Unit 1 Invitations
The First Session (90~100 min.)
Teaching Contents:
Section1 Talking Face to Face
& Section2 Being All Ears
Teaching Aims:
Knowledge objects
1 To study the key words and expressions: “invite, request the pleasure of one’s company, in celebration of , feel honored, great, super, congratulations” etc. by learning the dialogues of this part.
2 To finish some oral exercises about extending and replying to an invitation. Ability objects
1 To develop the Ss’ speaking abi lities on the subject of extending and replying to an invitation.
2 To practice the Ss’ listening comprehension on the subject of extending and replying to an invitation.
Teaching Important Points:
1 To help the Ss to communicate with each other.
2 To enable the Ss to study in groups and cooperate skillfully.
3 To develop the Ss’ interest in talking in English.
Teaching Difficult Points:
1 How to make the Ss express their thoughts freely and correctly.
2 How to strengthen their listening abilities.
Teaching Methods:
1 The Communicative Method
2 The Audio-lingual Method
3 The Task-based Method
Teaching Aids:
1 A tape recorder
2 The blackboard
Teaching Procedures:
Step1 Lead-in: The invitation card
1 Warm-up questions:
1)What are the two cards you are reading now?
2)Why do people write an invitation card?
2 Questions for understanding the first invitaion card
1) Who are the inviters?
2) Why are they going to hold a dinner party?
3) When are they going to hold a dinner party?
4) Where will the dinner party be held?
3 Questions for understanding the second invitaion card
1) Who is the inviter?
2) Who is the person invited?
3) What activity is going to take place?
Step2 Oral Activities: Talking Face to Face
1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.
1) Do you know how to make an invitation?
2) Do you know how to decline an invitation?
2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for making and declining an invitation in the dialogues.
3 The Ss practice the dialogues in groups.
4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.
5 The Ss role-play the similar situations they create, first in groups and then in front of the class.
6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.
Step3 Listening Practice: Being All Ears
1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.
4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.
5 Do all the exercises in this section.
Step4 Assignments
1 Pair work: Prepare conversations about making and declining an invitation.
2 Recite the wonderful sentences picked out by the teacher.
3 Preview all the exercises after Passage 1.
Unit 1 Invitations
The Second Session (90~100 min.)
Teaching Contents:
Section3 Maintaining a Sharp Eye:
Passage1 Are You Really Being Invited?
Teaching Aims:
Knowledge objects
1 To study the key words and expressions: “invent, appropriate, commit, instance, entertain, host/hostess, identify, present, casual, explicit, drop, be prepared to do sth, commit oneself, let the matter drop” etc. by learning the passage of this part.
2 To know about some invitation culture.
1) The time you are being invited
2) Who pays if you are being invited to a restaurant?
3) How to decline an invitation
4) Appropriate etiquette of declining an invitation
3 To grasp the main idea of the passage.
Ability objects
1 To develop the Ss’ abilities of reading comprehension.
2 To develop the Ss’ abilities of making sentences.
Teaching Important Points:
1 To help the Ss to know about Western invitation culture.
2 To enable the Ss to get a general understanding of the passage.
3 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:
1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.
2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:
1 The Audio-lingual Method
2 The Elicitation Method
3 The Task-based Method
Teaching Aids:
1 A tape recorder
2 The blackboard
Teaching Procedures:
Step1 Lead-in: Warm-up questions:
1 Do different countries vary in their customs when people invite friends? Give an example.
Yes. For example, in China, if you invite a friend to a restaurant for dinner, you will pay the bill, while in Western countries, people often go Dutch.
2 How much do you know about the practice of invitation in Western countries? Step2 Listen and Read
1 The Ss read the passage as quickly as possible.
2 The teacher plays the tape for the first time and ask the Ss to listen.
3. Play the tape for a second time and ask the Ss to repeat after the tape.
Step3 Analyzing and Summarizing
1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.
