新编英语教程》第六册

《新编英语教程》第六册

(修订本)

教学要求：

〔一〕语言体系知识：学生在掌握系统的语言基础知识的基础上，加深英语语言知识的学习，拓宽知识面，学会对有一定难度的句子进行分析,

培养较强的语言分析，逻辑推理和运用能力。

〔二〕口头表达：能流利地就各种话题（topic），发表自己的看法，表达具有条理性和完整性。

〔三〕书面表达：能在一小时内写出350词左右的短文，其文体正确，内容完整，条理清楚；语法正确，语言通顺流畅。

〔四〕翻译能力: 通过对有一定难度的句子进行分析,能用通顺汉语准确、通顺地表达其意义及相关信息。

(五) 文化素养：通过各种渠道了解相关文化背景知识；在教师指导下，

认识和辨别课文中出现的各种修辞手法；了解各种文体的写作特点，

分析和欣赏文章的写作技巧与语言特点。

教学内容：

UNIT TWO

Text I The Fine Art of Putting Things Off (2学时)

Text II Gossip (2学时)

Exercises for Unit Two In Workbook (2学时)

UNIT THREE

Text I Walls and Barriers (2学时)

Text II Barrier Signals (2学时)

Exercises for Unit Three In Workbook (2学时)

UNIT SIX

Text I Dull Work (2学时)

Text II Doing Chores (2学时)

Exercises for Unit Six In Workbook (2学时)

UNIT SEVEN

Text I Beauty (2学时)

Text II Sexism in English: A Feminist View (2学时)

Exercises for Unit Seven In Workbook (2学时)

UNIT EIGHT

Text I Appetite (2学时)

Text II Wanting an Orange (2学时)

Exercises for Unit Eight In Workbook (2学时)

UNIT NINE

Text I A Red Light for Scofflaws (2学时)

Text II Trust (2学时)

Exercises for Unit Nine In Workbook (2学时)

UNIT TEN

Text I Straight-A Illiteracy (2学时)

Text II The Qualities of Good Writing (2学时)

Exercises for Unit Ten In Workbook (2学时)

UNIT ELEVEN

Text I On Consigning Manuscripts to floppy Discs and Archives to Oblivion (2学时)

Text II This Is Progress? (2学时)

Exercises for Unit Eleven In Workbook (2学时)

UNIT TWELVE

Text I Grand and Lee: A Study in Contrasts (2学时) Text II Grand and Lee (2学时)

Exercises for Unit Twelve In Workbook (2学时)

UNIT THIRTEEN

Text I Euphemism (2学时)

Text II Clutter (2学时)

Exercises for Unit Thirteen In Workbook (2学时) UNIT FOURTEEN

Text I That Astounding Creator --- Nature (2学时) Text II When the Young Have It Good (2学时) Exercises for Unit Fourteen In Workbook (2学时) UNIT FIFTEEN

Text I Teaching as Mountaineering (2学时)

Text II A Liberal Education (2学时)

Exercises for Unit Fifteen In Workbook (2学时)

新编英语教程book2-unit 4

Unit 4 Teaching objectives: 1. To learn the main language structures (relative clause); 2. To build language skills through dialogue and listening in & speaking out; 3. To explore the theme of the text; 4. To learn the key words and expressions; 5. To appreciate the writing features of the text; 6. To apply some reading skills to practice; 7. To think critically about the theme. Teaching focuses: 1. The relative clauses introduced by relative adverbs: when, where, why; 2. Key words and expressions; 3. Appreciation of the text. Teaching approaches: 1. Task-Based Language Teaching; 2. Student-Centered Class; 3. Learning by Using. Time allocation: Language Structures (2 periods) Dialogue (2 periods) Listening in & speaking out (1 period) Reading 1 (4 periods) Reading 2 (2 periods) Guided writing (1 period) Workbook (2 periods)

