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Teaching_Plan(英语说课稿)1000字IntroductionGood morning/afternoon everyone. My name is [Teacher’s Name] and today I am here to present my teaching plan foran English class. The subject I will be teaching is [Topic]. The target students for this class are [Age/Grade level].ObjectivesBy the end of this class, the students will be able to:1. Discuss [Topic] in English fluently;2. Use basic English vocabulary related to [Topic];3. Accurately construct sentences in English;4. Practice listening and speaking skills through conversation.MaterialsFor this class, we will be using the following materials:1. A whiteboard and markers;2. A worksheet related to the topic;3. A handout with basic vocabulary related to the topic;4. Listening materials.Classroom Set-upThe classroom should be set up with students seated in groups of four to facilitate group work and conversation. The teacher’s desk and whiteboard should be positioned in the front of the classroom. The classroom should also bewell-lit and quiet to minimize distractions.Procedure1. Warm-up Activity (10 minutes)The teacher will start the class with a warm-up activity to get the student’s minds focused and engaged. This activity will include asking the students to introduce themselves and talk about their hobby in English. Through this activity, students can introduce themselves to their peers, and start practicing their speaking skills. This activity will also help in establishing rapport within the class.2. Introduction of Vocabulary (20 minutes)The teacher will then move on to introducing basic vocabulary related to the topic of [Topic]. The vocabulary will be presented through a handout and the teacher will ask the students to match the words with their corresponding meanings. This activity will help familiarize the students with the terminology related to [Topic].3. Individual Work (20 minutes)After the introduction of vocabulary, students will be given a worksheet related to [Topic]. Students will be asked to answer questions related to [Topic] based on the information they have learned from the handout. Thisactivity will help students practice their reading and comprehension skills while also reinforcing their understanding of the vocabulary.4. Group Work (25 minutes)In this activity, students will be divided into groups of four. Each group will be given a set of pictures related to [Topic]. Students will then be asked to describe what they see in the picture in English. Through this activity, the students will be able to practice their speaking and listening skills while also practicing constructing sentences in English.5. Conclusion and Feedback (10 minutes)To end the lesson, the teacher will summarize the keypoints of the lesson and ask for feedback from the students regarding the class. The teacher will also address any questions or concerns from the students. This activity will help ensure the students have understood the lesson andgive them the opportunity to provide feedback about the class.ConclusionIn conclusion, this teaching plan is designed to help students practice their English language skills while also learning about [Topic]. Through this plan, students will engage in activities that develop their listening, speaking, reading and writing skills. It is hoped that by the end of the class, the students will leave with a deeper understanding of [Topic] and improved English language proficiency. Thank you for listening.。
二年级英语Time (teaching plan) 教学教案一、教学背景学生年龄：7-8岁学生英语水平：初步接触英语，能进行简单的日常交流教学目标：通过本节课的学习，让学生能够理解并运用英语表达时间概念二、教学内容教学主题：时间（Time）核心词汇：morning, afternoon, evening, night, 1-12的数字核心句型：What time is it? It's time to三、教学方法交际式教学法：通过互动交流，让学生在实际情境中学习和运用英语情境教学法：创设生活情境，让学生在具体场景中理解时间概念游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识四、教学步骤1. 热身活动（5分钟）教师与学生用中文进行简单的日常交流，如问候、询问时间等逐渐引入英文，让学生适应英语环境2. 引入新课（10分钟）教师展示一幅日常生活场景图，引导学生观察并说出时间词（morning, afternoon, evening, night）教师出示数字1-12，引导学生认识并朗读数字3. 新课学习（15分钟）教师通过展示图片和实物，教授核心句型"What time is it? It's time to"学生跟随教师一起朗读并模仿，确保掌握句型结构4. 实践活动（10分钟）教师创设一个模拟家庭生活的情境，让学生扮演家庭成员，用英语询问和回答时间学生分组进行角色扮演，巩固所学知识5. 