实用英语第一册教案.doc

教学目标：1. 让学生掌握基本的英语发音和语调；2. 培养学生的听、说、读、写四项基本技能；3. 提高学生的英语实际应用能力；4. 培养学生的自主学习能力和团队合作精神。

教学对象：大学一年级新生教学课时：2课时教学准备：1. 教材：《新编大学实用英语1》；2. 多媒体课件；3. 英语发音录音；4. 听力材料；5. 课堂活动材料。

教学过程：第一课时一、导入1. 播放英语歌曲，活跃课堂气氛；2. 介绍课程目标和教学安排。

二、热身活动1. 让学生进行自我介绍，用英语表达；2. 进行简单的英语问候和交流。

三、英语发音和语调1. 讲解英语元音和辅音的发音规则；2. 播放英语发音录音，让学生跟读；3. 进行小组练习，纠正发音错误。

四、听力训练1. 播放英语听力材料，让学生回答问题；2. 讲解听力技巧，提高学生的听力理解能力。

五、阅读训练1. 分发教材中的课文，让学生阅读；2. 提出问题，检查学生的阅读理解能力；3. 进行小组讨论，分享阅读心得。

六、总结与作业1. 总结本节课的学习内容；2. 布置课后作业，包括听力、阅读和写作练习。

第二课时一、复习与巩固1. 回顾上节课的学习内容；2. 进行听力、阅读和写作练习。

二、口语训练1. 让学生用英语进行简单的对话练习；2. 进行小组讨论，提高口语表达能力。

三、写作训练1. 讲解英语写作的基本技巧；2. 让学生根据教材中的范文进行写作练习；3. 进行小组互评，提高写作水平。

四、课堂活动1. 组织学生进行角色扮演，提高英语实际应用能力；2. 进行小组竞赛，激发学生的学习兴趣。

五、总结与作业1. 总结本节课的学习内容；2. 布置课后作业，包括听力、阅读和写作练习。

教学反思：1. 关注学生的学习进度，及时调整教学策略；2. 鼓励学生积极参与课堂活动，提高他们的英语实际应用能力；3. 注重培养学生的自主学习能力和团队合作精神，为他们的英语学习奠定坚实基础。

一、课程简介《实用大学英语第一册》是为非英语专业学生设计的大学英语基础课程，旨在帮助学生掌握英语基本语法、词汇和口语表达，提高学生的英语听说读写能力，为后续英语学习打下坚实的基础。

二、教学目标1. 知识目标：（1）掌握英语基本语法和词汇；（2）了解英语国家的基本文化背景；（3）提高英语听、说、读、写能力。

2. 能力目标：（1）能够进行简单的英语口语交流；（2）能够阅读和理解英语短文；（3）能够运用所学知识进行写作。

3. 素质目标：（1）培养学生良好的英语学习习惯；（2）提高学生的自主学习能力；（3）增强学生的跨文化交际意识。

三、教学内容1. 单元一：问候与介绍2. 单元二：日常用语3. 单元三：购物4. 单元四：饮食5. 单元五：交通6. 单元六：天气与气候7. 单元七：工作与职业8. 单元八：娱乐与休闲9. 单元九：旅行10. 单元十：家庭与朋友四、教学方法1. 讲授法：教师讲解英语语法、词汇和口语表达，帮助学生掌握基础知识；2. 演示法：教师通过实际操作演示，让学生直观地了解英语口语和写作技巧；3. 讨论法：鼓励学生积极参与课堂讨论，提高学生的口语表达能力；4. 案例分析法：结合实际生活案例，让学生了解英语国家文化背景；5. 角色扮演法：通过模拟真实场景，让学生在实际语境中运用所学知识。

五、教学进度安排1. 第一周：导入课程，介绍课程内容、教学目标和方法；2. 第二至四周：学习单元一至三，重点掌握问候、介绍和日常用语；3. 第五至七周：学习单元四至六，重点掌握购物、饮食和天气与气候；4. 第八至十周：学习单元七至十，重点掌握工作与职业、娱乐与休闲、旅行和家庭与朋友；5. 第十一周：进行期中考试，检验学生的学习成果；6. 第十二至十三周：复习巩固所学知识，进行期末考试。

六、教学评价1. 课堂表现：包括出勤、课堂发言、参与讨论等；2. 作业完成情况：包括课堂作业、课后作业等；3. 考试成绩：包括期中考试、期末考试等；4. 学生自评：学生对自己的学习情况进行自我评价。

