Section One Around the topic
Step 1 Topic introduction:
The topic of this unit is about time management. Students often feel anxious because they have a lot of things to do and there’s never enough time. One big problem is that they don’t know how to manage their time. Time is fair to every one. We should learn to do things efficiently. Step 2 Your ideas
Below are some sayings about time. What do they mean? Do you agree with them? Work in groups and discuss your understanding of each saying.
Time flies 时光飞逝。
Time is money 时间就是金钱。
Time and tide wait for no man. 岁月不等人。
Time stays long enough for anyone who will use it.
对于善于使用的人来说，时间总是足够长。
Time you enjoyed wasting is not wasted time.
你高高兴兴“浪费”掉的时间不算浪费时间。
To think too long about doing a thing often becomes its undoing.
做事时考虑的太多反而做不成事。
There is never enough time to do everything, but there is always enough time to do the most important things.
永远没有做够的实践来做所有的事，但永远有足够的时间来做最重要的事儿。
Step 3 Listen to a song
Listen to the song. What is the main message in these lines?
Life is too short
Have you ever seen the morning?
When the sun comes up the shore
And the silence teach the beauty
for the sound
Have you ever set there waiting?
For the time to stand still
For all the worlds and stars
From turning around
And you run
'Cause life is too short
And you run
'Cause life is too short
Have you ever seen the glory?
When the moon is on the rise
And the dreams are close
To the ones that we love
Have you ever set there waiting?
For heaven to give a sign
So we could find the place
Where angels come from
And you run (and you run)
'Cause life is too short
And you run (and you run)
'Cause life is too short
There’s a time that turns
Turn back time
But I don’t see I can
It only works
If you believe in the truth
But there’s a time to live
And a time to cry
But if you’re by my side
I will try to catch a star
I’ll try to catch a star
Just for you
And I run
Life is too short
And I run (and I run)
'Cause life is too short
And I run And I run And I run
And I run And I run …
Step 3 A quiz
Time management plays an extremely important role in achieving success. This quiz aims to help students discover whether they manage their time efficiently or poorly. Introduce to students what this quiz is about and how to do it.
Do you think you are managing your time well? Do the following quiz and you will find out. For each statement, indicate how often you feel that way or do it. The scale: 1=never 2=seldom 3=sometimes 4=often 5=always
Scoring methods:
1-30 Time master
You are doing a great job managing your time and life. Congratulations!
30-50 Learning
You are managing yourself and your time to a considerable extent. There is still room for improvement.
50-100 Red Alert
Things may be spinning out of control. You need to change certain bad habits and learn new skills.
Step 4 Listening and speaking
A.Ask students to read the questions first. Then play the recording and encourage
students toe take notes while listening.
Jim’s problem/trouble: Jim has got too many things to do. He feels that he doesn’t
haven’t enough time
Susan’s suggestions: He should learn to manage his time and his life.
B.Play the recouding again and ask students to complete the sentences.
Step1: Take out your calendar and make a list of what you want to accomplish.
Step2: Use the ABC designation to prioritize each activity.
Step3: Start with your high priority tasks.
C.Speaking
Read the instruction and the questions as a class. Divide students into groups. Ask them
to have a discussion with their partners.
1.If Jim asked you for advice, what would you say?
2.Have you ever had problems similar to Jim’s? how did you solve them?
Section Two Reading
The text in this section is an introduction to the 80/20 principle, which is used widely in many fields. If we can master this principle and apply it to our life, our life will become much easier.
Step 1 Pre-reading questions
Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of time management and encourage them to share information with others. Pick some volunteers to answer these two questions as representatives of their groups.
Before you read, discuss the following questions in groups:
1.How do you manage your tome? If you have a lot of things to do in a day, how will
you deal with them?
2.Have you heard about the 80/20 principle before? What does it mean?
Step 2 Text illumination
1) Ask several students to read the whole text in order to check whether they preview the text
and get a general understanding bout it or not beforehand.
2) Ask students to summarize the text
3) The teacher can put the comprehension check either before or after illuminating the text
according to the needs of class and the students’ comprehension ability.
4) Illuminate the text, during the process of which the teacher can encourage students to
highlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:
1. mathematical adj. relating to or using mathematics 数学的
mathematics n.
e.g. His mathematics are weak.
