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一、教学目标1. 知识目标（1）掌握本课的生词和短语。
（2）理解课文的主要内容和观点。
（3）了解课文中所涉及的文化背景。
2. 能力目标（1）能够流利地朗读课文。
（2）能够运用所学知识进行日常交流。
（3）能够就课文内容进行讨论和分析。
3. 情感目标培养学生的批判性思维，使他们意识到科技发展对生活的影响，并能够从多个角度进行分析。
二、教学重难点1. 教学重点：课文的理解和分析，生词和短语的掌握。
2. 教学难点：课文中所涉及的文化背景的理解，批判性思维的培养。
三、教学方法1. 交际法：通过小组讨论、角色扮演等方式，让学生在实际语境中运用所学知识。
2. 任务型教学法：通过完成各种任务，让学生主动探索、主动学习。
3. 启发式教学法：教师引导学生思考，激发学生的学习兴趣和积极性。
四、教学步骤1. 课前准备：让学生预习课文，了解课文内容，查找相关资料，以便课堂上能够更好地参与讨论。
2. 课堂导入：引导学生回顾上一课的内容，为新课的学习做好铺垫。
3. 课文教学：（1）让学生朗读课文，注意语音语调的准确性和流利度。
（2）讲解生词和短语，让学生能够正确理解和运用。
（3）分析课文内容，引导学生从多个角度理解课文观点。
4. 文化背景介绍：讲解课文中所涉及的文化背景，帮助学生更好地理解课文。
5. 课堂讨论：（1）分组讨论：让学生就课文内容进行分组讨论，分享自己的观点和看法。
（2）全班讨论：邀请学生就讨论结果进行分享，其他学生和教师进行评价和补充。
6. 任务完成：（1）分组任务：让学生分组完成与课文相关的任务，如编写对话、表演短剧等。
（2）全班展示：邀请学生就任务完成情况进行展示，其他学生和教师进行评价和反馈。
7. 课堂小结：对本课内容进行总结，强调重点和难点。
8. 课后作业：布置相关作业，巩固所学知识。
五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况和表现。
2. 作业完成情况：检查学生作业的完成质量，了解学生对知识的掌握程度。
Unit 1 Growing upText A Writing for MyselfI. Teaching Plan1.Objectives1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence);2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.);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. 2. Time allotment3. Pre-reading tasks1)Have you listened to John Lennon's Beautiful Boy? (2 minutes)The teacher (T) may ask several students (Ss) this question:__What does Lennon think of growing up?(Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.)2)The art of eating spaghetti (15 minutes)a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork).b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.c)T dictates the following passage to Ss (pre-teach some words like “poke”, “scoop”, “prong”, “twirl” if necessary):i.Hold the fork in your hand as if to poke the spaghetti.ii.Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate.iii.Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.iv.Put the prongs of the fork at an edge of the plate that is free of food.v.Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.vi.Twirl the fork to gather the spaghetti around the prongs.vii.With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.viii.Gently gather up any stray spaghetti ends that don't make it all the way into your mouth.d)T asks one S to come up and demonstrate the right way of eating spaghetti.3)T asks Ss the following questions:(8 minutes)__Would you enjoy writing “The Art of Eating Spaghetti”? Why or why not?__Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? (Hint: Para.4)__Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. (Hint: Para.5) 4. While –reading tasks1.Grasping the structure of the text: (15 minutes)1)Ss circle all the time words, phrases in Text A (They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper his desk… when Mr. Fleagle finished). When they finish, T asks several Ss to read aloud what they have circled.2)T draws Ss'attention to Organization Exercise 2 , reads its instructions, and asks them these two questions:__Refer to the time words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience. (Hint: the paragraph containing “later in the year”)__Starting from which paragraph does Baker stop writing about his new experience? (hint: the paragraph containing “when I finished” and “next morning”3)In this way Ss will be able to divide the text into 3 parts and sum up the main ideas.4)Several Ss report the main ideas they have summed up to the class.2.Cultural background---T explains the U.S. grade school system and how school teachers are dressed. (seeCultural Notes) (3 minutes)3.T explains language points and gives Ss practice. (see Language Study) (60 minutes)4.Grammatical structures. (25 minutes)1)T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure “sb./ sth. is said/believed/reported to do/be”. T may offer the following model:__What kind of person is Mr. Fleagle?