总结与作业（5分钟）教师带领学生回顾本节课所学内容，强调重点词汇和句型布置作业：让学生用英语绘制一幅时间轴，标出一天中的重要时间点五、教学评价课堂参与度：观察学生在课堂活动中的积极参与程度和表现语言运用能力：评估学生在角色扮演等环节中运用英语的能力作业完成情况：检查学生作业的完成质量，评估学生对课堂所学知识的掌握程度六、教学资源实物教具：钟表模型、数字卡片图片素材：日常生活场景图、家庭成员角色图片教学PPT：包含核心词汇、句型及相关教学内容作业模板：时间轴绘制模板七、教学注意事项确保学生能够清晰地看到教学PPT和实物教具在角色扮演环节，鼓励学生大胆开口说英语，增强自信心对于学习有困难的学生，教师应给予个别辅导和鼓励关注学生的语音准确性，及时纠正发音错误八、教学拓展活动组织学生进行时间接力赛，每组学生依次用英语回答时间问题，最快完成的组获胜让学生分组创作一篇关于家庭成员一天活动的短文，用英语描述家庭成员在不间做的事情邀请家长参与课堂，共同参与时间主题的游戏和活动，增进亲子关系九、教学反思教师在课后应认真反思本节课的教学效果，思考如何改进教学方法，提高教学效果关注学生的学习反馈，了解学生的学习需求，调整教学内容和教学方式结合学生的作业完成情况，评估学生对时间主题的英语词汇和句型的掌握程度，为后续教学提供参考十、课后作业作业一：让学生用英语绘制一幅时间轴，标出一天中的重要时间点，并配以简短的文字描述作业二：家庭成员一天活动短文创作，用英语描述家庭成员在不间做的事情作业三：复习本节课所学时间词汇和句型，录制一段英语口语练习视频，展示自己的英语口语表达能力十一、教学评估课后通过学生的作业和课堂表现进行评估，了解学生对时间主题英语词汇和句型的掌握情况通过与学生的交流和家长的反馈，了解学生的学习兴趣和学习需求，为后续教学提供参考结合教学反思，调整教学策略和方法，提高教学效果十二、教学延伸组织学生进行时间主题的英语角活动，让学生在实际交流中运用所学知识开展时间主题的英语手抄报比赛，激发学生的学习兴趣和创作能力邀请英语老师进行课堂教学交流，分享教学经验和方法十三、教学改进根据学生的学习反馈和作业完成情况，及时调整教学内容和教学方式，确保学生能够扎实掌握时间主题的英语知识在教学中注重学生的语音训练，提高学生的英语口语表达能力鼓励学生积极参与课堂活动，增强学生的英语学习自信心十四、家长沟通定期与家长进行沟通，了解学生在家的学习情况和家长对教学的意见和建议向家长介绍学生在课堂上的表现和进步，共同关注学生的英语学习成长鼓励家长参与课后辅导和家庭英语学习活动，共同促进学生的英语学习十五、课程总结对本节课的教学内容和教学活动进行总结，回顾教学目标的实现情况反思教学过程中的优点和不足，为后续教学提供经验和教训总结学生的学习成果和进步，鼓励学生继续努力，提高英语水平重点和难点解析重点：学生能够理解并运用英语表达时间概念，掌握核心词汇和句型。
大班英语优质课教案《TeachingPlan》一、教学目标1.学生能够听懂、说出并认读26个英文字母及其对应的音素；2.学生能够运用所学知识自如地进行字母拼读、单词拼写；3.学生能够初步理解并使用简单的英语日常用语。
二、教学内容1.字母认读：•同学们认识26个英文字母，能够用正确的发音读出字母的名称，例如：A, B, C…Z；•同学们能够通过所学的字母表快速找到想要的字母并说出它的名称。
2.字母拼读：•同学们学会了如何通过字母的发音拼出一个单词，例如：cat, dog, bat；•同学们能够听到老师念出一个单词后快速拼读它，并说出单词的意思。
3.日常用语：•同学们学会了如何使用简单的日常用语，例如：hello, goodbye,thank you；•同学们能够听懂老师使用这些日常用语，并能够正确地使用它们进行交流。
三、教学方法1.情景模拟法：•因为同学们还没有到英语言的基本功夫阶段，因此在让同学们进行字母学习的时候，我们采用自然拼音法进行，同时将字母进行归类，像ABCD发音一样归类。
•在学习日常用语的时候，老师会与同学们进行互动，通过情境模拟来让同学们能够更好地理解并使用这些日常用语。
2.游戏教育法：•在学习字母拼读的时候，我们采用游戏的方式来进行教学，比如Bingo小游戏，配合声音和图片，帮助同学们快速地记忆和拼读单词。
3.归纳法：•在学习字母和日常用语的时候，我们采用归纳法，即将学习内容进行分类，将字母和日常用语分别进行汇总，方便同学们进行对照和记忆。
四、教学步骤1. 字母认读1.听老师读出26个英文字母的名称，同学们跟读；2.分组比赛，根据老师所说的字母名称，第一个跟读出来的小组获胜；3.学生自由读出由老师即兴出现的随意字母。
2. 字母拼读1.老师播放音频，让学生们听声音，说出音频中的每个单词中的字母；2.BINGO小游戏，根据音频快速拼读单词并标记；3.学生自己编写单词进行拼读及说出意思。
高中英语优秀教案(英文模板)Teachingplan一、教学目标：1. 知识目标：学生能够掌握并运用本课核心词汇和短语。
学生能够理解并运用本课所学的语法知识。
2. 能力目标：学生能够提高听力理解能力，能听懂并准确回答问题。
学生能够提高口语表达能力，能够流畅地用英语进行对话。
3. 情感目标：学生能够激发对英语学习的兴趣，培养积极的学习态度。
二、教学内容：1. 词汇和短语：学生需要掌握本课中的核心词汇和短语，并能运用到实际情境中。
2. 语法知识：学生需要理解并掌握本课所学的语法知识，能够正确运用到句子中。
三、教学过程：1. 导入：通过与学生的生活相关的场景引入本课主题，激发学生的兴趣和好奇心。
2. 词汇和短语教学：通过例句、游戏等方式教授本课核心词汇和短语，让学生在实际情境中进行运用。
3. 语法知识教学：通过例句、练习等方式教授本课所学的语法知识，让学生能够正确运用到句子中。
四、作业布置：1. 词汇和短语练习：让学生完成相关的词汇和短语练习题，巩固所学知识。
2. 口语作业：让学生与同学进行对话练习，提高口语表达能力。
五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。
2. 作业完成情况：检查学生完成作业的情况，巩固所学知识。
3. 口语表达能力的提高：通过对话练习，评估学生的口语表达能力是否有提高。
六、教学策略：1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言运用能力。
2. 交际式教学法：鼓励学生积极参与课堂对话，培养学生的交际能力和团队合作精神。
3. 情境教学法：创设各种真实的学习情境，让学生在实际情境中感知和运用语言。
七、教学资源：1. 教材：使用符合课程标准的高中英语教材，为学生提供丰富的学习内容。
2. 多媒体设备：利用多媒体课件、视频等资源，丰富教学手段，提高学生的学习兴趣。
3. 网络资源：利用网络资源，为学生提供更多的学习资料和实践平台。
教案英文怎么说教案英文可以翻译为 Lesson Plan 或者 Teaching Plan。
下面是围绕这个标题的一份教案示例：Lesson Plan: Introducing Vocabulary WordsGrade Level: 5th gradeSubject: English Language ArtsObjective: Students will be able to accurately define and use new vocabulary words in context.Materials Needed:- Chart paper- Markers- Vocabulary word cards- Whiteboard or blackboard- Student notebooksProcedure:1. Warm-up (5 minutes):- Review previously learned vocabulary words with a quick game of word association.- Ask students to think of words that are related to the words they learned before.2. Introduction (10 minutes):- Write the new vocabulary words on the board: "utopia," "dystopia," "community," "government," and "citizen."- Elicit prior knowledge by asking students if they have heard any of these words before and what they think they mean.- Provide brief explanations and examples for each word to ensure understanding.3. Vocabulary Activities (20 minutes):- Divide the class into small groups and distribute the vocabulary word cards.- Instruct each group to discuss and write a definition for one of the words on their card.- Have each group share their definition with the rest of the class, and facilitate a class discussion to clarify any misconceptions.