新编实用英语综合教程2unit课后练习答案

新编实用英语综合教程2 unit 1 课后习题答案 P4-1 ①What are you doing tonight② i was wondering ③i wish i could ④write a term paper ⑤ some other time then ⑥ That's right P4-2 1）are you doing anything special tommorrow evening ? 2) i would like invite you to come to my birthday party . would you like to join us ? :3) Good , will you come at 7:00 ? 4) Lemonade if you must bring sth . P4-3 1) what are you going to do this weekend ? 2) Thunderstorm is on this weekend . 3) the early or the late show 4) Maybe go to KFC (kentucky Fried Chicken ) or a Coffee Shop . 5) i 'd rather go to KFC 6) when and where shall we meet ? P5-1 ①tomorrow②ball game③skiing④for a long time⑤very warm⑥agree P6-2 ① No , she doen't ②going to the ball game and skiing ③She heard it on the radio ④ No, he doesn't ⑤ He will give claire a call P6-3

新编大学实用英语教程教案.doc

教案课程名称大学英语 1

教案书写规范与要求 一、以每次课为一个备课单元书写。 二、每一备课单元书写下列内容： 1.周次、课次、授课时间、章节名称； 2.简要说明：教学目的、重点、难点、教学方法和授课手段（包 括与课程相关的上机和实验、课件制作等）； 3.教学主要内容（教案主体）及教学方法手段； 4.作业内容。 注：其余授课电子版文件待本课程结束后，交教务处统一刻成光盘存档。

大学英语 1课程授课总体计划书 课程《新编大学实用英语英语教程》林立总主编教育科学出版社2011 年 7 月第一次出版 采用 教材 教本课程是学校每个专业的必修课，也是各个专业学生学习高等英语教育的必备。 本教材严格按照教育部颁布的《高等学校英语应用能力考试大纲》和《高职高 学专教育英语课程教学基本要求》进行编写。教学过程中，不仅要结合专业基础 目知识的增强，还需提高学生的实际应用能力。使学生得到听、说、读、写、译的提高。通过本教材的学习，学生们应该具备套用口语句型的基本口语交流； 的在工具书的辅助下翻译基本的英文句子和文段；基础日程英文写作的掌握等一系列基础英语应用能力，以适应未来社会发展和个人职业规划的需求。 教材共分为四册，对于内容的难度的梯度都进行了较为科学的设置。文章以一 般性阅读材料为主，在文章的长度和生词量的设计上梯次递进。在课文长度的 安排上，第一册分 8 个单元，每篇课文 300 字左右；第二册分 10 个单元，每篇 教课文 400 字左右；第三册分 10 个单元，每篇课文500 字左右；第四册分为 10 学个单元，每篇课文 600 字左右。难度也相应的由浅入深。在高中水平的基础上，（从第一册开始，逐步达到高度学校英语应用能力考试(Practical English Test for 包Colleges) B 级水平，从第二册第六单元开始逐步过渡到高等学校英语应用能力 括考试 A 级水平，第三册达到 A 级水平，第四册达到大学英语(非英语专业 )四级实水平。 践通过教学，提高学生基本的语言掌握和运用能力，尤其是实际运用的能力。随着教学的深入，学生需要达到的水平是： 环 （ 1）听：听懂基本的对话，和短的成段的文字。在整体理解听力材料的基础上， 节 提取特定信息完成练习和应对考试； ） （ 2）说：能应对基本的口语对话和交流，以应对最基本的日常生活或者工作的 基 要求。 本 （ 3）读：掌握基本的阅读技巧，在高中的基础上提高阅读水平。通过课文学习，要同时课后适当补充一定的课外阅读材料，可以完成日常基本的阅读训练，培养 求阅读兴趣，提高阅读能力。 （4）写：运用基本的词汇语法完成基本的英文写作，掌握基本的英文写作格式和 表达习惯，同时能够完成英文的基本情况的表格填写。能够表达清楚，语句 基本通顺，无重大语法错误，有恰当的格式。