Unit 1 EducationTeaching objective1 ・ read what Bill Gates says about education;2.build up your vocabulary relating to campus life;3.get to know about the vocational education in Germany;4.study different types of nouns;5.write an introduction of yourself.Teaching focuses:1.Vocabulary: (omitted)2.Grammar: Nouns3.Practical writing: short passage to introduce yourselfTeaching steps:Step 1: Warm-up Discussion; study of words and expressions in Text AStep 2: Discussion of Text AStep 3: Comprehensive ExercisesStep 4: Grammar Tips; Active Words and Vocabulary CheckStep 5: Discussion of Text B and the follow-up ComprehensionStep 6: Practical WritingStep 7: Starting Out & In-class Activities (Practical Listening and Speaking Course)Step 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course) Teaching methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4)ExercisesTeaching ProceduresWarm・up Discussion and background information1.Bill Gates:(Bill) H. Bill Gates is the co-founder, chairman and chief software architect of Microsoft Corporation, the world' s largest and most profitable software company. And he is also the richest man in the world. Gates was born in 1955, in Seattle, Washington.•Gates attended the private Lakeside School. There, he discovered his interest in software and began programming computers at age 13.•Gates went off to Harvard University in 1973 with the original intention of becoming a math professo匚It was during his Harvard days that he and his friend developed BASIC (Beginner" s All-purpose Symbolic Instruction Code), the programming language for the first microcompute匚Gates left Harvard in 1975 without completing his university education.•He started Microsoft at the age of 19, and made a deal that changed the landscape of computing forever.•Gates announced in 2006 that he would be transitioning from full-time workat Microsoft to part-time work, and full-time work at the Bill & Melinda Gates Foundation to enhance healthcare and reduce extreme poverty in the world2.HarvardHarvard University, founded in 1636, is America" s oldest institution of higher learning. The university was named after its first benefactor, John Harvard of Charlestown. Since its founding, the university has grown from nine students with a single master to an enrollment of more than 18,000 degree candidates, including undergraduates and graduate students in 10 principal academic units・An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School.Text A : Education does countStudy of words and expressions in Text Acation n.教育educate v.教育educated adj.受教育的educator n.教育家，教育者1.Children in poor areas receive free education.2.The writer was educated at a very good school3.a well-educated man2. count v.有重要意义，有价值1 ・ Every second counts・2・ What counts more is whether you have tried your best.3・hundreds of好几百，许许多多1・ Hundreds of journalists attended the press conference ・2.More than two hundred journalists attended the press conference・4.advice 〃•忠告，建议advise W・忠告，建议1.She advised that I (should) wear my best suit.2・ I was advised not to go there alone at night.5.drop out of 退学，不参与，退出1.He dropped out of school at the age of 10 because his family was too poor to afford the tuition.2.She decided to drop out of the competition because it was not fair.6.a … number of 若干1.A number of students didn5t want to have a spring outing・7.ask for询问，寻求1 ・ If you ask for my advice, that color doesn^t suit you.2.May I ask for the telephone number of the Grand Hotel ?& suggestion n.意见，建议at/on sb/ s suggestion 根据某人的建议make/offer a suggestion 提议，建议1.At/On her suggestion we went to Beijing by train.2.We will listen to anyone who makes/offers suggestions for the theme of the party.9.success n,成功，胜利succeed vi.成功；达到；完成1.Failure is the mother of success.2.He succeeded in the examination.3.He succeeded in making his dreams come true.10.advantage n.有利条件，好处；优点，优势advantageous adj.有利的，有益的；便利的advantageous adj.有利的，有益的；便利1.Mary speaks good English. Her advantage is that her mother is an English.2・ This product has many advantages.3・ It is highly advantageous to us.11. lifetime n.一生，终生chance of a lifetime 千载难逢的良机，一生中唯一的机会1・ a lifetime guarantee2・ In my father J s lifetime there have been many changes in the village・3.It' s the chance of a lifetime・ You will regret it the rest of your life if you don' t take it.12.programmer n.程序师，编程员program vt.编制程序（亦作：programme）1 ・ Please program the computer to do the job instead of doing it manually.13.discourage vt.不鼓励；使泄气，使失去信心discouraged adj.泄气的，失去信心的discouFaging adj.使人泄气的，使人失去信心的1.His parents discouraged him from joining the air force.2.If you meet with any difficulty in your study, don^t be discouraged・3.It is discouraging that I didn't know how to solve the maths problem.encourage vt.鼓励courage n.勇敢，勇气4.1encouraged her to work hard and to try to pass the exami nations.5. She showed remarkable courage when she heard the bad news・14.diploma n.文凭，毕业证书diplomatic adj.外交的，从事外交的1 ・ Julia joined the diplomatic service after her graduation from the university.15.spirit n.精神in good/high/great spirits 精神好，高兴，兴致好in low/poor spirits意志消沉，垂头丧气，怏怏不乐1 ・ She is in good / high / great spirits these days because her son is returning from England.2.Do you know what happened to him? He seems to be in low/poor spirits・16.focus讥（使）集中；（使）聚焦1.All eyes （were） focused on the speaker.2.Because of his strange clothes, he immediately became the focus of attention when he entered the office.17.range （1）n.范围（2）诚.