__He was said/reported/believed to be very formal, rigid and hopelessly out-of-date.Afterwards, a pair or two may repeat their questions and answers to the class.2)Ss do Structure Exercise 2 in the textbook.5.T draws Ss' attention to Writing strategy in Theme-related Language Learning Tasks, especially the part about details. (also see Text Analysis) T then asks the following questions:__In Part 1, what details are selected to show “I' d been bored with everything associated with English courses”?__In Part 1, what details are given to show that Mr. Fleagle was dull and rigid?__In Part 2, which sentences show that at first Baker was unwilling to write the essay?__In Part 3, the author didn't tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? (12 minutes)6.Synonymous words or phrases in this text (see Text Analysis):1)T chooses one words from each group of synonyms listed in Text Analysis, and asks Ss to scan for respective synonyms. If Ss' findings are inconclusive, T may reveal those they have neglected.2)T may further provoke Ss' thinking by this question: Why does Russell Baker employ all these synonymous words and phrases? (15 minutes)7.When T and Ss come to the sentence “In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.” In Para. 9, T may ask Ss to recall a similar sentence they have read. (Para.1, “The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.”) By this T will show Ss the importance of coherence in writing. (5 minutes)5. Exercises1.Think alone: According to Mr. Fleagle, what is the very essence of the essay? (5 minutes)Then T invites several Ss to give their opinions. T may sum up by this sentence---The essence of good essay is to write what one enjoys writing about.2.T checks if Ss have done the rest of the after-text exercises in their spare time, and discusses somecommon errors that crop up. (10 minutes)3.T checks on Ss' home reading (Text B). (3 minutes)4.Ss do Part Iv: Theme-related Language Learning Tasks in class. (1 period)5.T asks Ss to prepare the next unit:1)Do the pre-reading task;2)Preview Text A. (2 minutes)6.Confusable phrases.Severe, stern & strictSevere: 作“严厉”解时，可以来形容人（severe father）,人的面貌（severe look 严厉的神色），人的态度（the teacher is severe with his students.教师对学生很严厉。
Unit 4Teaching Objectives:By the end of this unit, the students will be expected to be able to1.get to know something about the sources to get energy from and know how to save energy;e skillfully the key words and 8 expressions learned in TEXT A in conversations andwritings, and be familiar with the words and phrases learned in the text;3.learn something about "recyclable economy"; learn as many language points as possible inTEXT B;4.consolidate the basic grammer on the past progressive tense;5.get to know how to write a notice.Teaching Methods: Lecture, DiscussionUnit Duration: 8 class hours(45 minutes each)Teaching procedures:I. Preparatory1. Words And Phrases Learned In Displayshortage: (amount of) deficiency; condition of not having enough 不足solar: of or from the sun, or using the energy from the sun to produce electric power 太阳的，来自太阳的，太阳能的efficient: working or operating quickly and effectively in an organized way 效率高的；有能力的，能胜任的consume: use (fuel, energy or time), esp. in large amounts; eat or drink a lot 消耗，花费；大吃，大喝sometimes: at some times 有时cancel: decide that something arranged in advance will not happen, or state that you no longer wish to use or pay for something already ordered 取消renewable: that can be renewed 可再生的，可延长的light: cause to begin burning or to give out light 可燃，使发光2. Expressions Learned In Displayat the moment make … use of take in turn… inas…as got stuck it took give offII. Language In Context1. Information Related To The TextEnergy Crisis:This phrase usually refers to a critical shortage in the supply