pattern: flee from/to; fleesomeplace)Examples: The customers fled from the bank when the alarmsounded.During the war, thousands upon thousands of Afghans fled the country.Up to five million political refugees have fled to other countries.35. interview: 1) a meeting at which a journalist asks sb. questions inorder to find out their newsExamples: In an exclusive interview with our reporter, the film star revealed some of his personal affairs.Radio interviews are generally more relaxed than television ones.2) a formal meeting at which sb. applying for a job is askedquestions, as a way of judging how suitable they are Examples: I have been asked to go for an interview for a project I applied for at Harvard University.She has had a couple of job interviews, but nooffers.v.Examples: As a journalist, he interviewed manygovernment officials.After the press conference, the journalist interviewed the UN Secretary General about the Israeli-Palestinian conflict.I will be interviewed next week for the Chief Executive’s job.36. appointment: an arrangement to meet or visit sb. at a particular time (followed by with)Examples: You can’t see the president of the university unless you make an appointment.I’ve made an appointment to see my tutor tomorrow.37. click: press or release a mouse button rapidly, as to select an icon (followed by on)Example: When shopping online, you just click the mouse and order what you want to buy.38. tune: a series of musical notes that is pleasant andeasy to rememberExamples: She whistled a happy tune all the wayhome.He was humming a merry tune while cooking.。

Unit 4 Hotel ServicesUnit GoalsWhat you should learn to do1.Book a hotel room and services2.Check in /out at a hotel3.Fill in a reservation form4.Fill in a room reservation cardWhat you should know about1.Hotel services in the USA2.Relative clauseSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading Passage1. Kinds of hotels in the United States:Places to stay for a short time may be called hotels, hostels, motels or motor hotels, inns, lodges or resorts. Hostels, also referred to as youth hostels, are often for students working away from home. Motels have plenty of parking space and are usually near a freeway or highway. Inns are usually like motels. Lodges and resorts, or resorts hotels, are in the mountains, on the coast, or near lakes.2. Kinds of beds:Beds go by many different names. Starting with the smallest, there are single, twin, double, queen and king size ones. “Long boys” are for exceptionally tall people. At some hotels, queen beds are the smallest size used, so a double room has two of them. Some hotels even offer their guests waterbeds. A rollaway can be moved into a room to sleep an extra person. Hide-a-beds are sofas that fold out to make beds.Text Welcome to Climer LodgeMiami UniversityOxford, Ohio 45056Welcome to Climer Lodge. We are fortunate to have this beautiful facility to accommodate very special guests from Miami University. In our efforts to serve you, we ask that you note the following:● The resident manager lives in Room 129, near the lobby entrance, and may be reached by dialing 9-5226. Please contact the manager if you have any questions or needs after 5:00 . on weekdays and throughout weekend stays.● On the lower level of Climer you will find an ice machine, a canned beverage machine, a lounge area and kitchenette where coffee and tea anda light continental breakfast are provided.● Lounge Hours:6:00 . to 11:00 . daily. It is a non-smoking atmosphere.● Recreation Center Hours:9:00 . to 10:00 ., Sunday through Thursday. 9:00 . to 11:00 . on Friday and Saturday. No lifeguard is on duty in the swimming pool. Parents are required to be present at all times when children are in the pool. No children are allowed in the sauna.● Check-out time is 10:00 . Upon departure, please leave the key in your room.Phone Instructions:● On-campus calls: Dial only the last 5 numbers. No need to dial the52 prefix.●Local telephone calls: Dial 88, then the 7-digit off-campus number.● AT&T operator-assisted calls (collect, calling card, etc.) —dial 80, the area code(for all long distance calls), then the telephone number.To place an international call: Dial 8+011+Country Code+City Code+Number●EMERGENCY PHONE NUMBER: PUBLIC SAFETY —911 (Police, Fire, Medical)Language Points1 Explanation of Difficult Sentences1. (Para. 1) We are fortunate to have this beautiful facility to accommodate very special guests of Miami University.Analysis: In this sentence the infinitive phrase to have this beautiful facility ...is used as an adverbial of reason, modifying are fortunate.Translation: 我们很荣幸为迈阿密大学尊贵的客人们提供优美的住宿条件。