新生代英语基础教程2unit1_电子教案

教案 课程名称新生代英语基础教程2 课时____________________ 班级____________________ 专业____________________ 教师____________________ 系部____________________ 教研室____________________ 教材《新生代英语基础教程2》

Family Show Time “Where are you from?”Reading Why is it called a honeymoon? Chat Time The rest is history. Writing Family tree Grammar The possessive ’s My Story Family main Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions suc h as “How many people are in your

Have the students listen and repeat the words. Use descriptive sentences to teach the family member words. For example, you can say “Your uncle is your mother or father’s brother.” “Your aunt is your mother or father’s sister.” “Your cousin is your uncle or aunt’s child,” and so on. A simple family drawn on the board can often help students to understand this. They may find it interesting to see your family tree, if you don’t mind sharing it with them. For the word frame, you can see that it is something we put around important pictures. You can then ask students if they have any framed photos in the class. You can also teach that we use the words married and single to descr ibe someone’s relationship status. Ask “Have you been to a wedding recently?” “Who got married?” For Tell the students they will hear a conversation between a radio host and a celebrity (Anna). Now listen to the conversation and have students complete the sentences.

新编英语教程第三版unit4分析解析

Unit 4 Language Structure Main Teaching Points: 1.Modal auxiliaries may/might used to express “possibility” eg. It may/might be fine tomorrow. 2.Modal auxiliaries should/ ought to expressing “obligation” eg. He should/ought to get up early and take some exercise every day. 3.Modal auxiliaries would rather expressing “preference” eg. I would rather do some reading. 4.Modal auxiliaries must and can’t used to express “strong probability” and “impossibility” respectively eg. He must be in the gym. // Hecan’t be there. Useful Expressions go-mountain climbing be in good health take notice of be weak in / be poor in suffer from sth. live transmission of sports events

Dialogue A Trip to China A. Listening to the recording B. Questions on specific details C. Broad questions: 1. Describe the changes in China’s rural areas, particularly in the coastal areas. 2. What are the ways in which Chinese farmers get up-to-date information? 3. Why college education important for modern farmers? 4. Do you believe in “You get what you put in”? D. Language Points 1. Fancy meeting you here.=It’s a surprise to meet you here. 2. world-renowned/ world-famous世界闻名的 eg. 1) Shanghai is a world-renowned cosmopolitan metropolis. 上海是国际知名的大都会。 2）Tonight a solo concert will be given by a world-renowned singer in Shanghai gymnasium. 今晚一位世界著名的歌手在上海体育馆 举办个人演唱会。 3. on and off/ off and on : not happening continuously or regularly断断 续续地 eg. 1) John has worked with Johnny on and of for 10 years. 断断续续共事了十年。

新编英语教程Unit Four

Unit 4 T ext I I.Writing Skills 1)The text is a piece of narrative writing and organized in the usual chronological order. But at the start of the text, the author used the flashback technique by beginning with the signing of the will and then turned back to t he classification of Shakespeare’s life into several periods based on a time order. The author also used the “cyclic return” in the writing by using the key word “signature” both in the first paragraph and the last paragraph. The two techniques helped the author to inform the reader about the life of Shakespeare most effectively. 2) The author used many adjectives ending with “–ing”, superlatives and some emphatic sentence patterns to achieve an “emotional” tone, trying to arouse the strong feelings in readers. II. Language Points 1.The way to express date e.g. in May; in 1999; in June, 1998; on August 3rd, 1998 2.number-year/month-old + n. e.g. He has a two-month-old baby. He offered his seat to a sixty-five-year-old woman. cf: They had a ten-minute talk. No decision was made after a two-hour meeting. 3.will, legacy, inheritance, estate will: a legal statement about how to deal with the property after death legacy: money or other belongings left to another person after death inheritance: receiving property, title from ancestors according to the will estate: Estate includes real estate and personal estate. real estate (动产): land and building personal estate（不动产）: money, property 4.the second/third/by far + the superlative degree of an adjective e.g. Hainan Island is the second largest island in China. Paraphrase: She is one of the most diligent girls in our class and considered to be No. 3. The Amazon is the longest river in the world. (use “by far”) This book is the most interesting one of all the books. (use “by far”) 5.adv + off = rich comfortably off, well off, well to do be better off = be in better circumstances be worse off = be in worse circumstances