of energy—producing fuels, such as gas, oil, and coal. During the early 1970‟s, the demand for petroleum increased sharply, and western countries depended heavily on imported supplies. The situation became worse during the Arab-Israeli war of 1973, when the Arab nations reduced oil production and embargoed oil shipments to the U.S. and other countries that supported Israel, causing an acute energy shortagein these countries during the winter of 1973-1974, thus first came “energy crisis.”Renewable Energy Resources:“Rnewable enerny resources” refers to sources of energy which are capable of being renewed or cannot be depleted by use, such as watwe, wind, solar, biomass, geothermal and marine-based power.2. Introductory Remarks:In this article, the author discusses energy crisis. There are two main groups of energy: renewable and nonrenewable. Most of the energy we use comes from the nonnewable. These days, more people are using more machines to do things every day at work and at home, and we need more energy than we …ve ever needed. This rise trend of energy consupmtion is obvious. We are faced with a serios energy crisis.The fact of the decrease in the reserves of traditional fossil fuel and the increase in the consumption demand makes it very urgent to take measures to resolve the problem of energy crisis. So now people are working hard to find cleaner and renewable alternatives of energy, such as hydrogen energy, wind energy, solar energy and nuclear energy.3. Language Points:(1) more people are using more machines to do things every day at work and at home.现在进行时，表示近期的发展趋势或正在变化中的情况。
第一册Unit 4教案教学目标：1. 知识与技能目标：学生能够掌握和运用本单元的词汇和句型，能够正确表达自己对不同媒体的喜好和意见。
2. 过程与方法目标：通过听说读写等多种教学活动，培养学生的综合语言运用能力和合作能力。
3. 情感态度价值观目标：培养学生正确使用媒体的意识和良好的信息素养，使其具备辨别和分析媒体信息的能力。
教学重点：1. 学习和运用本单元的词汇和句型。
2. 培养学生正确使用媒体的意识和良好的信息素养。
教学难点：1. 运用所学内容，描述和谈论自己对不同媒体的喜好和意见。
2. 培养学生正确使用媒体的意识和良好的信息素养。
教学准备：教材、多媒体设备、图片、词卡教学过程：Step 1. Warming up and lead-in1. Show students some pictures of different media sources such as newspapers, television, radio, internet, etc.2. Ask students if they like these different types of media and why. Encourage them to use the vocabulary words they have learned (e.g. interesting, informative, entertaining, etc.) to express their opinions.Step 2. Presentation1. Present the new words and phrases of this unit (e.g. TV show, news program, use the internet, radio station, etc.) using pictures, gestures and real objects, and have students repeat after you.2. Introduce the sentence pattern \。
单元：Unit 4课时：2课时教学目标：1. 理解并掌握本单元的核心词汇和短语；2. 熟悉并掌握本单元的语法知识；3. 提高学生的阅读理解能力，培养良好的阅读习惯；4. 培养学生的口语表达能力，提高英语口语水平。
教学重点：1. 词汇：掌握核心词汇和短语，如：cope with, adapt to, take advantage of, etc.；2. 语法：掌握时态和语态的运用，如：现在进行时、过去进行时、被动语态等；3. 阅读理解：提高阅读速度和准确性，理解文章主旨和大意；4. 口语表达：提高口语表达能力，学会用英语进行日常交流。
教学难点：1. 词汇的记忆和运用；2. 语法知识的理解和运用；3. 阅读理解的技巧和策略；4. 口语表达的自然流畅。
教学准备：1. 教材：《现代大学英语》精读1；2. PPT课件；3. 阅读材料；4. 练习题。
教学过程：第一课时一、导入1. 通过图片、视频等形式，引入本单元主题：适应新环境；2. 让学生分享自己在适应新环境方面的经历和感受。
二、词汇教学1. 介绍本单元核心词汇和短语，如：cope with, adapt to, take advantage of 等；2. 通过例句、游戏等形式，帮助学生记忆和运用词汇。
三、语法教学1. 介绍时态和语态的运用，如：现在进行时、过去进行时、被动语态等；2. 通过例句、练习题等形式，帮助学生理解和运用语法知识。
四、阅读理解1. 介绍阅读理解技巧和策略；2. 让学生阅读课文，回答相关问题，检查阅读效果。
五、课堂小结1. 回顾本节课所学内容；2. 强调本单元重点和难点。
第二课时一、复习导入1. 复习上节课所学内容，如：词汇、语法、阅读理解等；2. 让学生分享自己在复习过程中的收获。
二、口语表达1. 通过角色扮演、小组讨论等形式，让学生用英语进行日常交流；2. 鼓励学生大胆开口，提高口语表达能力。
三、课堂小结1. 回顾本单元所学内容；2. 强调本单元重点和难点。
必修一英语第四单元教案教案标题：必修一英语第四单元教案- "Growing up"教学目标：1. 通过本单元的学习，学生将能够掌握与成长和青少年问题相关的词汇和表达方式。
2. 培养学生的阅读理解能力，能够理解和解释与青少年问题相关的文章和故事。
3. 通过小组合作和讨论，培养学生的口语表达能力和团队合作意识。
教学重点：1. 学习与青少年问题相关的词汇和表达方式。
2. 阅读理解技巧的培养。
3. 口语表达能力的提升。
教学准备：1. 教材：必修一英语教科书2. 多媒体设备：投影仪、电脑等3. 学生练习册和笔记本教学过程：Step 1：导入 (5分钟)1. 通过展示一些青少年问题的图片或视频，引发学生对话题的兴趣。
2. 提问学生他们对青少年问题的看法和了解。
Step 2：词汇学习 (15分钟)1. 使用多媒体展示相关词汇的图片和解释，让学生了解并记忆这些词汇。
2. 分组活动：将学生分成小组，要求他们用所学词汇编写句子或对话，并与其他小组分享。
Step 3：阅读理解 (20分钟)1. 学生阅读教科书第四单元的相关文章，理解文章的主要内容和细节。