《全新版大学英语》第二册之《综合教程》教案Unit One Ways of LearningPart I Pre-reading1.Listen to the song and discuss two questions: (10 minutes)2.Who should teach whom? Is learning a one-way street?3．In your opinion, what is the best teaching method?Part II Text: Learning, Chinese-style1．Main idea of the text:It would be ideal if we can strike a balance between the Chinese and the Western learning styles.2．Structure of the text:Para.1-5------introduction of the topic by an anecdotePara.6-13------elaboration by comparison and contrastPara14---------conclusion by a suggestion3. Discourse comprehension of Part I:a. Ss skim Paras 1-5 and be ready to answer the following questions:-----Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)-----Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)-----What is the attitude of the author and his wife toward Benjamin' s efforts ininserting the key into the slot?(They let him explore and enjoy himself.)------What is the attitude of the hotel staff toward Benjamin' s efforts?(They held his hand and taught him how to insert the key correctly.)。

Unit 4 Hotel Services Unit GoalsWhat you should learn to do1.Book a hotel room and services2.Check in /out at a hotel3.Fill in a reservation form4.Fill in a room reservation cardWhat you should know about1.Hotel services in the USA2.Relative clauseSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading Passage1. Kinds of hotels in the United States:Places to stay for a short time may be called hotels, hostels, motels or motor hotels, inns, lodges or resorts. Hostels, also referred to as youth hostels, are often for students working away from home. Motels have plenty of parking space and are usually near a freeway or highway. Inns are usually like motels. Lodges and resorts, or resorts hotels, are in the mountains, on the coast, or near lakes.2. Kinds of beds:Beds go by many different names. Starting with the smallest, there are single, twin, double, queen and king size ones. “Long boys”are for exceptionally tall people. At some hotels, queen beds are the smallest size used, so a double room has two of them. Some hotels even offer their guests waterbeds. A rollaway can be moved into a room to sleep an extraperson. Hide-a-beds are sofas that fold out to make beds.Text Welcome to Climer LodgeMiami UniversityOxford, Ohio 45056Welcome to Climer Lodge. We are fortunate to have this beautiful facility to accommodate very special guests from Miami University. In our efforts to serve you, we ask that you note the following:●The resident manager lives in Room 129, near the lobby entrance, and may be reached by dialing 9-5226. Please contact the manager if you have any questions or needs after 5:00 P.M. on weekdays and throughout weekend stays.●On the lower level of Climer you will find an ice machine, a canned beverage machine, a lounge area and kitchenette where coffee and tea and a light continental breakfast are provided.●Lounge Hours:6:00 A.M. to 11:00 P.M. daily. It is a non-smoking atmosphere.●Recreation Center Hours:9:00 A.M. to 10:00 P.M., Sunday through Thursday. 9:00 A.M. to 11:00 P.M. onFriday and Saturday. No lifeguard is on duty in the swimming pool. Parents are required to be present at all times when children are in the pool. No children are allowed in the sauna.●Check-out time is 10:00 A.M. Upon departure, please leave the key in your room.Phone Instructions:●On-campus calls: Dial only the last 5 numbers. No need to dial the 52 prefix.●Local telephone calls: Dial 88, then the 7-digit off-campus number.●AT&T operator-assisted calls (collect, calling card, etc.) —dial 80, the area code(for all long distance calls), then the telephone number.To place an international call: Dial 8+011+Country Code+City Code+Number ●EMERGENCY PHONE NUMBER: PUBLIC SAFETY —911 (Police, Fire, Medical)Language Points1 Explanation of Difficult Sentences1. (Para. 1) We are fortunate to have this beautiful facility to accommodate very special guests of Miami University.Analysis: In this sentence the infinitive phrase to have this beautiful facility ...is used as an adverbial of reason, modifying are fortunate.Translation: 我们很荣幸为迈阿密大学尊贵的客人们提供优美的住宿条件。

dance in oral English.students will fine tune their listening and comprehensionskills through exercises relating to inviting people out.with invitations, when one wants to accept or does not accept.and a reply to the invitation one gets.Patterns and expressions for talking about invitations:I’dliketoinviteyoutodinner.我想请你吃晚饭。

Why don’t you come and join us for disco?你为什么不和我们一起跳迪斯科？It’s very kind of you to invite me.谢谢你邀请我。

How nice of you! Many thanks.你真好！多谢。

I’dlove to. That wouldbe grea t.我很愿意去。

太好了！Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?哦，亲爱的，今晚我很忙。

明晚也许可以吧？Could you make it another time, perhaps next Sunday?你能改个时间吗，下个星期天怎样？It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。