在某范围内变化1 ・ You have a wide range of choices.2.The temperature ranges from 10 to 20 degrees.3・ The students ages range between 15 and 18.18.try out试验，考验1 ・ She bought a cookbook and tried out a few new recipes.2. We tried out the project within a small range at first.19.in short简而言之，总之1 ・ In short, you should study hard for a better future・Synonym:in brief / to sum up / all in all / in conclusion20.They want to know what to study, or whether it，s OK to drop out of college since that，s what I did.:They want to know what they should study or whether it is fine for them to leave college without completing the education since I did it myself.what to study: This is a u wh-word + infinitive^ structure used as the object, which can be changedinto an object clause・“Wh-word + infinitive” structure can be used as a subject, an object, or an appositive, etc., functioning as a subject clause （主语从句），an object clause （宾语从句）or an appositive clause （同位语从句）.21.it's OK to drop out of college: Here “it” is used as a formal subject, and the actual subject is the infinitive structure "to drop out of college v・ The structure is “ It is + adj・ + （for / of + sb.）to do sth：More example:1.It was very thoughtful of her to come to see me when 1 was ill.2.It is careless of you to make such a mistake・3.It is easy for me to see through his trick.22.That，s what I did: "what I did" here is a predicative clause （表语从句）introduced by “what” • The structure is u subject + be / look / remain / seem + predicative clause n and thepredicative clause can be introduced by such words as “that” （often omitted）, and other wh-words.For example:1.It seems （that） it is going to rain.2.The question remains whether we can win the game・3.This is why I refused to attend the meeting・23.As Fve said before, nobody should drop out of college unless they believe they face the chance of a lifetime. And even then they should consider carefully•:Para: Everyone should complete their college education unless they are sure they have met the best chance in their lifetime. Even in that situation they should give it their serious consideration As I" ve said before: This is a non-restrictive relative clause （a "relative clause” is also referred to as an attributive clause”）introduced by “as"（正如............... 的那样），which can be placed at the beginning or at the end of the sentence.More examples:1・ As people expected, she was admitted to Beijing University.unless: “unless，’ is a conjunction for an adverbial clause of condition （条件状语从句），which means "if... not...（除非）".More examples:1.1won' t leave unless the rain stops.2・ Unless you have a good command of both English and Chinese, you cannot be a good translato r.24.In my company' s early years，we had a bright part-time programmer who planned to drop out of high school to work.: During the early years after my company was started, we had an intelligent programmer who worked part-time for us. He intended to quit high school and work, plan to: intend to do sth.计划、打算做某事1.1plan to make a trip to Beijing during the summer vacation.2.1will always be with you no matter what you plan to do.25.who planned to …work: a restrictive relative clause （限制性关系从句）introduced by “who” since its antecedent is a person and serves as the subject in the clause. The relativepronoun "that” can be used here too.26.Quite a few of our people didn9t finish college, but we discourage dropping out. Having a diploma certainly helps somebody who is looking to us for a job.: A large number of people in our company didrft complete their college education, but we don? t encourage others to drop out of school. It is helpful for those who want to work in our company to have a diploma.look to sb. / sth. for sth.: to depend on sb. or sth. for help or advice 指望,依赖1.They are looking to the teacher to suggest a place for their spring outing・27.High school and college offer you the best chance to learn many things and to do projects with others that teach you about team spirit: High school and college are the best places where you can learn many things and do projects with others, which helps to cultivate your sense of cooperation with others.that teach you about team spirit: This is a restrictive relative clause introduced by u that", whose antecedent acts as the subject of the clause. Actually the relative clause introduced by“that” c an be used to modify both the person(s) and the thing(s), and the role of "that" can be either the subject or the object.More examples:1 ・ He was the only one that I knew there.2.1haven' t been to the place that you have mentioned.3.The bicycle that was stolen last week was brand new.2& In high school there was a time when I was highly focused on writing software, but for most of my high school years I had many interests: I was deeply absorbed in writing software for a period of time in high school, but for most of the time at high school I took interest in many things. when … software: This is a relative clause introduced by the relative adverb “when”，which acts as the adverbial of time in the clause・More examples:1・ There was a time when I completely lost my self-confidence, and her support and patience helped me regain il・2.1will never forget those days when we were together.29.But somebody handing you a book doesn't automatically start your learning. You should learn with other people, ask questions, try out ideas and have a way to test your ability.: But it doesnS mean that you are learning spontaneously when someone gives you a book. You should find some other people to learn with, ask them questions, see if ideas work and find a way to evaluate your ability・30.In short, it" s a real mistake not to take the chance to study a wide range of subjects and to learn to work with other people because education does count: To sum up, it is wrong not to take the chance to study various subjects and to learn to work with other people, because education is really important.it，s a real mistake not to take the chance: This is an infinitive structure of negation, where "not” is placed before the infinitive.More examples:1.We are asked not to speak loudly in class.2.It is a good idea not to go out on such a rainy day.Grammar Nouns一、名词的概念：表示人、事物或抽象概念的词叫做名词。