- Encourage students to ask questions and provide additional examples.4. Application (15 minutes):- Give each student a copy of a short reading passage that incorporates the new vocabulary words.- Instruct them to read the passage individually and underline or highlight the words they have learned.- Ask students to discuss with a partner the meaning of the highlighted words and how they are used in the passage.- Open up the discussion to the entire class, allowing students to share their interpretations and insights.5. Wrap-up (5 minutes):- Summarize the lesson by reviewing the new vocabulary words and their definitions.- Assign a vocabulary worksheet or an interactive online activity for homework to reinforce the learning.Assessment:- Monitor students' participation and understanding during class discussions and activities.- Collect and review the completed vocabulary worksheets to assess individual comprehension.- Consider creating a culminating project where students apply the vocabulary words in a written composition.Extension:- Encourage students to explore related vocabulary words independently and share their findings with the class.- Have students create flashcards or complete vocabulary exercises to continue practicing the newly learned words.By following this lesson plan, you will be able to introduce new vocabulary words effectively and engage students in meaningful learning activities to promote understanding and usage in context.。
Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。
teaching plan 口语课英文全文共四篇示例，供读者参考第一篇示例：Teaching Plan - Spoken English ClassIntroduction:- Class Level: Intermediate- Class Duration: 2 hours- Class Size: 10-15 students- Class Frequency: Once a weekObjectives:By the end of the class, students should be able to:1. Hold simple conversations in English on various topics2. Pronounce English words accurately and fluently3. Understand and respond to common English phrases and expressions4. Improve their listening skills and comprehensionMaterials Needed:Teaching Plan:第二篇示例：Teaching Plan for Spoken English ClassIntroduction:Goals:1. To improve students' ability to speak confidently and fluently in English.2. To expand students' vocabulary and improve their pronunciation.3. To enhance students' listening skills and ability to understand spoken English.4. To provide students with opportunities to practice speaking in various real-life situations.Course Outline:Week 3-4: Vocabulary BuildingWeek 5-6: Pronunciation PracticeAssessment:第三篇示例：Teaching Plan for Spoken English ClassIntroduction:Speaking is an essential part of language learning, as it allows students to communicate effectively in real-life situations. This teaching plan is designed to help students improve their spoken English skills through a variety of activities and exercises.Course Content:第四篇示例：Teaching Plan for Spoken English CourseCourse Objectives:1. Improve students’ ability to express themselves clearly and confidently in English.2. Enhance students’ listening comprehension skills.3. Bu ild students’ vocabulary and improve their pronunciation.4. Develop students’ ability to engage in conversations ona variety of topics.5. Increase students’ confidence in using English in practical situations.Module 3: Conversational SkillsWeeks 7-9- Discussing and expressing opinions on various topics. - Practicing turn-taking and active listening.- Group discussions and debates.。
Teaching PlanPassage A Why Digital Culture Is Good for Y ou?Unit 2, Integrated Book IVExperiencing EnglishTable of ContentsTeaching ObjectivesTeaching MethodsA Brief Description of the ClassLanguage PointsTeaching ProceduresEvaluationAppendixTeaching Objectivesl to introduce students to listen and read about aspects of culturel to help students learn new words and expressions in the textl to guide students to practice reading skills: distinguishing fact from opinionsl to assist students to practice translating skills: numbersl to ask students to write a passage to intoduce the InternetTeaching methodsExperiencing English is a course designed to help the students with their English language integrative skills, especially