He is not very good at doing mathematical calculations.
2.unequal adj.not equal in number, amount, or level 不平等的，不均衡的
e.g. The twins are unequal in height.
3.specialist n. someone who knows a lot about a particular subject 专家
e.g. Dr. Lee is a specialist in plastic surgery.
4.principle n. a rule which explains the way something works 法则，原则
e.g. We must stick to the principle of equality of opportunity for all.
5.universal adj.true or suitable in every situation 普遍的，通用的
e.g. There is universal agreement on this issue.
6.in a nutshell in a few words, concisely 简括地，简言之
e.g. In a nutshell, the Beijing Olympics was extraordinary.
7.insignificant adj. having little or no value, use, meaning or importance 无关紧要的significant重要的，有意义的
e.g. The rate has fallen by an insignificant amount.
8.virtually adv. almost, nearly 近乎，几乎
e.g. There’s virtually none left.
He virtually promised me the job, but did not actually do so.
9.management n.the way that people control and organise different situations 管理，操纵
manage v. 管理
manager n. 经理，管理人
e.g. The failure was caused by bad management.
10.relevant adj.directly relating to the subject or problem 有关的，相应的
e.g. Color and sex are hardly relevant when appointing someone for a job.
Step 3 Post-reading exercises
1.Answer the following questions according to the text.
1)What was Vilfredo Pareto’s discovery?
A: He discovered that in most societies, 80 percent of the wealth os almost always held by 20 percent of the population.
2)What is the 80/20 principle in a universal sense?
A: The 80/20 principle states that 20 percent of anything will be important while 80 percent will be insignificant.
3)What does the 80/20 principle mean when it comes to time management?
A: When it comes to time management, the 80/20 principle states that you will want to focus on 20 percent of the most important things you need to get done.
4)Why is the 80/20 principle important for time management?
A: Because it plays an important role in deciding whether people will be successful in their life.
5)What things make up the 80 percent and what things make up the 20 percent?
A: The things that make up the 80 percent include watch television, talking on the phone, going to parties or clubs, or doing anything else that is not related to your goals. Tasks that fall under the 20 percent are things that many people usually don’t kike doing such as doing taxes, market research, studying, or practice. However, it is this 20 percent that will play the most important part in you success or failure.
2.Do you agree or disagree with the following statements? Discuss them with you partner.
1)The 80/20 principle can be used anywhere.
2)You only need to do the 20 percent well and don’t care about the 80 percent.
3)Twenty percent of our time accounts for 80 percent of the of the work we accomplish.
4)The 80/20 principle implies that many thins we do are not important.
Read the instruction as a class. Divide students into groups of four. Ask them to discuss these statements. Get feedback when they finish. Encourage them to speak out and show different ideas.
3.V ocabulary and structure
This part is about some vocabulary and structure exercises related to the text. Ask students to
finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.
A.Match the words in Column A with their meaning in Column B
https://www.doczj.com/doc/e819057768.html,plete the following sentences with a proper preposition or adverb.
C.Fill in the blanks with the expressions below. Make changes where necessary.
4.Writing
Read the instruction as a class. Leave the writing task as homework. Check their work next time.
Write a composition entitled “How shall I follow the 80/20 principle?”The following questions may help you to come up with some ideas.
1)What is the 80/20 principle?
2)What is my understanding of the principle? Is it useful if we use it in our life? Why do I
think so?
3)How can I apply it to my life? What do I need to do when I use it?
Section 3 Language in use: various uses of “will”
Step 1 test your grammar
The aim of this practice is to call students’attention to different uses of “will”. Remind students that they should keep the fact in mind that “will” doesn’t always indicate the future. Read the instruction first and then ask students to decide the uses of “will”. Check their work when they finish.
Step 2 illumination and development
Briefly explain the grammatical knowledge of the uses of “will”. Then ask students to finish these exercises. Check their work when they finish.
A lot of students have been used by older textbooks which refer to “will”as “the future tense”. A key factor to remember about “will”is that when we use “will”we are not always talking about the future.
In these examples “will” is clearly referring to the future：
If I see her, I'll tell her about it.
Next year she'll be 42.
However, in these examples “will” is referring to events happening at the present：
My car won't start.
I'll answer that.
Will you have another cup of tea?