实用英语综合教程第1册教案An Integrated Skills Course 1ContentsUnit1 Education (2)Unit2 Friendship (8)Unit3 Gifts (12)Unit4 Movies (18)Unit5 Our Earth (22)Unit6 Part-time Jobs (30)Unit 7 Health (36)Unit 8 Famous People (48)Unit 9 Festival (61)Unit 10 Animal Stories (73)Unit1 EducationObjectives1.Read what Bill Gates says about education;2.Build up your vocabulary relating to campus life;3.Learn something from an ancient Greek educator;4.Study different types of nouns;5.Write an introduction of yourself.Focuses1.Build up your vocabulary relating to campus life;2.Write an introduction of yourself.Outline1.Warm-up Discussion; study of words and expressions in Text A; Vocabulary Check (B and C)2.Discussion of Text A and the follow-up exercises (A and B)3.Active Words and V ocabulary Check; Grammar Tips4.Discussion of Text B and the follow-up exercises/doc/5040d052e87101f69e31955e.html prehensive Exercises (Ask the students to do the translation exercises outside of theclass beforehand)6.Practical WritingProcedures:Classroom ActivitiesI. Warm-up discussionQuestion: Do you know anything about Bill Gates such as his life and his educational background?Hint1)birthday and birthplace: October 28, 1995; Seattle, Washington2)educational background: Harvard University (education not completed)3)career: chairmen and chief software architect of Microsoft, the word‘s largest and most profitable software company.4)main events in his life:a.beginning programming computers at age 13;b.developing a version of the programming language BASIC for the first microcomputer in Harvard;c.founding Microsoft Corporation in 1975 at the age of 19II. Vocabulary in Text A1. education n.教育e.g. Children in poor areas receive free education.educate v.教育；教导educated adj.受教育的e.g. a well-educated maneducator n.教育家，教育者2. count v.派用场，点数e.g. 1) Every seconds counts.2) What counts more is whether you have tried your best.3) to count from 1 to 1004) Count these apples.3. advantage n.有利条件，好处；优点，优势e.g. This product has many advantages.advantageous adj.有利的，有益的，便利的e.g. It is highly advantageous to us.Phrase: take advantage of 很好的使用；利用e.g. take advantage of all educational opportunitiesAntonym: disadvantage n.不利；不利条件e.g. His bad health is a great disadvantage to him when he looks for work.4. lifetime n.一生，终生e.g. 1) a lifetime guarantee2)lifetime membership3) In my father‘s lifetime there have been many changes in the village.5. part-time adj.& adv.兼职的（地）e.g. 1)a part-time job2)He works part-time.full-time adj.全职的e.g. a full-time housewife6. programmer n.程序师，编程员program v.编制程序e.g. Please program the computer to do the job instead of doing it manually(手工操作).7. discourage vt. 不鼓励；使泄气，使失去信心e.g. His parents discouraged him from joining the air force.discouraged adj. 泄气的，失去信心的discouraging adj.使人泄气的，使人失去信心的e.g. 1) If you meet difficulty in your study, don‘t be discouraged.2) It is discouraging that I didn‘t k now how to solve the problem.Antonym: encourage vt.鼓励e.g. I encouraged her to work hard and to try to pass the examinations.courage n. 勇敢，勇气e.g. David showed great courage when he saved the child from the burning house.8. diploma n. 文凭，毕业证书e.g. a college diplomadiplomatic adj. 外交的，从事外交的e.g. Julia joined the diplomatic service after her graduation from university.9. project n.项目，课题e.g. 1) an impossible project2) The professor is directing a research project.Synonym: plan10. highly adv. 高度地；非常e.g. 1) a highly interesting story2) a highly paid jobPhrase: speak/ think highly of 赞扬，对…给予很高评价e.g. The leader speaks / thinks highly of our work.11. focus v.（使）集中；（使）聚焦e.g. 1) to focus (one‘s mind) in work2) All eyes focused on the speaker.focus n.（兴趣活动等的）中心，焦点e.g. Because of his strange clothes, he immediately becamethe focus of attention when heentered the office.12. range n. 范围e.g. You have a wide range of choices.range vi.在某范围内变化e.g. The temperature ranges from 10 to 20 degrees.13. attend v.参加，出席e.g. attend schoolattend a lectureattendance n.出席，到场14. automatically adv.自动地e.g. the machine operates automatically.automatic adj.自动的e.g. We have an automatic washing machine.15. drop out of 退学，不参与，退出e.g. 1) He dropped out of school at the age of 10 because his family was too poor to afford thetuition.2) She decided to drop out of the competition because it was not fire.16. chance of a lifetime 千载难逢的良机，一生中唯一的机会e.g. It‘s the chance of a lifetime. You will regret it the rest of your lif e if you don‘t take it.17. try out 试验，考验e.g. She bought a cookbook and tried out a few new recipes.18. in short 简而言之，总之e.g. In short, you should study hard for a better future.Synonym: in brief/ to sum up/ all in all/ in conclusionIII. Language Points in Text A1.They want to know what to study, or whether it?s Ok todrop out of college since that?s what I did.what to study: This is a wh-word + infinitive structure used as the object, which can be changed into an object clause. Wh-word + infinitive structure can be used as a subject, an object, or an appositive clause(同位语从句)，for example:1)How to improve their English is often discussed among the students.2)We haven‘t decided when to visit the place.3)You haven‘t answered my question about wher e to get these books.it?s Ok to drop out of college: Here ―it‖ is used as a formal subject, and the actual subject is the infinitive structure ―to drop out of college‖. The general pattern is ―It is + adj. + (for/ of + sb.) todo sth.‖ More examples:1)It was very thoughtful of her to come to see me when I was ill.2)It‘s easy for me to see through his trick.that?s what I did: ―what I did‖ here is a predictive clause (表语从句)introduced by ―what‖. It is always structured in the form of ―subject + be/ look/ remain/ seem + predictive clause‖ and can be introduced by such words as ―that‖ (always omitted), and other wh-words, for example:1) It seems (that) it is going to rain.2) This is why I refused to attend the meeting.2. As I?ve said before, nobody should drop out of college unless they believe they face the chance of a lifetime.As I?ve said before: This is a non-restrictive relative clause(非限制性关系从句) introduced by ―as‖(正如…的那样), which can be placed at the beginning or at the end of the sentence. Moreexamples:1) As people expected, she was admitted to Beijing University.2) Hundreds of people were killed in the earthquake, as I have learned from the newspaper. unless: is a conjunction for an adverbial clause of condition (条件状语从句), which equals ―if…not…‖(除非).e.g. I won‘t leave unless the rain stops.3. In my company?s early years, we have a bright part-time programmer who planned to drop out of high school to work.planned to: intend to do sth.计划、打算做某事e.g. I plan to make a trip to Beijing during the summer vocation.who planned to …work: a restrictive relative clause introduced by ―who‖ since its antecedent is a person and serves as the subject in the clause. The relative pronoun ―that‖ can be used here too. More examples:1) The young man who sits there quietly is my brother.2) I don‘t like people that pry into others‘ private business.4. Having a diploma certainly helps somebody who is looking to us for a job.look to sb./ sth.: to depend on sb. or sth. for help or advice 指望，依赖e.g. We look to you for support.5. High school and college offer you the best chance to learn many things and to do projects with others that teach you about team spirit.that teach you about team spirit: This is a restrictive relative clause introduced by ―that‖, whose antecede nt acts as the subject of the clause. Actually the relative clause introduced by ―that‖ can be used to modify both the person or the thing,and the roll of ―that‖ can be either the subject or the object.e.g. He was the only one that I knew there.I haven‘t been to the place that you have mentioned.6. In high school there was a time when I was highly focused on writing software, but for most of my high school years I had many interests.when …software: This is a relative clause introduced by the relative a dverb ―when‖, which acts as the adverbial of time in the clause.e.g. 1) There was a time when I completely lost my self-confidence.2) I will never forget those days when we were together.7. For me, classroom is not the only place where you can learn.where you can learn: This is a restrictive relative clause introduced by the relative adverb ―where‖, which is used as the adverbial of place in the clause.e.g. 1) Do you still remember the restaurant where we had dinner last night?2) This is the place where he stayed his whole life.8. In short, it?s a real mistake not to take the chance to studya wide range of subjects and to learn to work with other people because education does count.it?s a real mistake not to take the chance: This is an example of a negative infinitive structure, where ―not‖ is placed before an infinitive.e.g. 1) We are asked not to speak loudly in class.2) It is a good idea not to go out on such a rainy day.IV. Focus on Grammar名词(Noun )一、名词的概念表示人、事物或抽象概念的词叫做名词。