新编英语教程4Unit

Unit One 1.Movie Clip Watch the movie clip and answer the following questions. 1.What is Ingrid’s first New Year’s resolution? Did she accomplish it? Her first New Year’s resolution is to quit her job. Yes, she did. 2.Why did Ingrid buy the man for the whole day? Because she wanted him to help make her other New Year’s resolutions come true by midnight. Discussion: Why do New Year’s resolutions rarely work? In your opinion, how can we succeed in achieving them? (This is an open question.) Script （From New Year’s Eve） - All right. Working on those resolutions, huh? - No. - Okay. I have a delivery here for Mr. Jonathan Cox. - Do you work here? - No. I work for a courier(快递员) service. I’ve been delivering packages to you for about, I don’t know, a year now. But I think this is maybe the first time you’ve ever looked me in the eye. How are you doing? - Sorry. That’s actually an old resolution. Make more eye contact. - So those were New Year’s resolutions, huh? Looks like a long list. You gotta get on it. - I don’t know, maybe next year. - Whoa. Jeez! Are you serious? That is a hot ticket. - Really? - It’s amazing. They have the best food, the best music. They have so many single girls. And it’s a masquerade（化妆舞会）, so you don’t even have to worry about their faces. You kind of just, you know, use your imagination. If anybody tries to kick you out, or even asks who you are, you just straight-up lie. What are they gonna do? It’s brilliant. It’s like Facebook, but real. - I remember who you are now. - Right, exactly. Anyways, I would give my left... Well, maybe next year. - Ms. Withers? Did you call in a delivery of something? - Ingrid.

新编大学实用英语教程第4册Unit 6 Vocabulary

Unit 6 1.generosity n. 1. 宽宏大量，宽大，大度；豪爽 2. 慷慨，大方，不吝啬 3. 宽宏大量(或慷慨)的行为 4. 丰饶，丰富，大量，充足 5. [古语]出身高贵 generous a. 慷慨大方 2.discriminate vi. 1. (根据种族、阶级、类别、性别、肤色等而非实际优点)区别对待，有差别地对待；表示偏爱，特别优待；表示偏见，歧视，虐待(常与against 或in favour of 连用): The president discriminates in favour of his relatives. 总裁优待他的亲戚。 The new policy discriminates against foreigners. 新政策歧视外国人。 2. 辨别，区别，识别，鉴别，注意到或看出(事物间的)差别(常与among，between或from连用)：

You must learn to discriminate between things. 你必须学会区别事物。 I can discriminate right from wrong. 我能辨别是非。 3. 有识别力，有鉴别力： He is able to discriminate good book from bad. 他具有区分优秀图书与低劣图书的能力。 4. 有差别，有区别 vt. 1. 构成差别；使有区别： This is a mark that discriminates the original from the copy. 这是一个使原作与复制品有区别的标志。 2. 辨别，区别： The musician can discriminate minute variations in tone. 乐师能辨别声调的各种细微变化。 She can't discriminate right from wrong. 她不能辨别是非。 3.crave vt. 1. 渴望，迫切希望： The thirsty man craved water.