focusing on developing students’ listening and speaking skills. By carefully designing classroom activities and fully involving students in various tasks, the teacher aims to motivate students and enhance their awareness of independent learning.A Brief Description of the ClassUnit Name: Unit 2 Passage A Why Digital Culture Is Good for Y ou?Time: 100 minutes (2 sessions)Place: ClassroomStudents Level: Non-English Major, Grade TwoLanguage Points:1.Words and Expressions:Digital, along with, await, be capable of, inflict, alter, corrupt, exception, with the exception of, magnify, pose, fake, compel, misrepresent, cue, competent, deceive, likewise, tendency, undermine, blow out, bring out, open up, option, offend, craft, convey, oppose2. Paraphrases( sentences that students may find difficult):1. The truth of the matter is that the Web is no more inherently dangerous than anything elsein the world.In fact, the Web in itself is as sage as anything else in the world.2. As for the rest of us, getting taken in by thes people is a low probability.The rest of us are far from likely to be cheated by these people online.3. When someone is trying to deceive us online, inconsistencies, the essence that they aretrying “too hard” or are just plain unbelievable, often come through loud and clear…When someone is trying to deceive us online, you would discover very obvious contradictions in what they say. These would be unfailing proof that they are trying “too hard” or are simply not to be trusted.4. Narcissism (it’s all aobut “meeee”), those people who have nothing but negativity orunpleasant things to say about others, and those who feel compelled to undermine others and who think they must blow out the other guys’ cnadles in order for their own to shine can be spotted a cybermile away.Self-centered people can be recognized from very far away online because they tend tocriticize and devalue others in an effort ot win more attention and repect from others.3. Language Skills to be Developed:l talk about different cultures and customsl practice distinguishing facts from opinionsl practice translating skills: numbersl write a passage to introduce the Internetl use the new words and expressions4. Related InformationCultureCulture, in anthropology, refers to the patterns of behavior and thinking that people living in social groups learn, create, and share. Culture distinguishes one human group from others. It also distinguishes humans from other animals. A people’s culture includes their beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economic systems.The Nature of CultureCulture is based on the uniquely human capacity to classify experiences, encode such classifications symbolically, and teach such abstractions to others. It is usually acquired through enculturation, the process through which an older generation induces and compels a younger generation to reproduce the established lifestyle; consequently, culture is embedded in a person’s way of life. Culture is difficult to quantify, because it frequently exists at an unconscious level, or tends to be so pervasive that it escapes everyday thought. This is one reason that anthropologists tend to be skeptical of theorists who attempt to study their own culture only. Anthropologists employ fieldwork and comparative, or cross-cultural, methods to study various cultures. Ethnographies may be produced from intensive study of anotherculture, usually involving protracted periods of living among a group. Ethnographic fieldwork generally involves the investigator assuming the role of participant-observer: gathering data by conversing and interacting with people in a natural manner and by observing people’s behavior unobtrusively. Ethnologies use specialized monographs in order to draw comparisons among various cultures.Digital CultureDigital culture refers to the political, social and legal aspects of living in a society increasingly dominated by digital communication and media. It includes the vast array of sub-cultures that have grown up around the modern digital computer. This includes researchers in the traditional fields of computing