新编大学英语第二册电子教案

《新编大学英语》第二册电子教案

《新编大学英语》是按“以学生为中心的主题教学模式”编写的教材。第二册共12个单元，每单元由4部分组成：（1）准备活动（Preparation）;（2）以听力为中心的语言活动(Listening-Centered Activities)；（3）以阅读为中心的语言活动(Reading-Centered Activities)；（4）巩固和提高(Further Development)。准备活动旨在激发学生对本单元有关内容的兴趣，开阔他们的思路，使他们进入积极的语言活动状态。以听力和阅读为中心的语言活动旨在让学生获取大量的可理解的语言输入，提高语言能力，在此基础上展开各项语言活动。课内阅读文章以活页形式由教师在阅读前发给学生，当场阅读。巩固和提高是在学生学完本单元课内（1篇）和课外（2至3篇）所有的文章之后进行的。此时，学生对同一个主题的有关内容、词汇和表达法已有了一定的接触和了解，通过这一部分的综合性语言活动进一步提高应用能力。每单元围绕一个主题展开读、听、说、写、译等活动，旨在培养学生的语言综合应用能力。通过多样的课堂活动，是学生在课堂教学的过程中积极思考、自觉参与、获取知识、了解风情、提高能力。8学时完成一个单元。

Unit One Food

I. Theoretical basis:

College English Syllabus(1999); College English Curriculum Requirements (2004) II. Teaching Aims:

In this unit students are required to :

1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;

2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;

3) grasp some new words and try to use these words which help them to enrich their vocabulary;

4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;

5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;

6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.

III. Teaching Methodology

Mainly applying task-based approach and communicative one to construct a student –centered classroom

The whole learning and teaching proceed is tended to follow the model of pre-task------task cycle------post-task

IV. Time Distribution

According to Ss’English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).

Period I&II listening and speaking

I、Teaching Content

1) T’s background knowledge introduction as recruitment and Ss’ discussion on

the unit topic of food, and enlarge their vocabulary on food. Compare the American diets with Chinese one.

2) Listening of 2 passages and 1 tongue twister

in the blanks (see page 6).

1) to take out, cardboard, plastic, plastic, tight-fitting

2) board, menu, order, microphone, twenty yards

3) knives, forks, everything, tray

Exercise 2: Listen to the second part of the passage and answer the following questions.

1) What is said about service in restaurants and coffee shops in America?

Efficient and friendly.

2) What impression do waiters and waitresses give customers when they introduce themselves?

Their friendliness is natural and isn’t entirely because they hope to get a high tip. 3) What is an appropriate amount for a trip?

15% of the check.

4) What is one of the most pleasant things about waiters and waitresses?

They refill a customer’s coffee cup several times for no extra charge.

Listening III

Exercise: Listen to the tongue twisters and fill in the blanks with the words you hear. Listen again to check your answers. Then practice saying these tongue twisters as quickly as possible.

1) The big baker bakes black bread.

2) “The bun is better buttered,”

3) cheap chip shop sells cheap chips

4) fried fresh fish, fish fried fresh, fresh fried fish, fresh fish fried, fish fresh fried

5) proper cup of coffee, proper coffeepot, a cup of coffee, proper coffeepot, coffeepots, Iron coffeepots, Proper cup of coffee, proper copper coffeepot, cup of tea

Part Three: Assignment

to prepare the new words on the textbook.

Period 3&4 Reading

I、Teaching Content

The title of the text is Food and Culture (intensive reading). Language points explanation, exercise.

II、Teaching Objects

1) Understand and master new words: anthropologist, apparently, appropriate, bark, calorie, disgusting, fertilize, forbid, protection, protein, sacred, sufficiently, nomad, bark, nutritious

Phrases：be sick of, in addition, pick up, regard…as, related to, as a result, etc.

2) Improve Ss micro-reading skills and the ability of thinking, inference and judge in English.

III、Teaching Design

A. Greeting

B. Check the assignment: new words dictation

C. Pre-Reading

Discuss the following questions in pairs.

a) What do you eat and what don’t you eat?

b) Why do you eat certain foods and why don’t you eat certain foods?

c) Is there anything you find strange about people’s eating habits? What is it and

why?