新编英语教程unit3exe

Unit 3 1. Just as the soil is a part of the earth，_____ the atmosphere. A. as it is B. so is C. the same as D. and so is 2. _____ there is little we can do to modify the weather，we can at least know what kind of weather to expect. A. Since B. When C. While D. Unless 3. This organization brought Western artists together in the hope of making more of an impact on the art community ______ any of them could individually to promote Western art by women. A. rather than B. rather C. than D. other than 4. Nobody came to see me while I was out，______ ？ A. did they B. didn’t they C. did she D. didn’t she 5. He never hesitates to make _____ criticisms ______ are considered helpful to others. A. so，that B. so，as C. such，that D. such，as 6. We’d rather you ______ the account tomorrow. A. settled B. settle C. would settle D. will settle 7. This was the chief intellectual _______to posterity 子孙. A. legacy B. bequest C. patrimony D. gift 8. The girl is always in ______ of his father as he has a bad temper. A. surprise B. admiration C. awe D. consideration 9. The new tough laws are being interpreted as a ______ of the government’s determination to work out the problem. A. symbol B. sign C. signal D. signature 10. Help will come from the UN, but the aid will be _______ near what’s needed. A. everywhere B. somewhere C. nowhere D. anywhere 11. The tomato juice left brown ______on the front of my dress. A. track B. trace C. spot D. point 12. From the way they talked I ______them to be married. A. wondered B. doubted C. assured D. presumed 13. You _____ such a serious mistake if you had followed his advice. A. may not make B. might not make C. shouldn’t have made D. might not have made 14. Information has been put forward ____ more middle school graduates will be admitted into universities. A. while B. that C. when D. as 15. They have to study a lot, ______? A. don't they B. haven't they C. did they D. hadn't they 16. Of all the soldiers they had the _____ of being the fiercest, the most patriotic, the toughest. A. recognition B. reservation C. recreation D. reputation 17. His suggestion ____ the meeting be delayed was turned down.

大学英语基础教程

1 gregarious [ɡri'ɡε?ri?s] like the companionship with others; sociable adj.1. (动物)群居的；群集的；成群结队的 2. 爱群居的，合群的；爱好交际的，好社交的 3. 与群、队有关的；群的 4. 【植物学】聚生的，簇生的 Mike is a gregarious young man .迈克是个爱社交的年轻人 Today I, here, suppose to be gregarious我今天晚上想找个人说说话。 Man is a gregarious animal人是一种群居的动物 Gregariousness n. 群集度；合群性 2 resonate ['rez?neit] to make a deep, clear, echoing or continuing aound vi.1. 共振；共鸣： A child reared in a family of musicians may all his／her life resonate to song and dance. 在音乐世家里养大的孩子可能一生之中对歌舞都有共鸣。 2. 回响，反响：The valley resonated with their laughter.山谷里回荡着他们的笑声。 vt.1. 使产生共振(或共鸣等) 2. 使反响；使起回声 As we imagine a future for media, this simple basketball metaphor seems to resonate (奏效) Their political tunes of justice and solidarity may still sound hollow to some, but they now resonate more widely 他们那些有关正义和团结的政治腔调虽然依旧让一些人听来感觉空洞，但他们正获得更广泛的共鸣。 Consumers are more open to that kind of message than they would have been 18 months ago, and we're trying to resonate with them, " he said 他表示：“和18个月前相比，消费者更容易接受这种信息，我们正努力激起他们的共鸣。” 3.prodigal ['pr?diɡ?l]careless and wasteful with money adj.1. 非常浪费的，奢侈的，挥霍的 2. 十分慷慨的，不吝惜的；过分大方的 3. (物产等)丰富的，大量的，丰饶的 n. 1. 浪费者；浪子 2. (由于挥霍成性被法律判为)无能力治产(或举债)的人 4.squall1 [skw?:l] to cry noisily n.1【气象学】飑 2. 突发的骚动，动乱 vi.【气象学】起飑(或风暴) The sailboat nearly capsized in the squall帆船在风暴中几乎倾覆。 squall2 [skw?:l] vi.高声尖叫；号啕大哭： She squalled when she saw a mouse. 她看见一只老鼠时高声尖叫起来。 The hungry kid began to squall. 那个饥饿的小家伙开始号啕大哭起来。 vt.尖叫着说出：She squalled,” No touching!。她尖叫着说“别碰我!” n.高声尖叫，喊叫；号啕，大哭 5.retire to go to bed Vi,1退休；2退出，离开，退隐，隐居；She retired to her own room after supper.