such as artificial intelligence, but also hackers and phreakers and techno-pagans and extropians. Included are theorists of the computer culture such as Sherry Turkle and Mark Poster, but also advertisers who sell technological dreams and utopias, science fiction writers such as William Gibson and Bruce Sterling, futurists such as Alvin Toffler and Kevin Kelly, magazines such as Wired and Mondo 2000, and visions of the digital culture emanating from Hollywood, in movies such as TRON, Bladerunner, Johnny Mnemonic, and 2001: A Space Odyssey. An analysis of the view of human nature implicit in these sub-cultures is warranted both because of the ways in which computers are today deeply implicated in and intertwined with our thinking about human nature and because of the equally deeply suspicious view of human nature to which proponents of the digital culture subscribe.The Dangers in CyberspaceIf undetected, problems such as viruses may be powerful enough to cause a whole computer system to crash. Hackers enter private companies and violate confidentiality of information and personal privacy. They can also destroy and tamper with personal data. Computer crimes aid criminals in embezzling funds, transferring bank accounts, diverting payments, obtaining credit, eavesdropping on confidential data, billing for nonexistent merchandise, stealingprograms, erasing expensive software. Pornography is easy to spread. Children are addicted to chatting.Teaching Procedures:1.W a r m-u p A c t i v i t i e s(15m i n)Step 1: Listen and Talk1.Ask students to listen to the passage and try to fill the missing words in the blanks (SeeAppendix A for Listening Passage)2.Ask students to work with their partners and take turns to start the conversations by usingthe tips provided by teacher (See Appendix B for Communicative Tasks)A s k s t u d e n t s t o t h i n k a b o u t t h e f o l l o w i n g q u e s t i o n s a n d a n s w e r t h e m1. Are you hesitant about revealing your identity when you chat on the Internet? Why?2. Do you think cyberspace poses dangers to us? Why or why not? Please give your reasons.3. Can you list some positive and negative impacts of digital culture on society at large?2.Lesson Body (75min)Step 3: Summarize students’ answers and introduce what we are going to study --- Why digital dulture is good for you?Step 4: Ask students to read through the passage and answer the questions1. What can help us to make out the dishonest folks online?Some hints(or cues) in what they say, for example, inconsistencies.2. Are you willing to tell your online friends your worries or frustration? Why or why not?Yes. Because I needn’t expose my real identity and in this way I can relieve my mental pressure more freely.3. What is the power of words on the Internet?Words can harm, hurt and offend. In the same way words can offer humor, help, support and encouragement.4. What is the writer’s attitude toward the digital culture?Supportive. The whole passage is arguing for that.5. Do you enjoy the digital culture? Justify your answer?Open discussion.Step 5: Have a careful study of language pointsAsk students to identify language points such as useful words and expressions, grammatical structures and difficult sentences. (See Appendix C for words and expressions and AppendixD for difficult sentences). If they fail to identify any of the above language points, the teacherwill point out the points himself and ask students to make sentences with the words and expressions or paraphase,etc.Step 6: Indentify the organization of the text.Ask students to tell whether this essay is well organized and how they can demonstrate this.3.Lesson Closure (10 min)Step 7: Make a summary of the passage.l Identify the style of the passage – expositionl Ask students to retell the story by using the tips below.