D. Passage Reading

a) Read the passage “Food and Culture” on their own. Ss should finish it within 13 minutes.

b) Design some exercise to see that students have understood the passage.

☆Finding Food Taboos: Fill in the table about food taboos in certain cultures with the information you get from the passage.

☆Understanding the Details: Fill in the blanks to complete these sentences or paragraphs with the information you get from the passage.

c) Discussion: Work in groups and answer the following questions.

1) What do you think food likes and dislikes are related to?

2) What are your foods likes and dislikes? What do you think your

food likes and dislikes are related to?

E. Focal Points and Difficulties

1)anthropologist----anthropology----anthropological

suffix: -logy means “…….学”

e.g. biology---biologist---biological

sociology----sociologist----sociological

geology----geologist----geological

2)appropriate to/ for sth.

Sports clothes are not appropriate for a formal wedding.

His formal style of speaking was appropriate to the occasion.

3)forbid (forbad, forbidden) to do sth.

stop/prevent/prohibit/hinder + object + from doing sth.

4）raise

a)lift or move sth. To higher level

raise one’s hand; raise one’s eyes

b)cause (sth.) to appear

The measure raised a lot of problems.

c)bring up a child; bread farmer animals; grow or produce crops.

raise pigs; raise crops; raise a child

5) be sick, vomit, nauseate

“be sick” can mean “feel ill as if one is going to vomit”.

e.g. She was sick after she ate too much chocolte.

Lucy felt sick (= felt likely to vomit) the morning after the party.

Other uses include: airsick, carsick, seasick

“nauseate” comes from the word “nausea” which means “a feeling of illness in

the stomach, often making one feel as if one is going to vomit”. It’s a formal word and often used in passive form.

e.g. He is nauseated by the smell of meat cooking.

“vomit” means to “bring food or drink up from one’s mouth, because one is sick”.

6) As a result, people from one culture often think the foods that people

The word “make”in this sentence (L. 8) means “be good enough to be or become…”(宜成为).

e.g. I) That will make a good ending of the book.

II) It’s a story that would make a great film.

7) The term “scared cow (l.23) is also used derogatorily to refer to an idea,

practice, etc. that is so much accepted that not even the slightest doubts about it are allowed.

e.g. The need for secrecy has become a kind of sacred cow.

They did not dare to challenge the sacred cow of parliamentary democracy.

8) …but one hundred grams of termites contain more than twice as many calories

and almost twice as much as protein as one hundred grams of cooked hamburger.(L9~11)

In this sentence “twice as many…” and “twice as much…”的意思是“是…的两倍”。用many或much的依据是后面所跟的名词是可数还是不可数的。

e.g. I have twice as many books as you.

She spends half as much money on clothing as I do.

后半句的意思是：然而，如果拿100克的白蚁和100克制作好的汉堡包相比，前者所含的热量是后者的两倍多，其所含的蛋白质也几乎是后者的两倍。

9) “move around”相当于“move from place to place”。Around在此处是副词，

表示here and there, in many directions。

10）One explanation for the pig-eating taboo is that pork that is not cooked sufficiently may spread a disease called trichinosis. 吃猪肉是一大禁忌的一种解释是，没煮好的猪肉会传播旋毛虫病。

☆此句中“that pork that is not cooked sufficiently may spread a disease called trichinosis”是表语从句。

☆表语从句中“that is not cooked sufficiently”是定语从句，修饰的先行词是pork。

☆是过去分词短语做“called trichinosis”的后置定语。

F. Exercise1.2.3 (see page 11): to review and consolidate the new word sand the

usage.

G.. Homework: preview and memorize new words in after-class reading; do quiz.

Period 5&6 After-class Reading and Exercise

I. Teaching Content

Two pieces of After-class Reading: The Menu, The nutrients in Food. (extensive reading approach). Check the answers to quiz

II. Teaching Objects

To encourage Ss’ get useful information from the reading material as soon as possible, t o encourage reading fluency, so students should not be stopping frequently because they do not understand a passage.

III. Teaching Design

A. Passage I

1)Ss are given five minutes to read the passage “The Menu”, get the useful

information from the passage, and pick out the development history of the menu.