2. 学生回答教材中的问题，检查他们对文章的理解程度。
3. 分组讨论：将学生分成小组，要求他们讨论文章中提到的问题，并分享他们的观点和解决方法。
Step 4：口语表达 (15分钟)1. 学生分组进行角色扮演，模拟青少年问题的场景，如与父母争吵、面对学业压力等。
2. 鼓励学生使用所学词汇和表达方式，实践口语表达能力。
Step 5：巩固练习 (15分钟)1. 学生完成学生练习册中与本单元相关的练习题。
2. 教师检查学生的练习，并提供及时的反馈和指导。
Step 6：作业布置 (5分钟)1. 布置作业：要求学生写一篇关于青少年问题的短文，并在下节课上交。
教学反思：本节课通过多种教学方法和活动，旨在培养学生对青少年问题的认识和理解，并提高他们的阅读理解和口语表达能力。
一、课题《全新版大学英语综合教程1》Unit 4：Great Expectations二、教学目的1. 知识与技能：（1）掌握本单元的生词和短语；（2）了解小说《大卫·科波菲尔》的背景和主题；（3）提高阅读理解能力，学会分析人物性格和情节发展。
2. 过程与方法：（1）通过小组讨论，提高学生的合作意识和沟通能力；（2）通过角色扮演，提高学生的口语表达能力；（3）通过写作练习，提高学生的写作能力。
3. 情感态度与价值观：（1）引导学生关注人物命运，培养同情心；（2）激发学生对文学作品的兴趣，提高审美情趣。
三、课型新授课四、课时2课时五、教学重点1. 生词和短语的理解与运用；2. 人物性格分析和情节发展。
六、教学难点1. 理解小说的主题和深层含义；2. 提高学生的阅读理解能力。
七、教学过程第一课时1. 导入新课（1）教师简要介绍小说《大卫·科波菲尔》的作者、背景和主题；（2）提问：同学们对这部小说有什么了解？2. 阅读课文（1）学生自读课文，完成课后练习；（2）教师检查学生的阅读情况，解答学生的疑问。
3. 小组讨论（1）将学生分成小组，讨论以下问题：①大卫·科波菲尔的人物性格有哪些特点？②小说中的情节发展有何特点？（2）各小组汇报讨论成果，教师点评。
4. 角色扮演（1）教师挑选学生扮演课文中的角色，进行角色扮演；（2）其他学生观看并评价。
5. 总结与作业（1）教师总结本节课的学习内容；（2）布置课后作业：写一篇关于《大卫·科波菲尔》的读书笔记。
第二课时1. 复习与巩固（1）检查学生的课后作业；（2）提问：同学们对《大卫·科波菲尔》有什么新的认识？2. 阅读拓展（1）教师引导学生阅读相关资料，了解小说的背景和主题；（2）学生分享阅读心得。
3. 写作练习（1）教师讲解写作技巧，布置写作任务；（2）学生完成写作任务。
4. 课堂小结（1）教师总结本节课的学习内容；（2）布置课后作业。
全新版大学英语综合教程4教案（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、活动方案、合同协议、条据文书、讲话致辞、心得体会、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, work plans, activity plans, contract agreements, documents, speeches, experiences, teaching materials, complete essays, and other sample essays. If you want to learn about different sample formats and writing methods, please pay attention!全新版大学英语综合教程4教案教案是具体讲课方案，是实施教学的主要依据，是授课教师教学思想，教学组织能力，教学方法的重要体现，是教师教学经验的结晶.下面是本店铺给大家整理的全新版大学英语综合教程4教案5篇，希望对大家能有所帮助!全新版大学英语综合教程4教案1Peggy Noonan lives in New York and writes a weekly column for The Wall Street Journal.This piece is taken from one of them.In it she reflects on her week and on life in the city.Writing less than a year away from the destruction of the World Trade Center， her thoughts are inevitably affected by that terrible event.佩吉·诺南住在纽约，每周为《华尔街时报》撰写专栏文章。
#### 教学目标1. 培养学生对英雄主义话题的兴趣，提高口语表达能力。
2. 理解并掌握本单元的核心词汇和语法结构。
3. 提升阅读理解能力，学会分析文章结构和段落写作技巧。
4. 培养学生的写作能力，学会运用所学短语和句型进行写作。
#### 教学内容- Unit 4 相关文章阅读- 英雄主义话题讨论- 词汇学习- 语法结构学习- 段落写作技巧#### 教学方法- 任务型教学法- 情境教学法- 合作学习法#### 教学步骤##### 一、导入（5分钟）1. 通过提问的方式引入英雄主义话题，例如：“在你心中，谁是英雄？为什么？”2. 引导学生分享自己的看法，激发学生对英雄主义的兴趣。
##### 二、阅读理解（15分钟）1. 让学生快速阅读文章，了解文章大意。
2. 针对文章内容，提出问题，引导学生分析文章结构和段落写作技巧。
3. 学生分组讨论，分享阅读心得。
##### 三、词汇学习（15分钟）1. 引导学生关注本单元核心词汇，如：heroism, disaster, tornado, drought 等。
2. 通过例句、图片等形式，帮助学生理解和记忆词汇。
3. 学生进行词汇接龙游戏，巩固所学词汇。
##### 四、语法结构学习（15分钟）1. 介绍本单元的语法结构，如：一般现在时、一般过去时、被动语态等。
2. 通过例句、练习题等形式，帮助学生掌握语法结构。
3. 学生进行语法填空练习，巩固所学语法。
##### 五、写作技巧（15分钟）1. 讲解段落写作技巧，如：主题句、支持句、结论句等。
2. 学生根据所学短语和句型，进行段落写作练习。
3. 教师批改学生作业，并进行针对性指导。
##### 六、讨论与展示（15分钟）1. 学生分组讨论，分享自己对英雄主义的看法。
2. 每组选派代表进行展示，其他学生进行评价。
3. 教师总结讨论内容，强调英雄主义的重要性。
##### 七、总结与作业布置（5分钟）1. 总结本节课所学内容，强调重点。
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Section A How to Make a Good Impression Teaching Objectives：1. to grasp the main idea ( qualities that we can use to impress others.)2. to master the key language points and grammatical structures in the text;3. to conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit.Importance and difficulties:1. The whole text structure & the main idea2. New words and key sentence patterns3. Writing skill：a general statement support by a list of things or examples.Basic materials and references：1.new horizon college English and reference book for teaching2.other reading materials and pictures3.使用多媒体演示文稿，使用电脑磁带复读机及语音教室训练听力，在网上进行教师与学生的教学互动:Period 1：（20mins）I. Warm-up activities1. How long does it take us to judge the people we meet?------we judge other people within the first seven seconds of meeting them.2. What is one way you can have a positive effect on other people?