I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。

可还是要谢谢你。

Wouldyoulike to … ?您愿意…吗?I’dlike toinvite youto …我想邀请你参加…?I would like to know if you could come to …?我想知道你是否能来…May I invite you to …?敬请光临…Wouldit be possible tojoinus for… ?请问你是否能光临…?Would it be convenient to take part in …?请问你是否方便参加…?I was wondering if you would be interested in …?不知你是否有兴趣参加…?Thank you. I’ll be happy to come.谢谢．我很高兴接受你的邀请．I’dlove to. That wouldbe grea t.我很愿意去．太好了．Thank you for invitation.谢谢你的邀请．I’dbe gladtocom e.我很高兴前往．I’d love to, but I can’t come.我很想参加，但是不能来．Thank you for your invitation, but I don’t think I can make it.感谢你的邀请，但我恐怕不能赴约．Unfortunately,I’malready busy that day.很遗憾，我那天事情太多了．It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。

Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of thetext will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(2001年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。

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

College English Integrated Course 2Teaching Designs逯静Unit OneSection A W ays of Learning（一）Content of the Course（教学内容）Section A. Learning, Chinese-Style （精讲）（二）Audience（教学对象）（三）Teaching Span（教学时间）6---7学时（四）Teaching Aims（教学目的）1. Appreciate the text to know something about different ways of learning.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）Instruction Objectives &. Teaching Procedures（教学任务及步骤）Step One Pre-reading Activities(导入)Themes（文章主题）10 minutes1. 课文A向我们讲述了一次偶然的经历让作者发现了中美在教育和艺术实践上的差异，并呼吁能否将这两种教育方式有机地结合产生一种既不失创造性又有利于培养娴熟技艺的教育方法。

2. 课文B讨论的是如何教育孩子珍惜钱财的问题，应该给孩子更多的自主权和适当的刺激，让他们学会理性地支配属于自己的钱财。

Step Two While-reading Activities1. Language Points(语言知识) 140 minutes(1) Key words &. Expressions (重点单词及短语)Style attach slot tender phenomenon insert occasionneglect relevant anecdote in due course self-reliance validsuperior foster(2) Key Grammar and Structures (重点语法及结构)a. confusable wordsb. usage: subject or object emphasizers ( oneself, by oneself, on one’sown)2. Sentence Interpretation (难句精析) 50 minutes(1) Benjamin was not bothered in the least.(2) He may well get frustrated and angry- certainly not adesirable outcome.(3) “Teaching by holding his hand”- so much so that he would happilycome back for more.Step Three Post-reading Activities100 minutes1．Reading Skill (阅读技能)2．Reading between the lines (找出段落中隐含之意)3．Language Practice (语言技能训练)Exercises after Text A Page 9—29 (课本后练习)4．Writing Practice (写作技能训练)5．Discussion （探讨设计）Topic: a. Who should teacher whom? Is learning a one-way street ?b. What can you learn from the story about? Try to say as much aspossible about different ways of learning?（六）Assignments（作业）1. Page 20. Translation ( Homework)2. Review and Preview.3. Read Aloud (New words and text)Unit TwoSection A V alues（一）Content of the CourseSection A. The Richest Man in America, Down Home（精讲）Section B. The Restoration of Jimmy Carter（略讲）（二）Audience（三）Teaching Span6---7 periods（四）Teaching Aims1. Appreciate the text to know something about value point of view.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）Instruction Objectives &. Teaching ProceduresStep One Pre-reading Activitie sThemes 10 minutes1. 课文A向我们讲述了美国最富者沃尔顿先生过着非常简朴的生活，但他总是全心全意地投入到沃尔玛公司的事务中去，这一切造就了个人和公司的巨大成功。