1) When we use “will” referring to the present, the idea being expressed is usually one of “showing willingness” or “will power”：
e.g. I am the boss. You will do as I say.
I need quiet to write this but he will keep on talking to me.
2) Use “will”for requests, orders, invitations and offers:
e.g. Will you help me?
Will you please sit down?
3) Use “will”for promises and threats:
e.g. I'll do it at once.
I'll remember this.
4) Use “will”for habit:
e.g. A cat will always find a warm place to sleep.
My car won't go any faster than this.
5) Use “will”for deduction:
e.g. The phone's ringing. That will be Mark.
I expect he'll want us to start without him.
Step 3 Doing exercises
Then ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.
A.Read the sentences in the table on the next page. Decide whether the word “will” is used
to express the future or the present. Tick (√) the right column.
B.Fill in the blanks with the expressions below.
C.Match a sentence or part of sentence in column A with a sentence or part of sentence in
column B
Step 4 Vocabulary building: Back-formation
Back-formation refers to either the process of creating a new "word by removing actual or supposed affixes, or to the neologism formed by such a process. Back-formations are shortened words created from longer words, thus back-formations may be viewed as a sub-type of clipping.
Take “televise” as for example. The word television appeared before televise. The first part of the word television was pulled out and analysed as a root, even though no such root occurs elsewhere in the English language.
Explain this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.
Section 4 Project: Can you manage your time better?
This project aims to train students to manage their time better. Read and explain the instruction and then ask students to write an action list according to the tips given in the project. When they finish, encourage them to exchange ideas and work together to find out how to improve efficiency and productivity. Finally invite volunteers to make presentations. Provide your comments when necessary.
You need to understand what you are really trying to achieve and prioritize your efforts. This project should increase your personal effectiveness and productivity and make you study and life
more satisfying.
Step 1 Write an action list
Think about the following questions and write an action list according to the tips on time management.
Where are you now?
List your current study and life goals and try to match these with your current activities.
Do you spend your time meeting your own priorities or other people’s?
Are you making your life and studies easier and better or something else?
Are you prioritizing the right decisions in your plans? If you spend too much time on unimportant but seemingly urgent tasks you may neglect the ones that are very important but nor
Action lists
Write action lists according to the following tips:
Action lists are:
Or
Step 2 Talk to your neighbor
Divide students into several groups. Share your ideas about your action list and what is important to you. Comment on your neighbor’s list. Then discuss how to manage time better and how to improve your effectiveness and productivity.
Step 3 Present to class
Report to the class your ideas and your experience of how to manage time better. You also need to report the discussion result you get from Step 2.
Section Five Extension and Cultural Tips
Part 1 Extension: The importance of a To-Do list
This passage is about another useful tool to improve your efficiency of your life and work---To-Do list. A To-Do list is a list of important tasks that you will need t carry out within a
given period of time. It is a crucial tool for those who want to be skilled at tome management. Step 1 let the students read the text and finish the vocabulary check exercise
https://www.doczj.com/doc/e819057768.html,bor-saving devices like the dishwasher and the microwave make our life convenient.
2.She is expecting an electronic planner as her birthday present.
3.He was very sad that his name was deleted from the list.
4.This aid money is crucial to the government’s economy policies.
5.Just split the cake into three and leave one piece for Simon.
6.The Godfather had an X-rating when it was first shown.
7.Passengers complain that trains are frequently delayed or cancelled.
8.One way to solve your problem of lacking time is to prioritise your tasks based on their
importance.
Step 2 ask several students to read the text aloud and ask them to work in small groups to discuss the questions in the second exercise. At last, invite some students to report their answers to the whole class
1.What is to To-Do list?
A: A To-do list is a list of important tasks that you will need to carry out within a given period of time.
2.How can we make a To-Do list?
A: The first thing is to purchase either a notepad, electronic planner, or any device that can allow you to list important tasks. Then prioritize each task based on their importance.
3.Who need a To-Do list most?
A: Those who have a large number of different things to get done and who frequently forget important things.
4.If you have a large list of things to do, what should you do?
A: Reconstruct the To-Do list into a priority-based one and carry out the tasks on the list in order of decreasing priorities.
5.What should you pay attention to if you are working alone?
A: If you are working alone, create a short list of important things you can complete each day. Step 3 language points illumination
Ask students to list and illuminate the new words and complicated sentences which they think are important. The teacher is supposed to give help and guide where necessary.