-----by using unspoken languages, such as eye contacts, facial expressions and body movements.II. Global Reading:Main idea of the text: In the passage, several points that we can make use of to impress others are listed: you are the message; be yourself; use your eyes; and lighten up.Period 2: (3 classes)III. New vocabulary and language pointsA.New vocabulary: .1. impression:n. 1. the effect produced in someone's mind 印象，效果He has told me his plan and he's made a good impression on me.2. an idea or opinion that one forms about something 感觉，感想I have the impression that he's not pleased.2. conscious:n. 1. realizing something 感觉到，意识到The children were conscious of their mother's unhappiness.2. fully awake; knowing what is happening around 处于清醒状态，有知觉的The patient was conscious. 这位病人处于清醒状态。
一、课题全新版大学英语综合教程1 Unit 4二、教学目的1. 帮助学生掌握本单元的词汇和语法知识；2. 培养学生的阅读理解能力，提高学生的阅读速度；3. 培养学生的写作能力，提高学生的英语表达能力；4. 增强学生的跨文化交际意识，提高学生的英语应用能力。
三、课型新授课四、课时2课时五、教学重点1. 词汇：掌握本单元的核心词汇，如：potential, beneficial, diversity, culture, etc.；2. 语法：学习现在分词和过去分词的用法，以及它们的转换；3. 阅读理解：提高学生的阅读速度和理解能力；4. 写作：学会撰写一篇关于文化交流的短文。
六、教学难点1. 词汇：理解并掌握本单元的核心词汇；2. 语法：现在分词和过去分词的用法及转换；3. 写作：撰写一篇关于文化交流的短文。
七、教学过程（一）导入新课1. 通过图片、视频等形式，展示不同国家的文化差异，激发学生的学习兴趣；2. 提问：你了解哪些国家的文化？它们有什么特点？（二）讲授新课1. 词汇教学：通过例句、图片等形式，讲解本单元的核心词汇；2. 语法教学：讲解现在分词和过去分词的用法，以及它们的转换；3. 阅读理解教学：让学生阅读课文，分析文章结构，理解文章主旨；4. 写作教学：指导学生如何撰写一篇关于文化交流的短文。
（三）巩固练习1. 词汇练习：让学生通过填空、翻译等形式，巩固本单元的词汇；2. 语法练习：让学生进行语法填空、改错等练习，提高语法运用能力；3. 阅读理解练习：让学生阅读相关文章，回答问题，提高阅读理解能力；4. 写作练习：让学生根据所学内容，撰写一篇关于文化交流的短文。
（四）归纳小结1. 回顾本节课所学内容，总结本单元的词汇、语法、阅读和写作要点；2. 强调文化交流的重要性，提高学生的跨文化交际意识。
（五）作业布置1. 复习本单元的词汇和语法知识；2. 阅读相关文章，了解不同国家的文化特点；3. 撰写一篇关于文化交流的短文，字数不少于300字。
New College English （Second Edition) Integrated Course 1 全新版大学英语（第二版）综合教程第1册Unit 1 Growing UpText A Writing for MyselfI。
Teaching ObjectivesStudents will be able to：1。
grasp the main idea （the essence of writing is to write what one enjoys writing）and structure of Text A （narration in chronological sequence);2. appreciate the narrative skills demonstrated in Text A （selection of details，repetition, coherence）；3。
master the key language points 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 Growing Up after doing a series of theme—related reading，listening, speaking and writing activities；6. write a letter of congratulations in an appropriate way.II。
Teaching Focus1。
Talk with the students about the different ways of learning English in the middle school and college；2。
Unit 4Section A: A Dance with DadTeaching Objectives:1. 理解课文理解课文A 和B 的文章大意，了解人们如何通过舞蹈或对舞蹈艺术的追求来抒发对父母的感激之情。
母的感激之情。
2. 理解和正确运用重点词汇、短语、句型理解和正确运用重点词汇、短语、句型 S+V+O 和 if 条件句等。
条件句等。
3. 掌握中元音掌握中元音 /Ã/ 和后元音和后元音 /A:/ 的不同发音。
的不同发音。
4. 正确区分现在分词和过去分词。
正确区分现在分词和过去分词。
5. 了解中国传统“舞龙”的历史及象征意义。
的历史及象征意义。
Teaching Procedures:Part 1: Warm-up Activities1. Matching ：Learn the following words and phrases about different types of dance, and match them to the pictures.2. Conversation: Listen to the conversation. Then practice with your partner, using the words and phrases provided on the right.Part 2: Text A: Fashion ForestⅠ. Background Information1. Beer Barrel Polka“Beer Barrel Polka”, also known as “The Barrel Polka and Roll Out the Barrel”, is a song which became popular worldwide during World War II. The music was composed by the Czech musician Jaromír Vejvoda in 1927. In June 1939, “Beer Barrel Polka”, as recorded by Will Glahé, was on the Hit Parade. During World War II, versions in many other languages were created and the song was popular among soldiers, regardless of their allegiances.Ⅱ. Words and phrases1. dancea. v. move rhythmically in a series of steps 跳舞跳舞I danced with her all night. 我整晚都跟她共舞。