Unit 1Text A College—A New ExperiencⅠIntroduction and outline1 Introductory questionsIs your college life the same as you expected?What came into your mind when you became a college student?Are people around you at college nice and friendly to you?2 Introductory remarkscollege is a place many young people are longing for. They are fond of college life for different reasons. In this passage, the author gives us her reasons why she likes college.3 Outlinepara.1:Brings up the main idea of the article :Being on my own,talking with friendly people,and having Fridays off these are just some things Ilike about college.Para.2:Living at college gives me a sense of responsibility of being on my own.Para.3:Friendly peoplePara.4:Ilove having Fridays offPara.5:ConclusionⅡNew words and phrasesadjust to: to get used to by changing behavior or idease.g. We must adjust ourselves to the new situation.我们必须适应新的形势。

第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。

大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。

（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。

教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。

教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。

二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。

教学目标：1. 培养学生的英语听、说、读、写能力。

2. 提高学生的英语交际能力。

3. 培养学生的自主学习能力。

教学重点：1. 基础词汇的掌握。

2. 基本句型的运用。

3. 常用语法知识。

教学难点：1. 词汇的记忆与应用。

2. 语法知识的灵活运用。

教学过程：一、导入1. 利用多媒体展示一些与课文相关的图片，激发学生的学习兴趣。

2. 通过简单的英语对话，让学生初步了解课文内容。

二、词汇教学1. 引导学生阅读课文，找出生词。

2. 对生词进行讲解，包括词性、词义、例句等。

3. 帮助学生记忆生词，可运用卡片、游戏等方式。

三、语法教学1. 讲解课文中的基本语法知识，如时态、语态、名词、动词、形容词等。

2. 通过例句，让学生理解语法知识的应用。

3. 布置练习题，巩固所学语法知识。

四、课文讲解1. 引导学生阅读课文，理解课文内容。

2. 分析课文中的重点句子，讲解句子结构、语法知识等。

3. 帮助学生总结课文主题，提高阅读理解能力。

五、听说训练1. 利用课文中的对话，进行角色扮演，提高学生的口语表达能力。

2. 设置情景，让学生进行英语对话，锻炼学生的交际能力。

六、写作训练1. 布置写作任务，如写一篇短文、日记等。

2. 引导学生分析写作要求，提供写作思路。

3. 收集学生作文，进行批改和点评。

七、课堂小结1. 回顾本节课所学内容，总结重点。

2. 强调学生的自主学习能力，鼓励学生在课后继续学习。

八、课后作业1. 复习课文，记忆生词和语法知识。

2. 完成课后练习题，巩固所学知识。

3. 预习下一课内容，为下一节课做好准备。

教学反思：本节课通过词汇、语法、课文讲解、听说训练、写作训练等环节，帮助学生掌握英语基础知识，提高英语交际能力。

在教学过程中，要注意以下几点：1. 注重学生的参与度，鼓励学生积极发言。

2. 根据学生的实际情况，调整教学进度和难度。

3. 注重学生的个性化学习，关注每个学生的学习需求。

4. 充分利用多媒体资源，提高课堂教学效果。

英语课程名称：英语课程代码：课程类型：必修公共课开课学期：第2学期学时：4x18＝72学分：2教学对象：美术系07动漫，07装潢先修课程：大学英语使用教材：《实用综合教程》1册，主编：王守仁，上海外语教育出版社，2006参考书目：1、《牛津英语语法》，Oxford University Press, 19952．《简明英语语法》，张道真，北京：社会科学文献出版社，2002考核方式：考试所属教研室：公外教研室Lesson PlanUnit 1 Good Manners（8 periods）Lesson Goals:To get to know the students and talk about their vocation.Theme: manners and culture.V ocabulary: to learn words and phrases in this unit.Speaking: good manners and ways to express thanks.Grammar: modal verbs.Practical writing: how to write a note of thanks.Materials: Unit 1 in textbookProcedure:1.Roll Call :A.to give a brief self-introduction .B. to tell Ss rules and requirements of this course.C. to ask Ss to talk about their vocation.a, how was your vocation? (fantastic, fabulous，great, terrific, excellent , good, not bad, just so so, boring, dull , horrible, nightmare)b, what did you do in the Spring Festival?✧Time: first day of the 1st Lunar month✧Activity: clean homes, pay debts, cut hair, buy new clothes, decorate houseswith paper scroll, new year pictures, burn incense, hold feast, set off firecrackers, see the old year out and new year in, receive red envelop.✧Food: Jiaozi, Niangao, fish…✧Origin: the monster called “nian”2. W arming-up discussion.A Can you name anything related with "manners"?Greetings, polite, shake hands, avoid certain topics , courtesy, patient ...B What kind of behavior do you think is good manners for a man?a.He should help her get in and out of cars. ( )b.He should pay the dinner everytime. ( )c.He should walk on the outside of a woman on the sidewalk.( )d.He should pull the chair out for her before sitting down himself. ( )e.He should never resort to violent means. ( )3. Study of words and expressions in the Text A.A Help Ss read the words.B Study of words and expressions in the Text A.a.Underline the new words and phrases in text and try to understand itsmeaning.b.K ey words and expressions.C Vocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. 7. Grammar tips: modal verbs.A.T asks Ss to tell the types of modal verbs in their own words.B.T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a note of thanks.Unit2 Living Environment（8periods）Lesson Goals:Theme:enviromental protection.V ocabulary: to learn words and phrases in this unit.Speaking: how to make our living enviroment beautiful and comfortable. Grammar:the adverbial clause of time.Practical writing: how to write a note of apology.Materials: Unit 2 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "enviroment"?Chemical, waste, pollution, population...B. Disscussion: how to make our living enviroment beautiful and comfortable.3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a.Underline the new words and phrases in text and try to understand itsmeaning.b.K ey words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the adverbial clause of time .A. T asks Ss to tell the types of time expressions in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a note of apology.Unit3 Fast Food（8periods）Lesson Goals:Theme:healthy eating habits.V ocabulary: to learn words and phrases in this unit.Speaking: western and Chinese foods and drinks.Grammar:the adverbial clause of purpose.Practical writing: how to write a note of congratulation.Materials: Unit 3 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "food"?Diet, health, habit, flour, fruit...B. Disscussion: differences between western and Chinese foods and drinks.3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a.Underline