Step 4 open questions
1.How do you think the To-do list? Do you think it useful? Why or why not?
2.How do you arrange the things you need to do in daily life?
3.Besides making To-Do list, do you have any other good ways to help?
Part 2 culture tips
Step 1 read the short passage
This part introduces a poem about time. Ask students to read and appreciate the poem. Encourage them to talk about their understanding and ideas about time. Provide your explanation and comments if necessary.
Step 2 additional material
Introduce the material as a class, then ask them to make a brief discussion on the advantages and disadvantages of the four generations of contemporary time management.
Time management, as a project management subset, is more commonly known as project
planning and/or project scheduling.
Many authors offered a categorization scheme for the hundreds of time management approaches that they reviewed:
First generation:
reminders (based on clocks, but with computer implementation possible) can be used to alert of the time when a task is to be done.
Second generation:
planning and preparation (based on calendar and appointment books) includes setting goals.
Third generation:
planning, controlling (using a personal organizer, other paper-based objects, or computer-based systems) activities on a daily basis. This approach implies spending some time in clarifying values and priorities.
Fourth generation:
being efficient and proactive (using any tools above) places goals and roles as the controlling element of the system and favors importance over urgency.
Unit 2 Knowing our body Teaching objectives After learning this unit, Ss will learn how to ?Describe the body parts ?Talk about the functions of the body parts ?Use comparatives and superlatives ?Use the body language Teaching focus Grammar: comparatives and superlatives V ocabulary building: Name of body parts; base adjectives and strong adjectives Important words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympathetic Teaching difficulties 1. Understanding the structure and main idea of the text. 2. Grammar: comparatives and superlatives Teaching Procedures I. Warming-up questions: What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (You can skim through new words before listening.) II. Listening and speaking (1 period) a.This is a lead-in to the listening part. Before playing the recording, ask students to read the questions. Then play the recording and encounrage students to take notes while listening. https://www.doczj.com/doc/e819057768.html,anize a speaking activity based on the listening material. First ask Ss to form groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language. III. Reading 4 periods 1.Pre-reading tasks :Before you read, discuss the following questions in groups: a. Has any part of your body ever been injured? If yes, what inconveniences did it cause? Work in groups and share your experiences. b. Have you ever read or heard stories about body parts? 2.Reading comprehension a.Ask Ss to read the text first and then answer the questions in Comprehension Check. b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information. 3.Detailed learning of the text ◆Language points ※attempt n. an act of trying to do something, especially something difficult
江西外语外贸职业学院教案备课纸（2）
江西外语外贸职业学院教案备课纸（3） 主任审阅____________________ 授课教师____________________ 年月日年月日
江西外语外贸职业学院教案备课纸（4） 授课内容 Unit 2 Section I Talking Face to Face The topic of talking face to face area in this unit is to express thanks and give responses while exchanging gift-card and congratulation card. The focus is on the patterns that are appropriate for giving information concerning the various reasons and hoping to get the forgiveness from the other person. 1. The students read the mini-talks after the teacher, and then try to recite them within five minutes in pairs. 2. Ask the students to underline the useful expressions and perform the mini-talks in class. 3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation. 1) sentences frequently used for expressing thanks: It was so generous of you to send me such a fine and beautiful gift. I don’t know how to express my thanks to you. I’m grateful for all the help and encouragement you’ve given me. 2) Sentences frequently used for expressing congratulations: Congratulations on your recent promotion! Please accept my heartiest congratulations.