Unit 41.Directions: Read the following passages, and then select the best choice for each ofthe questions or incomplete statements.Passage 1There are stock markets in large cities in many countries. Stock markets in Paris, London, Tokyo, Shanghai and New York are among the largest and most well-known. The stock market, also called stock exchange, is a place where people can buy or sell the shares of a factory of company. And each share means part ownership of a factory or company.Different people go to the stock markets. Some are rich, who want to get more money than they have. Others are not very rich, who buy stocks to try to become rich. Still others buy stocks as part of their plan to save money.Of course, investing （投资）money in the stock market is not the safest way to make money. No one can tell exactly whether the shares will be doing well. The factory or company may do badly. Then the stocks will go down, and the investors will lose money. The stock may go up or down for a number of untold reasons. Everyone wants the stock to go up, but sometimes even if a factory or company does a good job, the stock may still go down.No wonder going to the stock market is often compared to gambling (赌博). All are eager to make money by “gambling” in the stock market. Factories and companies that need money are pleased that so many people are willing to “gamble.” Indeed, the stock market is an attractive and complex part of the business world.(Words: 244)1. The following people go to the stock market EXPCEPT those whoA) want to become richerB) want to get rid of povertyC) want to save moneyD) want to find jobs2. Which of the following statements is true?A) A good investor can affect the change in stock prices.B) A good investor can tell exactly when the stock goes up or down.C) A good investor will sometimes lose money.D) A good investor knows how to choose a company which does a good job.3. In the passage the writer .A) encourage people to go to the stock marketB) assures people that buying stock is a good investmentC) warns people to be careful in buying stocksD) explains how stock goes up when factories or companies run well4. The word “ complex” in the last sentence probably means .A) completeB) strangeC) difficultD) modern5. The passage mainly tells us aboutA) the ABCs of stock marketsB) gambling in stock marketsC) how to make money in stock marketsD) how to buy or sell shares in stock marketsPassage 2She is widely seen as proof that good looks can last forever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.The health of the famous picture, painted by Leonardo da Vinci in 1505, is getting worse by the year, according to the Louvre Museum where it is housed.“The thin, wooden pan el on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago.” The museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their present chemical state.Nearly six million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then yo u look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision （视觉）is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.During World War II, French hid the painting in small towns to keep it out of the hands of German forces.Like many old ladies, the Mona Lisa has some interesting stories to tell.(Words: 247)1.In the first paragraph, “catching up with” meansA)coming up with behindB)having effect onC)making up forD)getting along with2.It is difficult to repair this painting due to itsA)painting materialsB)wooden panelC)long historyD)good name3.Mona Lisa is smiling you lookA)at herB)from the corners of your eyesC)into the shadowsD)for details4.Para. 4 is mainly aboutA)the history of the Mona LisaB)the condition of the Mona LisaC)the secret of Mona Lisa’s smileD)the secret of Mona Lisa’s beauty5.During World War II the famous painting was inA)ItalyB)FranceC)BritainD)GermanyII. Directions:Read the following passages, and then fill in the blanks with the missing information.Passage 3Body language is one of the best ways to find out what