Unit 1Ways of LearningI. Teaching PlanningStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and theWestern learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways to compare andcontrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1. How much do you know about the difference between Chinese learning style and western one?2. Which one do you back up? Please state your reasons.1. Skimming1) Ss skim the passage and answer the Content Questions on Page 9:2)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide which wayis adopted by Howard Gardner.3)T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). Ss scan from Para 11 to Para 13, then decide what method of comparison and contrast is used here? (point-by-point method)2.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese show achild how to do something, or teach by holding his hand; Westerners teach a child to rely on himself forsolutions to problems).3.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)4.T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay.5.T explains language points and gives Ss practice (see Language Study).1. Debate: Should we develop children’s creativity first or train them in basic skills first?1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises.3.T checks on Ss’ home reading (Text B).4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit:1)do the pre-reading task;2）preview Text A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call con sciousness?” Text B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topicintroduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Y et even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill.There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study1.attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)Examples: Attached to this letter you will find a copy of the document you asked for.2.... to position the key just so: to position the key carefully to fit into the narrow key slot3.not in the least: not at allExamples: I am not in the least touched by the Marilyn Monroe kind of beauty.Ann didn’t seem in the least concerned about her study.4. find one’s way: reach a destination naturally; arrive atExamples: Shanghai is not an easy city to find your way around.Drunk as he was, Peter still found his way home.5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or experiencedExamples: Hurricanes are a relatively common phenomenon in the Caribbean.Stress-related illness is a common phenomenon in big cities. Thunder and lightening arenatural phenomena.6. initial: of or at the beginning, first (adj., used only before n.)Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.Their initial burst of enthusiasm died down when they realized how much work the jobinvolved.7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)Examples: The professor was assisting his students to prepare their project.The college student decided to assist the boy with his study.8. insert: put, fit, place (in, into, between)Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer.The doctor carefully inserted the needle into my left arm.9. somewhat: to some degree, a littleExamples: It is reported that conditions in the village have improved somewhat since November.--- “Are you concerned about your exam results?”--- “Somewhat.”10. await: (finl) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation.Instead you use “wait for.”Examples: We must await the results of field studies yet to come.After I sent the letter asking for a job, I had nothing to do but await the answer.11. on occasion: now and thenExamples: I was usually the only foreign participant, although on occasion I brought other Americans in as guests.Steve spent almost all his time doing his research, but, on occasion, he would take his sonto see a film.12. neglect: give too little attention or care toExamples: He gave too much attention to his career, working long hours and neglecting his wife.Their investment turned out to be a failure and the manager was accused of neglecting hisduties.Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happenedExample: I said “Good morning” to her, but she just ignored me and walked on.13.relevant: directly connected with the subject (followed by to , opposite irrelevant)Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.While writing my term paper I was able to borrow all the relevant books from the schoollibrary.14. investigate: try to find out information about (used in the pattern: investigate sth., investigate + whclause)Examples: Police are still investigating how the car accident happened.We can assure you that your complaint will be fully and properly investigated.15. exception: sb./ sth. that a comment or statement does not apply toExamples: Normally, parents aren’t allowed to sit in on the classes, but in your case we can make an exception.We feel that all the students in this class, with one or two exceptions, support theeducational reforms.Without exception all our youngsters wanted to leave school and start work.When you are mentioning an exception, you often use the expression “with the exception of”.Example: We all went to see the film, with the exception of Otto, who complained of feeling unwell.16. on one’s own: 1) without anyone’s helpExamples: Y ou needn’t give me any help. I am able to manage on my own.There are jobs your child can do on her own.2) aloneExamples: The child was left on her own for hours as her mom had to deal with the emergency.I’d rather not go to dance on my own. I do wish you’d come with me.17. accomplish: manage to do (sth.)Examples: Unless you practice you’ll accomplish nothing.Considering their capacity, the possibility of accomplishing the task is not high.If I work hard, I think I can accomplish my goal of getting 6 A’s at the end of the semester.18. in due course: at the proper time; eventuallyExamples: Your book will be published in due course.Be patient. Y ou’ll get your promotion in due co urse.19. critical: 1) very importantExamples: Environmentalists say a critical factor in the city’s pollution is its population.How well you accomplish this task will be critical to the success of your career.2)very serious or dangerousExamples: In y esterday’s car accident, ten people were killed and five people are still in a critical condition.As the situation in Afghanistan became critical, the UN Secretary-General appointed a specialrepresentative to tackle it.20. principal: (rather finl) main, chiefExamples: The couple’s