新编大学实用英语教程第4册Unit 5

Unit 5 Vocabulary 1.client: 当事人，客户；委托人；客户端 短语：client representative客户代理人；客户代理 例句： She urged the jury to think about her client as they made their decision. 她催促陪审团在做决定时，考虑一下她的当事人。And he went on to say that his client is the "second victim" of the crime.接着，他说他的当事人是罪案的第二受害人。 衍生： clientele: 客户，诉讼委托人 2.endeavor（等于endeavour） n. 努力；尽力 vi. 努力；尽力 vt. 努力；尽力~ to do sth. 尽力做某事 辨析： attempt,try,endeavour,strive 这些动词均含有“试图，努力，力图”之意。 attempt较正式用词，侧重已经开始，且希望完成，但常隐含着不一定有预期的结果。 try普通用词，可与attempt换用，但强调努力或尝试，后跟to do

表示努力或争取；后跟doing表示尝试。 endeavour正式用词，指尽最大努力、认真地克服困难去做某事。strive和endeavour一样，表示付出巨大努力，但strive侧重劳累与紧张，而不强调努力的结果。 3.territorial n. territory n. 领土，领域；范围；地域；版图[复数territories] 4.lump 块状，瘤 bump 肿块 plump 丰满的 hump 驼背，驼峰 5.swallow vt. 吞下，咽下：The naughty boy swallowed a pen. You should chew your food well before you swallow it. 你应该先细嚼食物后，才吞下去。 淹没，吞灭：A serious flood swallowed the city. 忍受：The young mother swallowed all the hardship to raise her children. n. 燕子One swallow doesn’t make a summer. 孤燕不成夏。

英语入门教程

英语入门教程 第1课： 1、be（是）动词的用法：am接I；is接第三人称单数，即除you、I外；are接表示多个人或事物，即复数。（我是am，你是are，is连接它、她、他，单数is，复数are）。 2、not是表示否定的词：不是的表达，am not，is not（isn’t），are not（aren’t）。 3、“一个”和“几个”的问题：“一个”是a+名词；“多个”是名词后面加s。 4、以元音开头（如O、E等），前面的冠词用an。 第2课： 1、及物动词与不及物动词的区别：及物动词后面接宾语；而不及物动词后面不接宾语。如I like ice cream ，It hurts。 2、主语是he、she、it和单数名词时，动词要发生第三人称的变化，即加s。 3、否定的用法：在动词之前加do not或does not。I、Y ou和复数名词做主语时，否定就用do not；凡是单数名称和he、she、it做主语，否定就用does not。 第3课 1、my（我的）、your（你的）、his（他的）、her（她的）、their（他们的）、our（我们的）、its（它的）+名词，如my love，your love 。 2、名词所有格形式为：名词+’s，表示“……的”，如Sophie’s world，children’s Day，Japan’s tomorrow。 3、用名词+of+名词，一般用在无生命的名词上，表示“……的’’，如The sound of music （音乐之声）。 第4课 1、“have”和“there be”翻译成汉语都可以用一个“有”字来表示，但have是指主观的“所有、拥有”，而there be则是指客观的“存在，某处有某物”。 2、There be的单复数变化与be的变化规则相同，取决于后面所接的主语。主语为单数，就变成there is，主语是复数，就变成there are。 3、“have”在第三人称单数时变成“has”。 4、“there be”的否定形式在be后加not，对于have通常直接在它的宾语前加“no”，表示“没有”的意思。 第5课 1、一般疑问句概念：是可以用“yes”或“no”来回答的疑问句。 2、一般疑问句的结构模式：助动词+陈述句形式+？ 如：Do you have a car? No, I don’t 或Y es, I do Are you a chicken guy? No , I am not 或Y es , I am Is there any cake in the icebox? No , there isn’t 或Y es , there is 3、注意：Y our boss has a car. Does your boss have a car? 这句中的Has在助动词does提前时，需要改变成原形。 4、在一般疑问句中，表示“一些”的概念时，用Many而不用some。 第6课