the new words and phrases in text and try to understand itsmeaning.b.K ey words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the adverbial clause of purpose .A. T asks Ss to tell the types of adverbial clauses in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a note of apology.Unit 4 Daily shopping（8periods）Lesson Goals:Theme:shopping.V ocabulary: to learn words and phrases in this unit.Speaking: shopping experienceGrammar:the gerund.Practical writing: how to write an anouncement.Materials: Unit 4 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "shopping"?Customer, queue, check, account, grocery...B. Disscussion: do you have any impressive shoping experience?3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a. Underline the new words and phrases in text and try to understand its meaning.b. Key words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the gerund.A. T asks Ss to tell the feature of the gerund in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a note of apology.Unit 5 Modern Communication（8periods）Lesson Goals:Theme:communication.V ocabulary: to learn words and phrases in this unit.Speaking: benefits and disadvantages of modern communication. Grammar:the infinitive.Practical writing: how to write a notice.Materials: Unit 5 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "communication"?Hotline, caller, cellphone, telegram, language...B. Disscussion: what're the effecient ways of communication ?3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a. Underline the new words and phrases in text and try to understand its meaning.b. Key words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the infinitive.A. T asks Ss to tell the roles of the infinitive in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a note of notice.Unit 6 Health Care（8periods）Lesson Goals:Theme:health.V ocabulary: to learn words and phrases in this unit.Speaking: How to describe your illness to your doctor?Grammar:the past participle .Practical writing: how to write a name card.Materials: Unit 6 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "health"?Symptom, liver, cold, fever...B. Disscussion: what do you usually do to maintain healthy?3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a. Underline the new words and phrases in text and try to understand its meaning.b. Key words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the past participle.A. T asks Ss to tell the functions of past participles in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a name card.Unit 7 Generation Gap（8periods）Lesson Goals:Theme:generation gap.V ocabulary: to learn words and phrases in this unit.Speaking: the relationship between you and your parents?Grammar:the relative clause .Practical writing: how to write an invitation letter.Materials: Unit 7 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "generation gap"?Parent, age, idea, old-fashioned, popular, value...B. Disscussion: how to bridge the generation gap?3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a. Underline the new words and phrases in text and try to understand its meaning.b. Key words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the relative clause.A. T asks Ss to tell the types of the relative clauses in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write an invitation letter.Unit 8 Gender Differences（8periods）Lesson Goals:Theme:gender differences.V ocabulary: to learn words and phrases in this unit.Speaking: gender differences in some ways.Grammar:the predicative clause.Practical writing: how to write letters either to accept or decline an invitation. Materials: Unit 8 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "gender"?Male, female, strength, equal ...B. Disscussion: are there any gender differences nowadays? What are they?3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a. Underline the new words and phrases in text and try to understand its meaning.b. Key words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the predicative.A. T asks Ss to tell the types of the predicative in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write letters either to accept or decline an invitation.Unit 9 Job Hunting（8periods）Lesson Goals:Theme:job hunting in a city.V ocabulary: to learn words and phrases in this unit.Speaking: how to communicate with a potential employer in an interview. Grammar:the object clause.Practical writing: how to write a resume.Materials: Unit 9 in textbookProcedure:1. Roll Call :2. W arming-up discussion.A. Can you name anything related with "job"?Empolyer, employee, personnel, resume, applicant...B. Disscussion:what problems may come up in a job interview.3. Study of words and expressions in the Text A.A. Help Ss read the words.B. Study of words and expressions in the Text A.a. Underline the new words and phrases in text and try to understand itsmeaning.b. Key words and expressions.C. V ocabulary check (B and C)4. Discussion of Text A and the following-up exercises..A. Ss watch the video clip and answer questions.B. T helps Ss understand the text and difficult sentences.C. Ss finish the following-up exercises5. Grammar tips: the object clause.A. T asks Ss to tell the types of object clauses in their own words.B. T gives Ss some examples and helps Ss get rules about it.C. Ss finish exercises.6. Discussion of Text B and the following-up exercises.A. Warming up: T asks Ss to answer Comprehensive questions.B. Study of words and expressions in the Text B.C. Detailed study of the text.D. Ss finish the following-up exercises .prehensive exercises.8. Homework: write a resume.。