Para.1: How to deal with or decline an invitation that you don’t like to accept. Paras.2-4:The etiquette of inviting people to eat out in a restaurant in the United States
Para.5:How to distinguish between an invitation and a ritual expression of parting.
2 The Ss discuss the following questions.
1) What should you do if someone invites you but hasn’t told you what the
invitation is about?
2) If someone invites you to do sth you don’t like to do, how should you
reply?
3) What are you expected to do if you have to decline an invitation?
4) What is the proper etiquette for declining an invitation?
5) What is the key word often used in an invitation that sounds like an
invitation but actually isn’t?
Step4 Language points
The Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.
1 commit oneself to sth./doing sth. : promise to do sth.
e.g. The government claimed to commit itself to improving health care.
2 invent: v. discover and create sth. new
e.g. Trains were invented long before cars.
I didn’t invent the story --- everything I told you is true.
3 drop: v. fall down, give up, lower
e.g. She dropped her purse on the ground.
Unit 1 Invitation
The Third Session (90~100 min.)
Teaching Contents:
Section3 Maintaining a Sharp Eye: Passage2
& Section4 Trying Your Hand
Teaching Aims:
Knowledge objects
1 To study the key words and expressions: “colleague, occasionally, at least, get along with, happen to do sth, in the hope of, make sure” etc. by learning this part.
2 To learn the format and language features of invitation cards.
3 To know about word order in a subordinate clause.
4 To grasp the main idea of the passage.
Ability objects
1 To develop the Ss’ abilities of reading comprehe nsion.
2 To develop the Ss’ abilities of making sentences.
Teaching Important Points:
1 To enable the Ss to write an invitation letter.
2 To enable the Ss to get a general understanding of the passage.
3 To enable them to make sentences using the key words and expressions.
.
Teaching Difficult Point:
How to strengthen their grammar abilities.
Teaching Methods:
1 The Audio-lingual Method
2 The Elicitation Method
3 The Task-based Method
Teaching Aids:
1 A tape recorder
2 The blackboard
Teaching Procedures:
Step1 Lead-in: Warm-up questions
1 Have you ever received an invitation letter in English?
2 What points should an invitation letter include?
(The activity’s program, time, place, inviter and invitee.)
Step2 Listen and Read
1 The teacher plays the tape and asks the Ss to listen.
2 The Ss read the passage.
Step3 Analyzing and Summarizing
The teacher asks the students to read the letter twice and try to find out the activity, the place, the time,, the inviter and the invitee. Then thr teacher makes sure that the students are able to summarize the message conveyed tin an invitation letter.
Step4 Language points
The Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.
1 colleague:n. someone that you work with
2 occasionally: ad. once in a while
3 at least: not less than
4 happen to do sth.: have or do sth. by or as if by chance
5 make sure: find out if sth. is true or check that sth. has been done
Step5 Applied Writing
1 The teacher briefly summaries the format and the language used in business cards.
2 The Ss do Simulate and Create exercises.
Step6 Grammar Review
1 The teacher compares the word order in a wh-question and a subordinate clause with some examples.
2 The Ss do Exs.5-6.
Step7 Assignments
1 Recite the words as many as possible after class.
2 Do the grammar exercises in the Workbook.
3 Prepare Section 1of Unit 2.
4 Do Exs7-8 of Section 4.
Unit 2 Emails
The First Session (90~100 min.)
Teaching Contents:
Section1 Talking Face to Face & Section2 Being All Ears
Teaching Aims:
Knowledge objects
1 To study the key words and expressions: “chat on line, get/gain access to the Internet, go on line, browse the Internet, be keen on chat online, send an email, email address, simulate, be addicted to, visit a website, click the mouse, sign up online, e-shopping/commerce” etc. by learning the dia logues of this part.