Unit 2 Communication by Email Unit Goals What you should learn to do 1.Chat online https://www.doczj.com/doc/e819057768.html,e abbreviations and slangs in communicating online 3.Write an email What you should know about 1.Surfing online for: Information Shopping 2.Good or bad of chatting online 3.Noun clauses 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 Section III Trying your Hand 1.Practicing Applied Writing 2.Writing Sentences and Reviewing Grammar Section IV Maintaining a Sharp Eye Passage 1 :
Unit 1 Invitation Etiquette Unit Goals What you should learn to do Make an oral invitation to： Invite people to join daily activities Invite people to formal occasions Make a written invitation （write an invitation card or a letter) for： Personal invitation Official occasions Give a reply to： An oral invitation A written invitation What you should know about Invitation culture：western and Chinese Word order in a subordinate clause Requirements: After learning this unit, students should grasp： 1.Read and understand the meaning of invitation cards and letters 2.How to write invitation cards and letters and remember the patterns of invitation cards and letters 3.How to invite people to party or dinner，and how to accept and decline invitations 4.The customs of inviting people in different countries 5.Important words，phrases and language points in the passage In our daily life，we need to invite others to dinner or take part in all kinds of parties, so we should know about western custom about invitation. Foreign custom is much stricter than Chinese custom in the matter of replying to
Section One Around the topic Step 1 Topic introduction:
Many Chinese students find it very difficult to introduce Chinese culture to foreign friends. The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word. Step 2 Your ideas Work in groups or pairs and discuss the following questions 1)Why is spring Festival so important for the Chinese people? 2)What do you usually do during the Spring Festival 3)Are there any special celebration activities in your hometown during Spring Festival? 4)In what ways do you think the Spring Festival has Changed? How much do you know about the Chinese New Year? A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to their parents-in-law? The third and fourth days. B. What is the fifth day called? Po Woo. C. How many kinds of traditional New Year food do you know? Dumplings, a whole fish, chicken, New Year cake… D. Do we use knives or scissors on New Year's Day? NO. They may cut off fortune. E. What fruit do we usually use as a decoration during the Spring Festival? Oranges and Tangerines. They are symbols for abundant happiness. Step 3 Vocabulary There are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings. Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to the
教案
1st period Text A (Global Reading) 1 Background Information Michael Jordan was born on February 17, 1963, in Brooklyn, New York, but his family decided to move to Wilmington, North Carolina when he was still a toddler. Jordan is the fourth of five children, including two older brothers and an older and younger sister. Michael’s dad worked hard at an electric plant while his mom labored full-time at a bank. Jordan’s parents worked hard to provide him and his siblings with a comfortable lifestyle. By the time Jordan was finishing his senior year at Laney, he had grown to 6’5” and attained a basketball scholarship from the University of North Carolina. Jordan’s ever-growing popularity began at UNC where he made a last minute game winning shot in the NCAA championship game. Michael’s talent and personality transcended the very lives of his fans. He single-handedly paved the way for off-the-court athlete endorsements — a billion dollar industry today! 2, Group Discussion 1) What’s Michael Jordan’s ultimate goal 2) How did he approach his goals 3) What did Jordan learn when he got cut from the varsity team in high school 4) How did Jordan achieve his goal of becoming a starter on the varsity 5) What did Jordan visualize each time 6) What did Jordan gain every time he reached his goal 7) What does the writer think of success
dance in oral English. students will fine tune their listening and comprehension skills through exercises relating to inviting people out. with invitations, when one wants to accept or does not accept. and a reply to the invitation one gets. Patterns and expressions for talking about invitations:
I’dliketoinviteyoutodinner. 我想请你吃晚饭。 Why don’t you come and join us for disco? 你为什么不和我们一起跳迪斯科？ It’s very kind of you to invite me. 谢谢你邀请我。 How nice of you! Many thanks. 你真好！多谢。 I’dlove to. That wouldbe grea t. 我很愿意去。太好了！ Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?哦，亲爱的，今晚我很忙。明晚也许可以吧？ Could you make it another time, perhaps next Sunday?