实用英语1教案范文教案名称：实用英语1教学教案目标学生：高中生教学目标：1.学习并掌握实用英语基础词汇和句型。

2.培养学生的英语听、说、读、写能力。

3.提高学生的跨文化交际能力。

4.培养学生的自主学习和合作学习能力。

教学重点：1.掌握实用英语基础词汇和句型。

2.提高学生的英语听、说、读、写能力。

教学难点：1.提高学生的英语读写能力。

2.提高学生的跨文化交际能力。

教学准备：1.教材：《实用英语教程》第一册。

2.多媒体教学设备。

教学方法：1.任务型教学法：通过完成任务来提高学生的英语技能和应用能力。

2.互动式教学法：通过师生互动和小组合作，培养学生的合作学习能力和跨文化交际能力。

教学过程：Step 1：导入 (5分钟)教师通过展示图片和提问的方式导入新课，引发学生对实用英语的兴趣。

Step 2：单词学习 (10分钟)教师通过多媒体展示单词，并配以发音，引导学生学习和记忆新词汇。

教师还可以设计各种游戏和活动，让学生在轻松中记忆和巩固单词。

Step 3：听力训练 (15分钟)教师播放一段对话或独白，要求学生仔细听并回答问题。

教师可以在听力过程中给予适当的提示和指导，帮助学生提高听力技能。

Step 4：口语训练 (15分钟)教师设计各种情景对话和角色扮演活动，让学生进行口语练习。

教师可以提供一些话题和问题，引导学生进行对话，并给予适当的语言和发音指导。

Step 5：阅读训练 (15分钟)教师指导学生阅读一篇短文，并进行理解和表达训练。

教师可以提出一些问题，引导学生进行讨论和思考，培养学生的理解和表达能力。

Step 6：写作训练 (15分钟)教师引导学生进行写作训练，可以让学生完成一篇短文或写一封电子邮件。

教师可以提供一些写作指导和范文，帮助学生提高写作技能。

Step 7：文化交流 (10分钟)教师通过展示图片、视频或讲解等方式介绍英语国家的文化和习俗，引发学生的兴趣并提高学生的跨文化交际能力。

Step 8：总结 (5分钟)教师引导学生对本节课的内容进行总结，对学生的表现给予肯定和鼓励，并展望下节课的内容。

《实用英语1》课程教案一、课程基本信息二、课程设计1、课程目标：2.教学活动设计：1）设计原则：项目教学，任务驱动，学生为主2）项目活动具体实施计划：（见后面所附表格）三、教学组织形式：班级授课四、教材1、使用教材名称、版本：《新职业英语职业综合英语1》、《职业英语交际手册》2、主要参考书名称、版本：《职业综合英语教师用书1》、《职业综合英语形成性评估手册1》五、考核方案本课程为考试课，注重过程性评价，平时成绩和期末成绩各占总评成绩的50%，在平时成绩中，考勤10%，口语对话10%，个人作业30%，小组作业30%，课堂表现20%。

在期末成绩中，口语部分占20%，听力部分15%，阅读，语法，词汇部分50%，写作占15%。

附2：教学进度表Unit 1第一部分：说明课程安排，介绍授课目标和考核要求【步骤一】课程安排总课时：64学时课程进度：6个单元模块内容，两周半完成一个单元课程内容体系：以职场泛商务知识为导向、以常规工作岗位和流程为线索【步骤二】授课目标使学生运用英语完成职场泛商务活动【步骤三】考核要求这门课程的考核成绩分为两个部分：（一）平时成绩（50%）1、考勤（10%）2、个人形成性评估手册作业及考核（30%）3、交际口语对话和书本课后作业（10%）4、小组项目作业（30%）5、态度（课堂发言和表现）（20%）（二）期末考核（50%）1、口试（20%）2、笔试（80%）第二部分：新课程学习【步骤一】引入课前讨论导入：识别世界大公司（宝马、沃尔玛、家乐福、丰田、三星、联想等）的标识，讨论设计标识时最重要的因素。

结论：设计要简洁、容易识别和记忆任务1：分组设计各自公司的标识【步骤二】案例1：谷歌公司简介阅读文章“Google”，每位学生完成以下三个任务：任务1：Define “Google”It is a search engine by which people try to find information on line.任务2：Outline the history of “Google”1996 a research project by Larry Page at Stanford University1998 Larry Page and Sergey Brin set up the company and registered 2000 they began to sell advertising and went publicrecently acquired and added new features such as email, tool bars and advertising任务3：课本Task 2，判断并改正关于谷歌公司的描述语句。

Unit OneA Teaching Objectivesa. Contents of the text:Focus 1: Help the students learn a lesson from the story—Look beyond the obvious and allow miracles to be created in our life.Focus 2: The importance and necessity of crying.b. Key language points in the text:Focus 1: 1. Words such as graduate, purchase, hand, regret, desire may function both as a verb and a noun.2. Present participle used as adverbials of time, cause and result, etc.3. Absolute construction introduced by the preposition with.c. Vocabulary:Focus 1: 31 B-level words, 11 A-level words, and 4 phrases and expressions listed under Vocabulary.Focus 2: 30 B-level words, 20 A-level words, and 8 phrases and expressions listed under Vocabulary.d. Comprehensive skills:Understand a passage at the pre-intermediate level of difficulty and on this basis, be able to write a summary of the text.e. Functions:Focus 1: Expressing Thanks.Focus 2: Writing a Thank-you Letter.B Procedures and MethodsEight teaching periods are needed to cover the present unit.1. Period One and Period Two:●Step One:a. Background information:Graduation Day in the West “There’s a time for joy/A time for tears/A time we’ll treasure through the years/We’ll remember always Graduation Day…” This is a song entitled Graduation Day by Beach Boys. For graduates and their families, Graduation Day marks a unique moment in time: a celebration of years passed, while looking forward to the endless possibilities of the countless hours that lay ahead. To celebrate, a ceremony is usually held at school on which students wear cap and gown for this special moment and the song “Pomp & Circumstances” is the standard march. At home, parents usually throw a party for their children and special gifts are also necessary.b. warm-up questionsHow is the relationship between you and your father?What is the best gift you have ever received from your father?(The warm-up exercise shall not take up more than 8 minutes.)●Step Two: Go over the key words and expressions in the text.*graduate vi. 毕业n. [C]（大学）毕业生，研究生He graduated from Beijing University in 1998.☆admire vt. 羡慕，赞赏，钦佩I really admire you for havingsuch a big house.*faithful a. 忠诚的，忠实的；如实的One cannot be too faithful toone’s du ty.☆prosperous a.（经济上）成功的；繁荣的，昌盛的His business is prosperous.*business n. [C, U] 商号，企业；商业，生意；事务He works for a shoe business.*afford vt. 买得起，负担得起；提供，给予This sofa is expensive. I am afraid that I can’t afford it.*graduation n. [U, C] 毕业典礼；毕业Some of my classmatesdidn’t attend the graduation.☆approach vi./vt. 靠近，接近n. [U, C] 接近；途径，入门；方式，方法As summer approached, the weather became hotter.☆await vt.（人）等候，期待，（事件等）等待（处理）I am awaiting your reply.*purchase vt. 买，购买n. [C, U] 购买的物品She purchased a new car last month.*private a. 私人的，个人的；秘密的，私下的Don’t read my private letters without my permission.*curious a. 好奇的When I mentioned his name,everyone was very curious. *disappointed a. 失望的，沮丧的，失意的My parents will bedisappointed if I fail theexam.☆depressed a. 抑郁的，沮丧的，意志消沉的She was depressed because of failing in the final exam.*successful a. 成功的，有成就的His father is a successfulbusinessman.☆domestic a. 家（庭）的，家用的；国内的，本国的；驯养的He had a good many domestic troubles.*arrangement n. [C] [常pl.] 安排，筹备Arrangements have beenmade to give the foreignguests a warm welcome.△will vt. 将（财产等）遗赠My father willed his house tome.*possession n. [C] [常pl.] 财产，私人物品He lost all his possessions inthe fire.*sadness n. [U] 悲伤，悲痛，难过；使人悲伤（或难过）的事When their grandfather died, a great sadness filled their lives.*regret n. [U] 遗憾，懊悔，抱歉vt. 遗憾，懊悔，抱歉The manager expressed his regret at the failure of the talks.*search vi./vt. 搜索，寻找，探查n. [C] 搜索，寻找，探查He searched through his pocket for some money.*desire vt. 渴望，想望，要求n. [C, U] 愿望，欲望，要求Young people all desire independence.*exactly ad. 精确地，准确地Do exactly as the teachersaid.*expect vt. 期待，等待；预料You can’t expect me toapprove of it.△affirmation n. [C] 声明，断言She made an affirmation thatshe was loyal to her husband.*beyond prep. 在……的外边，远于；超出ad. 在更远处Beyond the mountains is another village.*allow vt. 允许，准许；允给My parents don’t allow me tosmoke.*create vt. 创造，创作；引起，产生Many people believe thatGod created the world.get ready to do sth. 准备好做某事lead a…life 过（活）；使过（某种生活）pass away 去世take care of 处理，照顾Step Three: Start to teach the text para. by para. Help students understand the text and explain language points meanwhile.Questions about Para. 1(1) What was the young man in our story getting ready to do?(2) What did he want from his father as a gift for him?(3) Could his father afford it?Notes of Para 1:A young man was getting ready to graduate from college. 一个年轻人即将从大学毕业。