2) Read again (seven minutes) and answer the following questions:

a)What are the functions of the menu? (name at least five)

b)Figure out the periods when restaurant were doing well:

c)Figure out the periods when restaurant were doing badly:

B. Passage II

T gives ten minutes to read this passage, then instructs Ss to summarize the passage.

C. Quiz (pre- task) Check the answers with Ss, Give the explanation to the

difficulties.

D. Relaxed Time (pre-task) Ask 3—5 students to share their exciting/good

news in their daily life or tell an interesting story/joke.

Period 7&8 Further Development &Writing

I. Teaching Content

Warming-up, one integrated activity: preparing food, and writing.

II. Teaching Objects

After 6 periods exposure to language input, reading material, and language skills training on the topic “food”, Ss have been familiar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods, T are expected to organize some integrated activities to get Ss have an increase in the ability of language use.

III. Teaching Design

A.Warming-up

Jokes and Riddles about Food

1)What room can people not live in?

2)What do you call a chicken running down the road?

3)What kind of vegetable gets into a lot of fights?

4)What science do you learn when you shake a an of pop?

Food Proverbs: Match the two halves of each proverb correctly and explain the proverbs (see page 26).

B.Preparing Food

Suppose you arrive late at a friend’s holiday house. All the shops are shut and you would like to make a nice meal for yourself and the person you are with. You are both hungry. You look in the cupboard and in the fridge and besides the basics such as salt, pepper, spices, oil and sugar, you find: a few onions and tomatoes, one chicken leg, a tin of tuna, a jar of strawberry jam, a tin of pineapple, a packet of rice, a tin of yogurt, four potatoes, a tin of dried milk, a tin of baked beans, six eggs, five apples. Work in pairs to plan a meal for two which as many of he ingredients as possible. When you are ready, tell the class what you intend to make and be prepared to explain how to make any of the dishes if necessary. When you have heard everyone’s menu, decide as a class which is the best.

C.Writing

a) Ask some questions about eating habits

1)How much time do you spend eating in a normal week?

2)What’s your favorite food?

3)What do you usually eat for breakfast, lunch and supper?

4)How often do you eat in restaurants instead of students’ cafeterias?

b) Compare your answers within your group and find out the

similarities and difference between the members of your group.

Think of two questions:

1)Are there any big differences between your group members?

What are they?

2)Have found any of the results surprising? Why?

c) Write an article about your classmates’eating habits using the

results of your discussion. The composition should include both

the similarities and the differences. Write no less than 120 words.

d)Ss write the composition in class. After that, T pick up one student’s

article to analyze and give a comment on it.

Conclusion

The new words and reading material of this unit are moderate. The topic is familiar to Ss, so Ss are motivated to learn English in a high spirit, Ss can digest the key points and difficulties easily. Five language skills are covered. Teaching aims are achieved. T helps Ss with the abilities of self-study, effective communication, information analysis, and thinking in English. Ss are going to process English material and attempt to express their own opinions; taste the joy and success of English communication; and cultivate Ss’team-working spirits.

Unit Two Personality

I. Theoretical basis:

College English Syllabus (1999); College English Curriculum Requirements (2004) II. Teaching Aims:

In this unit students are required to:

1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;

2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;

3) grasp some new words and try to use these words which help them to enrich their vocabulary;

4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;

5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;

6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.

III. Teaching Methodology

Mainly applying task-based approach and communicative one to construct a student –centered classroom

The whole learning and teaching proceed is tended to follow the model of pre-task------task cycle------post-task

IV. Time Distribution

According to Ss’English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).

Period I&II listening and speaking

I、Teaching Content

1) T’s background knowledge introduction as recruitment and Ss’ discussion on

the topic of personality, and enlarge their vocabulary on this unit. Describe a person’s personality.

2) Listening of 2 passages

II、Teaching design

Part One: Preparation

1．Word that can be used to describe a person’s personality

?kind, generous, patient, warm-hearted, humorous, intelligent, independent, sensitive, frank, thoughtful,

?gentle, careful, clever, modest. easy—going, friendly

?moody, lazy, sinister, selfish

2．What personality traits do you think are associated with the Chinese culture? ?hardworking, honest, well-organized, careful, intelligent ?determined, realistic. Sensitive, friendly, generous, polite, patient,

3．Job and personality

1）salesman or saleswoman

●shrewd ,hardworking, boastful, tricky

2）teacher

●humorous, bossy, patient, tolerant, talkative.