你能改个时间吗，下个星期天怎样？ It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。 I’m sorry I can’t, but thank you all the same. 真抱歉，我不能去。可还是要谢谢你。
Unit 1 Ways of Learning I. Teaching Objectives Students will be able to: 1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一 elaboration by comparison and contrast--conclusion by a suggestion); 2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method); 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. II. Key Points: The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students? understanding of the text, will be explained in class. III. Difficult Points: Some sentences whose meanings are difficult to understand and whose structures are hard to analyze: 1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? 2. Line 70-71(Para.10): The idea that learning should take place by continual careful shaping and molding applies equally to the arts. 3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? IV. Teaching Materials: ppt and materials
Period One – Around the Topic Period Length: 50 minutes Goals -Activate background knowledge about curiosity Purposes -Get familiar with vocabulary related with curiosity and being inquisitive -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 18 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not. -Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18 -Discuss both the advantages and disadvantages of curiosity -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious
Section One Around the topic Step 1 Topic introduction: As the goal of equality between men and women now grows closer, we are losing our awareness of important gender differences. This unit aims to let students know what truly exists within a man and within a woman. Step 2 Your ideas 1. Watch the video and answer the following questions 1)How many differences does it describe between men and women? What are they? 2) Do you think it’s a stereotype? Play the video twice and encourage students to think about the questions and answer. 2. A quiz How much do you know about the differences between men and women? Answer the following questions by ticking (√) the correct column. This activity aims to lead students into the topic of this unit. By answering the questions, students will get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class. Step 3 vocabulary In this section, students will learn some useful words and expressions related to people’s personality. Let students do the personality quiz and then ask them to describe themselves based on their answers A.Do the personality quiz below to discover what type of person you are. Write Y for yes, N for no and S for sometimes Let students finish the quiz as quickly as possible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities. B.The questions in exercise A express personalities, which can be described by the adjectives below. Match the adjectives with the questions in the quiz. a.untidy 9 b.optimistic 7 c.sociable 2 d.talkative 15 e.reserved 13 f.shy 3 g.impatient 10 h.ambitious 4 https://www.doczj.com/doc/e819057768.html,zy 11 j.generous 14 k.moody 5 l.hard-working 12 m.easy-going 16 n.reliable 8 o.cheerful 1 p.sensitive 6
Unit 2 Values Teaching Aims: 1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text 2.Appreciate the wording (riches) in the title of the text 3.Grasp the key languge points in Texts A and learn how to use them in context 4.Unerstand the cultural background related to the content 5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write an essay beginning with an anecdote or a piece of news, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, dicussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain. 2.Have students learn more about the fact that economic development and personal income can’t always account for happiness. 3.Do you think rich people must be happier than poor people Why 4.Do you think a poor person can have a life full of riches How 5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’ Step 2 Global analysisi of Text A 1. Division of the Text A Part1: The writer’s encounter with a boy who raised the question “Are you poor” Part2: In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3: In conclusion, the writer t hinks he’s grown to understand more about himself because of the boy’s question. 2.Understanding the main idea of the text with the help of the questions on page 37-38
大学体验英语综合教程2第三版Unit2电子教案Unit 2 Jobs and Careers Objectives: ? first listen, and then learn to ask about job opportunities and go for job interviews ? read about online job applications and dream jobs ? write about how to find a potential job ? practice the use of unreal conditions ? write your own résumé ? visit Culture Salon to learn to tell the difference between job and career I Passage A Your Dream Job: A Click Away 1. Summary Since most students will choose to work after graduation, job- hunting is of great importance to them. They will write plenty of résumés about their education and send them to the companies they want to work for. It takes both time and energy to do so. Now, thanks to the development of the Internet, job-hunting has become much easier. Job-hunters can find a job just by clicking a mouse on the computer. Many of them make their dream come true through the Internet. This article describes the experiences of five people who used online sources to look for new jobs. Theresa Smith used the JOB-TRAK website to find an administrative assistant’s job at a university.
College English Integrated Course 2 Teaching Designs 逯静
Unit One Section A W ays of Learning （一）Content of the Course（教学内容） Section A. Learning, Chinese-Style （精讲） （二）Audience（教学对象） （三）Teaching Span（教学时间） 6---7学时 （四）Teaching Aims（教学目的） 1. Appreciate the text to know something about different ways of learning. 2. Learn to use some important words, expressions and sentence patterns. 3. Practice listening, speaking, reading and writing. 4. Learn some translation skills （五）Instruction Objectives &. Teaching Procedures（教学任务及步骤）Step One Pre-reading Activities(导入) Themes（文章主题）10 minutes 1. 课文A向我们讲述了一次偶然的经历让作者发现了中美在教育和艺 术实践上的差异，并呼吁能否将这两种教育方式有机地结合产生一种 既不失创造性又有利于培养娴熟技艺的教育方法。 2. 课文B讨论的是如何教育孩子珍惜钱财的问题，应该给孩子更多的自 主权和适当的刺激，让他们学会理性地支配属于自己的钱财。 Step Two While-reading Activities 1. Language Points(语言知识) 140 minutes (1) Key words &. Expressions (重点单词及短语) Style attach slot tender phenomenon insert occasion neglect relevant anecdote in due course self-reliance valid superior foster