is really going on inside someone’s head.A small movement of the mouth or nose, or a wink of the eye—these actions can say much more about a person’s feeling than anything they say to you.But you need to be very experienced to fully understand what you see. Here are some basic movements made by Westerners and explanations of what they mean to get you started.Pat （轻拍）/rub(摩擦)one’s stomach. If someone rubs his or her stomach, he is not feeling sick. It is the opposite—he is hungry.Shrug（耸）one’s shoulders. This means “I don’t know” or “I am not bothered.” If your friend shrugs his or her shoulders when invited to a party, it shows he or she is not very interested in going along to it.Keep one’s fingers crossed. It is a gesture to wish for good luck. Before people take exams, they often cross their fingers in the hope of getting good grades. Football fans do the same thing when their favorite team gets an advantage from a penalty(点球)—they wish the players will score a goal.Rub one’s chin. If someone rubs his or her chin, it often means he or she doesn’t believe what someone else is saying! So if your friend makes this gesture, it secretly tells you what he or she feels.Scratch (挠)one’s head. If your foreign English teacher scratches his or her head when you ask a question, then he or she is confused and might not have understood what you have said. Either that, or he or she can’t remember your name!(Words: 277)1. We can know more about a person’s feelings by .2. When a Westerner rubs his or her stomach, it means .3. When taking exams, Westerners may cross their fingers to .4. If your friends rub their chin, it may mean that .5. “To scratch one’s head” suggests the person doesn’t understand your words or.Passage 4If you have a chance to go to Finland, you will probably be surprised to find how “foolish” the Finnish people are.Take the taxi drivers for example. Taxis in Finland are mostly high-class Benz with a fare of two US dollars a kilometer. You can go anywhere in one, tell the driver to drop you at any place, say that you have some business to attend to, and then stalk off without paying your fare. And the driver would not show the least sign of anxiety.The dinning rooms in all big hotels not only serve their guest, but also cater to outside diners. Hotel guests have their meals free, so they naturally go to the free dining rooms to have their meals. The most they would do to show their good faith is to wave their registration card to the waiter. With such a loose check, you can easily use any old registration card to take a couple of friends to wine and dine free of charge.The Finnish workers are paid by the hour. They are very much on their own as soon as they have agreed with the boss on the rate. From then on they just say how many hours they have worked and they will be paid accordingly.With so many loopholes(漏洞) in everyday life, surely Finland must be a heaven to those who love to take “petty advantages.” But the strange thing is, all the taxi passengers would invariably come back to pay their fare after they have attended their business; not a single outsider has ever been found in the free hotel dining rooms. And workers always give an honest account of the exact hours they put in. as the Finns always act on good faith in everything they do, so to live in such a society has turned ev eryone into real “gentlemen”.