2 To know more abbreviations and slang used in comunicating online.
Ability objects
1 To develop the Ss’ abilities of making coversations about going online.
2 To practice the Ss’ listening comprehension on the subject of communicating online.
Teaching Important Points:
1 To help the Ss to communicate with each other.
2 To enable the Ss to study in groups and cooperate skillfully.
3 To develop the Ss’ interest in talking in English.
Teaching Difficult Points:
1 How to make the Ss express their thoughts freely and correctly.
2 How to strengthen their listening abilities.
Teaching Methods:
1 The Communicative Method
2 The Audio-lingual Method
3 The Task-based Method
Teaching Aids:
1 A tape recorder
2 The blackboard
Teaching Procedures:
Step1 Lead-in:
1 Warm-up questions:
1) What do the abbreviations stand for?
YDKM You don’t know me
STYS Speak to you soon
TYVM Thank you very much
WYRN What is your real name
WDYS What did you say
2) Do you often chat online?
3) How do you chat online?
4) What do you think of chatting on line?
2 The Ss read and translate the abbreviations under the supervision of the teacher. Step2 Oral Activities: Talking Face to Face
1 The teacher gives the students more abbreviations and asks them to use them for practice.
LTNS, Long time no see
STYSL, Speak to you soon later
2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about abbreviations used online.
3 The Ss practice the dialogues in groups.
4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.
5 The Ss role-play the similar situations they create, first in groups and then in front of the class.
6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.
Step3 Listening Practice: Being All Ears
1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.
4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.
5 Do all the exercises in this section.
Step4 Assignments
1 Pair work: Prepare conversations on chatting online with each other, referring to the dialogues in the Workbook.
2 Recite the wonderful sentences picked out by the teacher.
Unit 2 Emails
The Second Session (90~100 min.)
Teaching Contents:
Section3 Maintaining a Sharp Eye: Passage1
Teaching Aims:
Knowledge objects
1 To study the key words and expressions: “medium, share (in), conduct business, log onto the Internet, claim for sale, on sale, in the first quarter of the year, merge with, influence, at a...price, at one’s convenience, concern, regarding , have access to , digital divide, in spite of, slow down, speed up, provide with” etc. by learning the passage of this part.
2 To know about the advantages and disadvantages of the Internet.
3 To grasp the main idea of the passage.
Ability objects
1 To develop the Ss’ abilities of reading comprehension.
2 To develop the Ss’ abilities of making sentences.
Teaching Important Points:
1 To help the Ss to analyze the advantages and disadvantages of the Internet..
2 To enable the Ss to get a general understanding of the passage.
3 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:
1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.
2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:
1 The Audio-lingual Method
2 The Elicitation Method
3 The Task-based Method
Teaching Aids:
1 A tape recorder
2 The blackboard
Teaching procedures:
Step1 Lead-in: Warm-up questions:
1 Do you usually log onto the Internet?
2 What do you usually do on the Internet?
3 How do you get access to the Internet?
Step2 Listen and Read
1 The Ss read the passage as quickly as possible.
2 The teacher plays the tape for the first time and ask the Ss to listen.
3. Play the tape for a second time and ask the Ss to repeat after the tape.
Step3 Analyzing and Summarizing
1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.
Paras.1-3: Introduction to the Internet.
Paras.4-6: Advantages of the Internet in people’s current life.
Paras.7-8: Disadvantages of the Internet.
Paras.9-15: Further development of the Internet in the future.
2 The Ss discuss the following questions.
1) What can people do on the World Wide Web?
2) How many people joined the American Online Inc. in 1995?
3) What is the e-Bay?
4) What are the advantages of email mentioned in this passage?
5) What are the disadvantages of the Internet according to this passage?
6) How do you understand the term “digital divide”?
7) Who has contributed a lot to the Internet growth in America according to the
passage?
8) What has improved the speed of the Internet?
Step4 Language points
The Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.
1 share: v. divide and distribute
e.g. We will share (in) the work.
2 conduct: v. handle, undertake, transact, guide
e.g. People around the world conduct business on the Internet nowadays.
3 communicate with sb.: share or change opinions with sb.
e.g. More and more people communicate with each other on the Internet
in modern society.
4 log on the Internet: gain access to the Internet, get on line
e.g. Millions of people log on the Internet every day.