principal concern is to earn enough money to send their children to school.Her principal interest in life was to be a world-renowned pianist.n. The principal of a school or college is the person in charge of it.Example: Com plaints from the students began arriving at the principal’s office.Cf.: principle (see Confusable Words)21. make up for: repay with sth. good, compensate forExamples: I didn’t travel much when I was younger, but I’m certainly making up for lost time now.Her husband bought her a present to make up for quarreling with her the day before.22. in retrospect: on evaluating the past; upon reflectionExamples: The young man knew in retrospect that he should have married his first love Emily.In retrospect, I wish that I had chosen biology as my major.23. extreme: very greatExample: The girls were afraid of snakes and walked along the mountain trail with extreme caution.n. the furthest possible limit, an extreme degreeExample: I know I always say that you eat too much, but there is no need to go to the other extreme.(phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider your actions unacceptable and unreasonableExamples: John went to such extremes to get his promotion that everyone at the office hates him now.The film is not very good, but some critics have gone to extremes, saying it is the worstof the decade. )24. performance: 1) the standard achieved by a person or group of people in carrying out a particular job oractivityExamples: The athlete was awarded $10,000 for his good performance in the Olympics.After several bad performances, the soccer team found their form again.2)sth. performed in front of an audience, e.g. a play, a dance or other entertainmentExamples: Stevie Wonder fought back from the shadow of death and went on to give moreperformances.His performance in the new production of Hamlet received much praise.25. so much so that: to such an extentExamples: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be “immature.”Some parents spoil their children, so much so that they never ask them to do anyhousework.26. continual: happening again and again, repeatedExamples: The construction of the airport continued despite continual complaints from local residents.The dog’s continual barking disturbed the whole neighborhood.Cf.: continuous (see Confusable Words)27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb/sth.)Examples: The new pension arrangements won’t apply to people born before 1960.The advice given by the professor only applies to some of the college students.2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth.,apply to do sth.)Examples: How many jobs had you applied for before you were offered this one?We went to the sports club so often that we decided that we might as well apply to join.28. work on / at: try hard to achieve or improve (sth.)Examples: Sophia needs to work at/on her typing speed.John came back ahead of time to continue working on his thesis.29. priority: 1) sth. that one must do before anything elseExamples: Being a qualified teacher is her first priority.Earning enough money to maintain his family is a high priority.2)sth. that holds a high place among competing claimsExamples: The school will give priority to English and computer studies.The proposals deserve support as they give priority to the needs of children.30. evolve: (cause to) develop gradually (followed by into / from)Examples: The story evolves into a violent tragedy.Popular music evolved from folk songs.As knowledge of genetic engineering evolves, beliefs change.If you want to be a poet, you must evolve your own style of writing.31. summarize: make a short account of the main points of (sth.)Examples: Basically, the article can be summarized in three sentences.The workers’ demands can be sum marized as follows: shorter hours and more pay.32. contrast: compare (two people or things) so that differences are made clear (used in the pattern: contrast Aand/with B)Examples: Carrie contrasted the situation then with the present crisis.Students were asked to contrast Ernest Hemingway with Mark Twain.n. action of contrastingExamples: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.In contrast to the hot days, the nights are bitterly cold.33. on the one hand ... on the other hand: to introduce two contrasting circumstancesExamples: On the one hand, we have good reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.34. promote: help to grow or developExamples: You d on’t have to sacrifice environmental protection to promote economic growth.Regular exercise will help promote physical and mental health.35. emerge: come out (followed by from)Examples: The postman emerged from his van soaked to the skin.The magician emerged from behind the curtain.n. emergence (Tell the difference between emergence and emergency to Ss)36. pick up: gain, learnExamples: He picked up quite a lot of English during his one-year stay in America.I had picked up a bit of data-processing from my son.37. enormous: extremely large (same as huge, immense)Examples: Catherine inherited an enormous fortune from her parents.The New Year’s concert was an enormous success.38. exaggerate: make (sth.) seem larger, better, etc. than it really isExamples: In her resume, she has clearly exaggerated her talents a little.--- “I am bleeding to death!”--- “Don’t exaggerate —it’s only a little cut.”Peter says he’s seen “Titanic” at least 20 times but I think he’s exaggerating.39. assuming (that):You use assuming that when you are considering a possible situation or event, so that you can think about the consequences.Examples: Assuming that we all work at the same rate, we should be finished by January.Assuming that this painting really is a V an Gogh, how much do you think it’s worth?40. valid: based on truth or sound reasoningExamples: They put forward many valid reasons for not building the skyscraper. It is valid to consider memory the oldest mental skill.Scientific theories must be backed up with valid evidence.41. worthwhile: worth doing, worth the trouble takenExamples: It might be worthwhile to consider buying an insurance policy.A trip to the museum is always worthwhile.Teaching is considered a worthwhile job. Cf.: worth42. superior: better than average or than others of the same type (followed by to)Examples: Long-term stock market investments have produced superior returns compared with cash deposits.The woman was greatly superior to her husband in education.This wine is far superior to the one we had last week.。