(Words: 311)1. While taking a taxi in Finland, you can get off without first .2. In a big hotel in Finland, you can enjoy free meals if.3. We know from the passage that big hotels in Finland.4. Workers in Finland just need to tell their employersto get their pay.5. The passage leads us to believing that Finland is a society of.III. Directions: Read the following passages, and then decide whether the statements are true (T) or false (F)Passage 5“Fire! Fire!” What terrible words to hear when one wakes up in a strange house in the middle of the night! It was a large, old, wooden house and my room was on the top floor. I jumped out of bed, opened the door and stepped out into the passage. It was full of thick smoke.I began to run. But as I was still only half-awake, instead of going towards the stairs I went in the opposite direction. The smoke grew thicker and I could see fire all around.I found an open door and ran into a room to get to the window. But before I could reach it, one of my feet was caught in something soft and I fell down. The thing I had fallen over felt like a bundle of clothes, and I picked it up to protect my face from the smoke and heat. Just then the floor gave way under me and I fell to the floor below with pieces of burning wood all around me.I saw a flaming doorway in front, and I put the bundle over my face and ran. My feet were burning terribly, but I got through. As I reached the cold air outside, my bundle of clothes gave a thin cry. I nearly dropped it in surprise. Then is saw a crowd gathered in the street. A woman in a night-dress and a borrowed man’s coat screamed as she saw me and came running madly.“My baby! My baby!” she cried. The crowed cheered wildly as she took the smoke-blackened bundle out of my arms. I had saved her baby. I was a hero!(Words: 277)( ) 1. I was on the top floor of a small house when the fire broke out.( ) 2. The thick smoke made me run in the wrong direction.( ) 3. I fell to the floor below because the floor under me was burned.( ) 4. I was trying to save myself but I actually also saved my next door ne ighbor’s baby.( ) 5. It can be learned from the passage that I became a hero by chance.Passage 6It seems you always forget—your reading glasses when you are rushing to work, your coat when you are going to the cleaners, your credit card when you are shopping. Such absent-mindedness may be frustrating to you. Now British and German scientists are developing memory glasses that record everything the user sees. The glasses can play back memories later to help the wearer remember things they have forgotten such as where they left their keys. And the glasses also allow the user to “label(贴标签于，标注)” items so information can be used later on.The wearer could walk around an office or a factory identifying certain items by pointing at them. Objects indicated( 指出)are then given a blank label on a screen inside the glasses that the user then fills in.It could be used in industrial plants by mechanics looking to identify machine parts or by electricians writing a complicated device. A spokesman for the project said: “A car mechanic, for example, could find at a glance where a part on a certain car model is wrong so that it can be identified and repaired.” For the motorist, the system can highlight(使显著)dangers on the road.In other cases, the glasses can be worn by people going on a guided tour, indicating points of interest; or they can be worn by people looking at panoramas where all the sites can be identified.(Words: 231) ( ) 1. An absent-minded person is easy to forget.( ) 2. Memory glasses can remind users of what they have forgotten.( ) 3. If you are wearing the memory glasses, it means you have a bad memory. ( ) 4. Para. 4 talks about the problem-finding use of memory glasses.( ) 5. By wearing memory glasses, people will find places of interest more easily.KeyUnit 4Passage 1D C C C A Passage 2B A BC B Passage 31. observing his or her body language2. he or she is hungry3. wish for good grades4. they doubt what you are saying5. has forgotten your namePassage 41.paying your fare2.you are living in the hotel3.provide meals to any diners4.how many hours they have worked5.high moral levelPassage 5F F T F T Passage 6F T F T T。