5 claim:v. declare to be true, state
e.g. He claims that he has a strong memory, but I don’t believe him.
She claims to be the daughter of a well-known scientist.
6 for sale: offered to be sold, esp. by a private owner
e.g. The sign on the house says “To let or for sale”.
Do you have any pictures for sale?
on sale: offered to be sold, esp. with a discount
e.g. Will the new product be on sale next month?
7 merge with: join together so as to become one
e.g. The two companies merged to become larger and more powerful.
They advised their clients to merge with another company.
8 at one’s own convenience: at a time that is most convenient for one
e.g. We may arrange the meeting at your convenience.
9 have access to: succeed in getting into
e.g. Students should have easy access to the books in the library.
10 respective: a.belong to each of those in question
e.g. The work was assigned to them according to their respective ablities.
11 rate: n. the speed at which sth. happens or is done
e.g. The amount of light available will determine the plant’s rate of growth.
Individual children develop phsically and mentally at different rates.
12 available: a.able to be obtained
e.g. Those shoes are not available in your size.
Step5 Doing Exercises
Guide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.
Step6 Assignments
1 Recite the words as many as possible after class.
2 Do Exs.4-5 in the exercise book.
3 Prepare for Passage2 and Section4.
Unit 2 Emails
The Third Session (90~100 min.)
Teaching Contents:
Section3 Maintaining a Sharp Eye: Passage2&Section4 Trying Your Hand Teaching Aims:
Knowledge objects
1 To study the key words and expressions: “experience, entertain, come to a conclusion, fall in love, common, addictive, point out, tend, make compromises, in terms of, maintain relationships, lead to, withdraw, along with” etc. by learning this part.
2 To learn the format and language features of an email.
3 To know about the use of noun clauses.
4 To grasp the main idea of the passage.
Ability objects
1 To develop the Ss’ abilities of reading comprehension.
2 To develop the Ss’ abilities of making sentences.
Teaching Important Points:
1 To enable the Ss to write and reply to an email and send an email with an attachment.
2 To enable the Ss to use the noun clauses properly.
Teaching Difficult Point:
How to make the Ss understand the use of noun clauses better.
Teaching Methods:
1 The Audio-lingual Method
2 The Elicitation Method
3 The Task-based Method
Teaching Aids:
1 A tape recorder
2 The blackboard
Teaching procedures:
Step1 Lead-in: Warm-up questions
1 Have you ever chatted online?
2 What’s your opinion of chatting online?
3 Do you think it’s good to make friends online?
Step2 Listen and Read
1 The teacher plays the tape and asks the Ss to listen.
2 The Ss read the passage.
Step3 Analyzing and Summarizing
The students summarize the passage by filling in the blanks below without look at the book.
The Internet chatroom is a new and popular (1) . People may meet (2) in it or even (3) with someone. It is very (4) and exciting to chat online.
However, chatting can be (5) . People who chat online usually (6) about their personal (7) . They prefer to remain (8) when chatting with each other. Thus they are likely to (9) others or even tell dirty (10) . So we say that chatting online can be both exciting and dangerous.
1 forum
2 new friends
3 fall in love
4 relaxing
5 dangerous
6 lie
7 identities
8 anonymous
9 offend 10 jokes
Step4 Practice
The Ss pick out and practice the abbreviations often used when chatting online. Here are some more abbreviations while chatting online.
AFAIC as far as I’m concerned
AFAIK as far as I know
AFK away from keyboard
AMBW all my best wishes
B4N bye for now
BBL be back later
DBEYR don’t believe everything yu read
DLTM don’t lie to me
IDKY I don’t know you
MYOB mind your own business
Step5 Language points
The Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.
1 effect:n. result that can have an influence
take effect / in effect / come into effect
2 come to a conclusion: make a judgment or decision
reach a conclusion / arrive at a conclusion
3 potential: n. possibility for developing or being developed
e.g. He has made a new invention with a big sales potential.