新编大学实用英语教程第二册教案unit 1 UNIT1 Teaching Plan序号1课程1班级教师周次课型日期主任签字Unit 1LoveListening , Speaking practicesTeaching Objectives:talking about their relationships at school listening short dialogue and conversation Teaching Important and Difficult Points listening a dialogue and monologues diction and answer questionsTeaching MethodsCommunicative T eaching Method; Audio-visual Teaching Method Teaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(4mins)Match the following pictures to the sentencesStep II. (5mins)discuss what love is with partner.Step III.(3mins)Watch the short video The Other Pair. Answer the following question.Letting it go or holding on, which is better?Step IV.(5mins)Listen to the dialogue and fill in the blanks.Listen to the dialogue again and decide whether the following statements are true (T) or false (F)Step V(5mins)Listen to the monologue and answer the following questions by students.Step VI.(3mins)Listening the monologue again and give the keys to students.Step VII.(3mins)Introducing Festival knowledgeIntroducing Qi Xi Festival and Valentine's DayStep VIII.(2mins)Listen to the radio and read the words and phrases loudly Step IX.(5mins)SpeakingDiscuss what do the students do for their first date. Step IIX.(5mins)BrainstormWatch the video The Other Pair. What is your choice? Leaving the only shoe to the poor boy, or keeping the only shoe as a kind of regretful memory? Discuss with your classmates and share your opinions in the class.Step IIX.(5mins)Listen to the radio about Functional-sentence Bank and repeat loudly.Use the words and phrases in the Brainstorm andFunctional-sentence Bank to prepare a dialogue or brief speech with your partner, and then present it in your class. You may refer to the following situation prompts for ideas.序号2课程1班级教师周次课型日期主任签字Unit 1LoveLead-in; New Words and Text AnalysisTeaching Objectives:retell the main idea of the passageto comprehend the new words and phrases of text Ause the suitable forms of words or phrases to fill in the blanks in sentenceshave a idea of some grammar which had appeared in the text ATeaching Important and Difficult PointsWords and Phrases of A and B level;Sentence structure and words forms;Difficult Sentence Analysis and main idea of textTeaching MethodsPresentation; Communicative Teaching Method; Audio-visual Teaching MethodTeaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(3mins)Pre-reading QuestionsChoose students to answer the pre-reading questions.Step II. (7mins)Step I Lead in of text ALet students fast reading the text and summary the main idea of whole passage and each paragraph,Main Idea of whole passage: the passage will tell about the orientation week.ParagraphsMain Ideas1The author receives a gardenia every year.2The author guessed what the giver of flowers might look like.3The author hopes the flower giver is as she thinks.4Mother wants her child to be like a gardenia.5That was the year the gardenias stopped coming.Step III.(18mins)Intensive ReadingStudents read the text again and find out the answers to the while-reading questionsTeacher and students read the words and expressions togetherTeacher explain the sentence structure and grammar of text AWords & Expressions of Text AVocabulary of student bookmystery n.谜；神秘的事物；推理小说e.g. They decided to turn the machines on this mystery virus. 他们决定用新机器测试这个神秘的病毒。

Section One Around the topicStep 1 Topic introduction:The topic of this unit is about time management. Students often feel anxious because they have a lot of things to do and there’s never enough time. One big problem is that they don’t know how to manage their time. Time is fair to every one. We should learn to do things efficiently. Step 2 Your ideasBelow are some sayings about time. What do they mean? Do you agree with them? Work in groups and discuss your understanding of each saying.Time flies 时光飞逝。

Time is money 时间就是金钱。

Time and tide wait for no man. 岁月不等人。

Time stays long enough for anyone who will use it.对于善于使用的人来说，时间总是足够长。

Time you enjoyed wasting is not wasted time.你高高兴兴“浪费”掉的时间不算浪费时间。

To think too long about doing a thing often becomes its undoing.做事时考虑的太多反而做不成事。

There is never enough time to do everything, but there is always enough time to do the most important things.永远没有做够的实践来做所有的事，但永远有足够的时间来做最重要的事儿。