*web communication*false identities and names to deceive us*bring out the best*not judge by appearance* provide with more opportunities* learn the power of words and good listenersReference SummaryThe news media and social and behaviour scientists have recently warned us, Internet users that web communication can be dangerous because some Internet users can hide behind false identities and names to deceive us. However, the author thinks the Internet is not inherently dangerous unless you are weak-willed or willing to be cheated. Then the author illustrates the reasons why bad people using the net can’t deceive us. Finally the author lists five advantages of the Internet. First, the Web can bring out the best in people; second,people are judged differently on the Web and thus people will not judge others by appearance only; third, people will speak and write more freely on the Web; fourth, the Web proivdes us with more opportunities to change our lives; and finally we learn the power of words and learn to become better listeners on the web. In short, digital culture is good for us.A s s i g n h o m e w o r kTask 1: Finish all the exercises in passage ATask 2: Write a short paragraph of 120 words or so on the topic “Importance of Culture in Business.”Task 3: Get ready for the quiz (see Appendix E)Step 9: Point out that owing to limitation of time in class, students should refer to the disc attached to their textbooks for the stuff we can not cover in class.Evaluation:Students will be evaluated through the quiz (See Appendix D) and the assignment.Appendix A: Listening PassageDirections: Listen to the following passage and try to fill the missing words in the blanks.The man and the woman in the play were S1__________Their names were S2__________ Shakespeare wrote a lot of S3__________ The woman thought that he wrote them on a S4__________ The man said that Shakespeare used a tape-recorder, and imagined him with a S5__________ in his hand. The man said that Shakespeare was too busy to watch television, because he went to the S6__________ every night. They thought the other man was Shakespeare’s S7__________ They told him he was lucky to live in a S8__________ house.Key:1. tourists;2. Sidney and Ethel;3. plays;4. typewriter;5.microphone6. theatre;7. grandchild;8. famousAppendix B: Communicative TasksTask 1:Role A: Ma, a Chinese studentRole B: Jack, an international studentSituation: Invite a foreign friend to watch a Sichuan Opera. Encourage your foreign friend to go with you.Tips: Suggested questions for asking about a job openingThere will be Sichuan Opera performance on...Will you join us...?I’d love/like to, but...Is the job full-time or part-time?I am very fond of...I like/prefer...Can you tell me something about...?Most of the programmes are adapted from...It is accompanied by...That sounds...Task 2:Role A: Charles is learning Chinese in a university in China.Role B: Professor David, a foreign expert working at a Chinese universitySituation: Two foreigners are going to visit a Chinese calligraphy exhibition.Tips: Suggested questions for a job interviewI’ll tell you...There will be...Would you go with me?That’s very kind of you, but I have to...Much to my regret, I wouldn't be able to...What a shame!Thank you an yway.Appendix C: Words and expressions1. await----vt. wait forRight : wait for sb to do sthWrong: await sb to do sthe.g. A bright future awaits you.John spent three months in prison awaiting trial and was eventually found guilty.2. inflict---vt. force sb to experience sth very unpleasant★~ sth on/upon sb 使受痛苦，强加于e.g. ~ a blow/ severe wound on sb 给某人以打击/严重伤害I with you wouldn’t keep inflicting your views on others in class.★~ oneself/one’s company upon sb 打扰某人，使受累e.g. I ‘m sorry to have to ~ myself upon you.n. infliction3. threshold ---n. entrance, point of beginning 门槛，开始★at the ~ of sth 在…的开始cross sb's threshold 走进某人家里cross the threshold 跨进门内on the threshold 在门口e.g. You will be on the ~ of your real life after you graduate from college.4. with the exception of ---except, apart frome.g. With the exception of Tom, everyone went to summer camp.With the exception of a few spelling mistakes, it is a good composition.With exception--- including all; with no exclusione.g. You must all hand in your report in September without exception.All members, without exception, must fill out this form.5. weak-willed---adj. +n. +ede.g. The white-haired girl was named Xi’er.那个白毛女叫喜儿。