4 common.: a. usual
《新编实用英语》第一册教案 Unit One Greeting and Introducing People Teaching Objective In "Talking Face to Face",learn how to greet people and how to make introductions. In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships. In "Maintaining a Sharp Eye",master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II. In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching Procedures Section I Talking Face to Face1.Warm- up: Expressions of greetings and responses to greetings： a. Greetings: 1) Hi! How do you do? 2) Hello, you must be Jack from America. 3) How are you? 4) Hello. How are things with you? How are you doing? 5) How is everything? 6) You are doing all right? 7) How it goes? 8) How is life, John? 9) Excuse me. Are you Kitty? b. Responses to Greetings: 1) How do you do? 2) Fine, just fine. 3) Fine, thank you. 4) Quite well. And you? 5) The usual. How about you? 6) So-so. And what about you? 7) Nothing particular. 8) Not too bad. 9) Nice to meet you.
Unit 3
Imitating Mini-Talks 1 Work in pairs. Look at the pictures and practice the following mini-talks for giving directions. Acting out the Tasks 2Work in pairs and act out the tasks by following the above mini-talks.
Studying Maps 3Maps are helpful in giving and understanding directions. Now let’s get familiar with the following sample maps. Following Sample Dialogues 4 Read the following sample dialogues and try to perform your own tasks.
Putting Language to Use 5 6 SECTION II Being All Ears Learning Sentences for Workplace Communication 1 Listen to 10 sentences for workplace communication cross-referenced with their Chinese 2Listen to the following sentences for workplace communication in Column A and match each one with its Chinese version in Column B.
郑州信息工程职业学院基础部 《新编实用英语Ⅰ》课程教学大纲 课程编码：61 总学时：72 学时 实验学时：无 学分：3学分 适用对象：一年级学生 先修课程：基础英语 一、课程的性质与任务 （一）本课程的性质 大学英语课程是非英语专业学生必修的一门基础课程。旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。 （二）本课程的任务 本课程在高职高专院校中人才培养计划中是必修课程。该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。为此，该课程将努力做到以下三个方面： 1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。 2、增强学生的学习能力、特别是自主学习能力。 3、提高学生的综合文化素养。 （三）本课程培养人才的定位
该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。 （四）本课程在人才培养过程中的作用 经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。 二、课程的基本要求 通过学习本课程，学生应该达到以下要求： 1、词汇 认知2500 个英语单词(包括入学时要求掌握的1000 个词) 以及由这些词构成的常用词组，对其中1500个左右的单词能正确拼写，能进行英汉互译。 2、语法 掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。 3、听力 能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟120 词左右)的英语对话和不太复杂的陈述，理解基本正确。能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。 4、口语 掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。 5、阅读 能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过数3% 的英文资料时，阅读速度不低于每分钟50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。并且掌握以下阅读技巧： 1)理解文章的主旨或要点； 2)理解文章中的具体信息； 3)根据上下文推断生词的意思；
UNIT 7 PASSAGE ONE Ex. 5 Translate the following sentences into English, using the words or phrases given in the brackets. 1.They attempted to leave for camping but were stopped by the heavy snow. 2.Accidents due to driving too fast are on the increase. 3.They grew up in the same environment, so their behaviors had much in common. 4.In contrast to children in the mountainous areas, we are lucky to have access to computers. 5.We were bored to hear her dwelling too much on her past glories. 6.You must have the appetite to succeed and work hard for it. Ex. 6 Pay attention to the italicized parts in the English sentences and translate the Chinese sentences by simulating the structure of the English sentences. 1. The answer may lie in the fact that there are large numbers of graduates in this field. The root of their poverty lies in the fact that they have received little education. 2.Not all wealthy people live a happy life. Not all students attended the lecture 3. It must be appreciated that there are a lot of difficulties on your way to success. It must be appreciated that your dress can be changed, whereas your disposition is inborn. 4. Whatever the difference is, there is one factor in common--- they shared the same belief. Whatever the difference is, there is one factor in common---they come from the same background. 5. There is a misconception that boys are cleverer than girls in most respects. There is a misconception that a blind person cannot make a drawing. PASSAGE TWO Ex. 9 Translate the following sentences into English, using the words or phrases given in the brackets. 1.Every graduate student is required to attend four lectures every term. 2.The construction of the largest bridge in Asia across a river is in progress. 3.The outstanding writer has won the Nobel Price for this year. 4.He worked hard and ranked first in his class. 5.An advisory council has been established for innovating the education system. 6.Scientists have made great contributions to the progress if human beings. 7.All passengers are required to show their tickets. GENERAL WRITING 6. Translate the following sentences into English. 1.As can be seen from the graph, smokers are getting younger and younger.