大学英语整体设计(新编实用英语)

《新编实用英语综合教程》 第一册 课程整体教学设计 课程整体教学设计 一、课程基本信息 课程名称：新编实用英语第一册 课程代码：学分：3 学时：64 授课时间：第1学期授课对象：一年级学生 课程类型：《大学英语》课程是我院各专业公共必修课,其主要任务是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、写的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为相关专业的业务英语或相关专业的继续学习奠定良好的基础。 先修课程:高中英语后续课程: 二、课程目标设计 总体目标： 该课程以培养学生的英语综合应用能力为最终目标,通过把教学内容的实用性和学生所学专业的职业性相结合，培养学生英语的基本素质，使其具备相关专业的基础英语交流能力；通过教师作用的指导，引导学生参与教学实践，增强其自主学习能力和综合文化素养。

能力目标： 通过对本门课程的学习，加强学生的基本英语语言能力，培养用英语进行相关领域交流的基础能力，具体如下： 1.能用所学句型造句； 2. 能根据一定话题做出一段对话； 3.能准确流利地朗读所学例文及会话； 4.能用英语阐述自己的意见及观点； 5.能写简单日记及小短文； 6.能用英语进行演讲； 7.能自编自演一个生活场景； 8.听懂日常短对话； 知识目标： 通过本门课程的学习，要求学生在高中毕业1800词汇量的基础上进一步学习新词汇1100个左右，基本掌握常用英语句法结构，在听、说、读、写、译等方面进一步打好基础。具体要求如下： 1.掌握英语音标和单词的正确发音； 2. 掌握每单元生词表中的词汇及词汇的正确运用； 3. 掌握基础语法; 4. 熟练掌握课文内容及常用句型； 5. 掌握基础日常用语； 6. 掌握通知海报和招聘广告的写法 素质目标： 在以实际操作过程为主的教学过程中，培养学生以下相关素质： 通过本课程教学，使学生有合作、沟通、灵活等方面的良好素质。在职业教育，将学生自信、热情、团结、诚信等职业态度与英语的开放性、多元性相结合，培养出敢于“创新”的专业人才。

新编英语教程 5 Unit 4 教案

Unit Four TEXT 1 GOING MY WAY Martin L. Krovetz Objectives:to understand the organization and development of this essay by making text division and catching the central idea of each part. to identify the parallel sentence structures in the text and to know the functions of parallelism. to present opinions on a mobile style of life. Pre-class work 1. What?s the meaning of …to go one?s way?? (= to go or act the way one wants to or usually does) 2. Read the text and complete the outline in Organization and Development. 3. Do library work, getting to know the education systems in US and UK. In-reading discussion (80 mins.) 1. Text division (see the outline on p56) 2. Thesis statement: We live in an age of change and mobility. Part 1 (paras.1-4): Personal experiences to illustrate the thesis statement 1. The thesis statement is …We live in an age of change and mobility?. What are the author?s personal experiences used to illustrate his statement in this part? (comp.3-1) o r, What?s the change and mobility in his life? Para.2: Schooling 3 elementary schools - 2 years in each (6 years for elem. sch) 1 junior high school - 3 full yrs (3 yrs for Jr.h.sch) 1 high school in Rochester N.Y. - 1 yr another in Miami Beach - last 2 yrs 1 univ for B.A. - 4 yrs another univ for Ph.D. - 4 yrs How many schools and how many years? Totally: 8 schools for 20 years - 2.5 yrs in each sch. in average (no