2）用相关图式进行解码：（对课文内容进行学习）Title: College---- A New Experience(Questions Related to the title:)____What information can you get from the title? Or____ What can you infer from the title? Or_____What does the word “ new” mean for the author ?____Imagine what the author wants to tell us in the passage? And____Is the college life the same as the author expected?（各组讨论并做出回答，然后选出3-4小组的代表，简明扼要的向全班作汇报）。

( Whatever answers the students offer, the key meaning should be : )1)From the title, we know that the speaker has first touch with the college, so college isnew for him /her.2)“new” here may mean “first” or “ having never experienced before” or “be differentfrom what one has ever experienced”3) The author wants to tell us his/her new or different experience about his/her college life,or the passage is about the author’s first experience about college and his/her experienceis new / fresh/ different for him/her;4) since the college is new /fresh/ different experience for the author , the college is not thesame as the author expected .(T: Now you have got some information from the title: College is new for the author and different from what he expected. In what aspects the author mean college is new experience? Let’s move on and see the new aspects that the author has experienced in college .So look at the first paragraph lines 1---3,and discuss the following questions)(学生快速浏览课文第一段，完成由教师结合pre-reading设计的阅读任务，请学生分组讨论。

Unit Five Our Weather and ClimateTeaching Time: 8 periodsTeaching Objectives: Ss Should Learn to:1.Understand weather forecasts;2.Talk about weather;3.Write a weather report;4.Know about celsius and fahrenheitKey &Difficult Points:1. Understand weather forecasts profoundly;2.Talk about weather to start a conversation;3. Basic sentence structuresTeaching Procedures and Class ActivitiesSECTION I Talking Face to FaceLead-in activities:Imitating Mini-Talks1.Warm-up questions:1)do you often listen to a weather forecast? Why or why not?2)What is the use and importance of a weather report?2.Class Activities:1).Read the mini-talks,try to recite them;2)Ask the students to recite and perform the mini talks in class.3)The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time.The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3)Play the tape for a second time, and ask the students to do exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to repeatthe sentence during the pause.2 Handling a Dialogue1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3)Play the tape for a second time, and ask the students to answer the following questions orally:4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers ’tones.5)Do the exercises in this section.3 Understanding a Short Speech/Talk1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3) Play the tape for a second time, and ask the students to do the exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: Teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.2 Simulated writing:1)The students read and translate the sample weather forecasts with the help of the teacher.2)Do Exercises 2, 3 and 4 in groups.SECTION IV Maintaining a Sharp EyePassage 1 We can Make a Difference1Warm-up questions: What is the consequences of global warming?2Guided reading aloud of the passage: The students read the passage individually. The teacher should pay attention to correcting the students ’pronunciation and intonation.3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don ’tunderstand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. Key Language Points in Teacher ’ s Book1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.4)membership:being a member of an organization. eg:He lost his membership card andwas denied access.5)swell:grow bigger. Eg: The population swelled during that time.4Understanding the passage in detail:1)Paragraph 1: Group work: Give the students 3 minutes to prepare the translation of the firstparagraph, and then an oral class presentation is required.2)Paragraph 2: Ask one or two students to read this paragraph.3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.5Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ideas may vary, and the teacher gives his or her own idea.6Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up activities:How do the British generally start their coversations?2 Guided reading aloud of the passage:The students read the passage and get its general idea.3 Explanation of difficult words and expressions:Choose language points in Language Points in Teacher ’ s Book 4Understanding the passage in detail:Paragraph 1: 1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students ’English level, and the students write them down. Afterwards, the students check up them with their partners.Paragraph 2: 1) Ask two or three students to read the paragraph individually.2)Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.The rest of the passage: 1) The students read this part following the teacher.2)Group work: The teacher draws the following table on the blackboard (or shows it with PPT),and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.5 Summary of the passage:1)Group work: The students have a discussion to translate the passage into Chinese.2)Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6Assignments for this section:Read the passage again.。