Unit 4 Punctuality and Culture I.Teaching objectives 1.Enlarge your vocabulary related to timetables and schedules. 2.Make an appointment according to the timetables. 3.Practice writing timetables and schedules . 4.Appreciate passages and complete exercises well. 5.Get some tips about the use of verb tenses. II. Key points 1. Master the vocabulary about timetables and schedules. 2. Understand the passages 3. Practice writing timetables and schedules. 4. Practice making an appointment according to the timetables. III. Difficult points 1. Get some tips about the use of verb tenses. 2. Practice writing timetables and schedules. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face
Unit 1. Ex. 5 1.She shopped around till she got what she wanted at a price she could afford. 她一家商店一家商店地看，最后以她能付出的价格买了她所需要的东西。 2.He never speaks to me other than to ask for something. 除了向我要东西，他从不跟我说话。 3.Y ou should always aim at doing your job well. 你永远应该以搞好你的工作为目的。 4.She has been tied to the house for weeks looking after her invalid father. 几个星期来她一直呆在家中照顾有病的父亲。 5.The route was designed to relieve traffic congestion. 修建这条路是为了缓解交通拥挤。 6.Society is made up of a wide variety of people; some are good, others (are) bad, and still others (are) in between. 社会是由形形色色的人组成的。有些人很好，有些人很坏，也有些人介乎两者之间。 Unit 3 Ex. 5 1.The thieves made off with a large sum of money from the bank. 盗贼从这家银行偷走了一大笔现金。 2.High blood pressure places millions of people at the risk of hear disease. 高血压使千百万人有患心脏病的危险。 3.Think twice before you make any important decisions. 在做任何重要决定之前都要慎重考虑。 4. A large part of the African continent is in danger of becoming a desert. 非洲大陆的一大片区域有变成沙漠的危险。 5.Not once has he suggested a good way to deal with any problem. 他从来没有给我提出过解决问题的好方法。 Unit 5 Ex.5 https://www.doczj.com/doc/8a6003844.html,st semester, Wang Gang was awarded the title of An Outstanding Student for his excellent performance. 上学期王钢表现出色，被授予优秀学生的称号。 2.On Teachers’Day, the students made a greeting card for their teacher, which symbolized their appreciation of what the teacher had accomplished in the past year. 同学们在教师节给老师做了一张贺卡，以表示对老师过去一年工作的感谢。3.The children were amused by the story about the cat. 孩子们听了关于那只猫的故事都笑了起来。
Unit 7 Celebrating Holidays and Making Friends（略） The First Period Section I Teaching time 第次/第周 日 3、4节/5、6节——浆24班/浆23班 日 1、2节热动班 Teaching aims: 1. Read and discuss announcements, notices and posters in English, 2. Learn some expressions used in making announcements, notices and posters , 3. Comprehend the two passages and master the useful expressions in them, and 4. Finish the exercises by themselves or with some help. Teaching important point: Master the new phrases, sentence patterns and make the students be free to talk about a poster. Teaching difficult point: Individual, pair or group work to make everyone work in class Teaching methods: 1.Individual, pair or group work to make everyone work in class 2.Task-based learning https://www.doczj.com/doc/8a6003844.html,municative approach Teaching aids: 1.a radio player 2.the blackboard 3. Picture s Teaching procedures I. Lead-in Notices and posters are very common in our daily life, and they are often used to offer information about social functions. Therefore, we should not only learn to read them, but also learn to write them. It’s very important to know how to make announcements, notices and posters. The following samples make it clear that we should first tell the general information like how attractive or interesting the thing you want to make known, then give definite information about time, place and price etc. II. Presentation Section I Talking Face to Face Step1. Read and translate the two samples of posters Notes: 1) The poster gives us a clear idea of the sponsor, time and place. 2) The poster uses some parallel sentences to catch its audience’s eye. 3) The body of the poster is like a Christmas tree, and the fonts are different. It aims to highlight the effect of the poster. Step 2 Practice:
授课方案（教案） 系别：基础部 教研室：公共英语教研室 科目：大学英语 班级： 教师： 学期：2015-2016下期
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3) Can I take a message? Sam: Hello. This is Sam. May I speak to Terry? Lucy: I’m sorry, but she’s not here right now. Can I take a message? Sam: Yes. Please tell her to call me this evening at 653-8923. Lucy: OK. I’ll tell her as s oon as she gets home. 4) Can you tell me your hours? 旁批栏：Receptionist: Hello, the Art Museum. Can I help you? Jake: Yes. Can you tell me ... er, what are the opening hours, please? Receptionist: We open at ten in the morning and close at five in the afternoon. Jake: Great. Thanks a lot. 5) I Must have Dialed the wrong number. Tim: Hello. Jade: Hello. I’d like to speak to Dr. Heckler. Tim: Nobody here by that name. Jade: I’m sorry. I must have dialed the wrong number. 3 The Ss practice the dialogues in groups. 4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues. 5 The Ss role-play the similar situations they create, first in groups and then in front of the class. 6 The Ss do Putting-Language-to-Use exercises in groups by reading out loud all the three dialogues they have completed. Step 3 Review How to make a phone call in English. How to work in pairs to answer the phone and leave a passage Step 4 Assignment practice the dialogues
Unit 5 Our weather and Climate objectives 1.Enlarge vocabulary related to weather and climate. 2.Get some tips about the use of basic sentence structures. 3.Practice writing: describe the weather in form of weather forecast. 4.Appreciate passages and complete exercises well. 5.Practice to understand easy weather forecast. 6.Practice to talk about the weather. II. Key points 1.Master the vocabulary about weather and climate. 2. Understand the passages 3. Practice writing: describe the weather in form of forecast. 4. Practice to talk about the weather and understand easy weather forecast. III. Difficult points 1. Get some tips about the use of basic sentence structures. 2. Practice writing a short weather forecast. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks
Unit Three Communication by Phone Teaching Objective In "Talking Face to Face", learn how to make and receive phone calls. In "Being All Ears",practice listening comprehension to make and receive phone calls. In "Maintaining a Sharp Eye",master the key words and structures and learn to understand the author’s attitude towards the communications revolution by reading through passage I; learn and practice how to communicate by phone in the US through passage II. In "Trying Your Hand", learn to understand the telephone message in English and learn to write our own ; review the noun clauses. Teaching Procedures Section I Talking Face to Face 1.Warm- up: Expressions of telephone communication： 1).Person calling (打电话) (1) Can you put me through to 2355213? (2) Could I have extension 125? (3) Could you tell me the number of the English Department? (4) Hello, this is Jack. (5)Good morning, Jack speaking. (6)Let me talk to Jack. (7)I would like to talk to Jack. (8)When is he expected to be back? (9)What time could I reach her? (10)Sorry to have troubled you. (11)Would you tell her I called? (12)Can I contact him this morning? (13)Could you ask her to call me back? (14)I must have dialed the wrong number. (15)Please tell him to phone 856852? 2). Person called (接电话) (1) A moment, please. (2) The line is busy. (3) He is on another phone. (4) Just a minute. I will get the number for you. (5) May I ask who is speaking?
Unit Seven Entertainments and Tourist Attractions I. Aims and Requirements 1. Some entertainment and tourist ads 2. How to write entertainment and tourist ads 3. How to introduce entertainment and tourist attractions 4. Some knowledge about opera 5. Useful words, expressions and language points II. Introduction 1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments. 2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad. III. Teaching Plans
Task 1 Talking face to face: Entertainment aids L istening comprehension Part 1 Read some entertainment and tourist ads Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors. Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions Part 4 Practices Part 1 Read some entertainment and tourist ads Sample 1 What Shall We See This Evening Sample 2 Go to see Chinese Acrobatics. Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors Sample1. What Shall We See This Evening 1，Asking programs of this evening: What are we going to see this evening? 2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer? 3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before. 4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit. 5，Discussing the meeting time：When shall we meet? Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions (1) There is a … performance here on these days.
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广州华夏职业学院教案纸 教学过程： 一新课导入 （1）教师准备一些短语和句子Adam’s Apple(喉结)，fair play(费厄泼赖)，约翰牛（John Bull）让学生进行英汉互译，从简单的翻译中让学生对英国文化有进一步的认识— —英国文化具有浓厚的宗教色彩，充满着自由和自律的文化精神；同时，它也透射 出“费厄泼赖”的光芒。 （2）教师用图片展示英国有名的景点，在介绍景点中让学生设想下自己英国之旅，从而引出本课的口语环节introduction。 二讲授新课 1 expressions of introduction Hi! /Hello! I’m… I believe we’ve met before. My name is… How do you do ? My name is… Allow me to introduce myself. My name is… Let me introduce myself, by the way… May I introduce myself …? May I present…? I’d like to introduce…? How did you guess?
I’d like you to know… Mr./Mrs./Miss…, this … 2 Pair work Sample1 to samples 3 on Page 55-56 3 Role-play Imagine you want to introduce a new friend to Lily, follow the samples to play your role. 4 New words and phrases in Text A (1)locate vt. 把…设置在，使坐落于vi. 住下来 eg. a）Locate an agent in Rochester. 把代理处设于罗切斯特。 b）After he retires he’s going to locate in Califonia. 他打算退休后到加利福尼亚定居。 （2）influence vt. 影响n.影响力，有影响的人或事物 eg a）H is parents no longer have any real influence over him. 他的父母对他不再有任何真正的约束力了。 b）Don’t le me influence your decision. 不要让我影响你的决定。 （3）stainless adj.纯洁的，无瑕疵的，不锈的
Unit 1 Hello, Hi Unit Goals 1.Greet people and give responses: first meeting and meeting again 2.Exchange personal information: name/address/telephone number/job/study 3.Introduce people to each other 4.Meet people at the airport 5.Say goodbye to others 6.Say hello in different languages 7.Write a business card What should you know about 1.Etiquette of meeting and introducing people 2.Etiquette of exchanging business cards 3.Basic sentence structures Section I Talking Face to Face 1.Imitating Mini-Talks 2.Acting out the Tasks 3.Studying Email Information on the Internet 4.Following Sample Dialogues 5.Putting Language to Use Section II Being All Ears 1.Learning Sentences for Workplace Communication 2.Handling a Dialogue 3.Understanding a Short Speech / Talk
江西外语外贸职业学院教案备课纸（2）
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江西外语外贸职业学院教案备课纸( 4) 授课内容 Unit 3 Road signs and commuting Section I Talking Face to Face 1. Warm-up Questions (1) Have you ever seen any bilingual road signs (in English and Chinese)? Do you think they are helpful for foreigners to find directions when traveling in China? (2) Can you list some English words or phrases showing directions and locations? 2. Analyze the structure of the unit. Let the students know how to preview and my teaching process. 3. Explain the structure of the map. And let the students talk face to face with the information from the map. 4. Explain how to express the directions when you traveling the strange country and let the students practice the conversation follow the samples. 5. Explain the short dialogues, and then let the students practices the conversations with their partner. 6. Play the audio and let the students finish the exercises. 主任审阅________________ 年月曰授课教师______________ 年月曰