3）doctor

●patient, calm, independent, careful, sympathetic.

4）policeman

●brave, alert, independent.

5）accountant

●careful, honest, cautious

6）lawyer

●persuasive, expressive, eloquent, serious.

7）tour guide

●enthusiastic, talkative, expressive, energetic

8）host or hostess of a show

●emotional, expressive, optimistic, easy-going

9）reporter

●curious, extrovert, open-minded, adventurous.

10）secretary

●easy-going ,tolerant, sensitive, frank, thorough

11）spokesman

●intelligent, talkative, diplomatic

Part Two:Listening-Centered Activities (See page 33, book II)

Listening I

1) Explain new words (sensitive, go through, independent, appreciate,

owe, caring, understanding, aware)

2) Listen to the passage and note down the four characteristics of the

speaker.

3) Listen again and complete with details of he four characteristics.

Listening II

1)Explain new words

2)Listen to the dialogue and decide whether the following statements

are true or false. (see page 34)

3)Play the tape again, help students repeat this passage sentence by

sentence and explain some difficult points, sentences.

4)Listen to the dialogue again and complete the table.

5)Discuss the following questions in groups.

a)To what extent do you think culture affects personality?

b)What personality traits do you think are associated with the

Chinese culture?

Part Three: Assignment

to prepare the new words on the textbook.

Period 3&4 Reading

I、Teaching Content

The title of the text is “The Misery of Shyness” (intensive reading). Language points explanation, exercise.

II、Teaching Objects

1)Understand and master new words: eliminate, acquaintance, inferior, etc.;

prefix: over-, self-

2)Phrases：dwell on, concentrate on, speak up, profit from, come along, have sth

at heart, set aside, live up to, etc.

3) Improve Ss micro-reading skills and the ability of thinking, inference and

judge in English.

III、Teaching Design

A. Greeting

B. Check the assignment: new words dictation

C. Pre-Reading Activities

1.Discuss the following questions in groups

1)When you arrived at the university, did you find it hard to talk with your new

classmate? If so, explain why.

2)Do you feel uncomfortable when other people say nice things to you? For

example, how would you feel if a classmate said “That’s a really nice jacket you’re wearing’? Explain your feelings.

2. Words and phrases in the in-class reading passage

1) acquaintance

?Knowledge of a person acquired by a relationship less intimate than

friendship.

? A person whom one knows.

?Knowledge or information about something or someone

Phrases

? a passing acquaintance with对...的浮浅的了解

?drop /cut sb's acquaintance (=cut an acquaintance with sb)和某人绝交

?have a nodding /bowing acquaintance with sb与某人有点头之交; (对某学科)略知一二

?have no acquaintance with不熟悉, 不了解

?make the acquaintance of sb. (=make sb.'s acquaintance)结识某人

?pick acquaintance with偶然结识/认识

?upon (further) acquaintance经过一段(较长)时期的熟悉/了解

2) eliminate, elimination , eliminative

3) inferior & superior

?be inferior to在....之下; 次于; 不如

?be sb.'s inferior in在....方面不及某人

?inferior by comparison相形见绌

4）Self---

?self-help self-importance

?self-indulgence self-interest

?self-made self-respect

?self-style self-pity

5）Over-

?too much

overpopulation, overwork, overweight ,overdo

?additional

overcome overtime

?across, above

overhead

?outer, covering

overcoat

D. In-Class Reading Activities

1.Give the students about 20 minutes to finish the passage.

2.Ask several students to point out the main idea of the passage, and if they don’t

agree with the opinion, then have a discussion about their own opinion and find out the difference between their own opinion and the idea in the passage.

https://www.sodocs.net/doc/759035184.html,nguage Points

1) to dwell on: to write, speak or think a lot about

●You dwell on a subject if you keep thinking or talking about it

●Do not dwell so much on your past.

●Do not dwell too much on your painful memories.

●Do not let your mind dwell on these troubles.

●He expressed from resolve, but dwell on difficulties

to dwell: live

●You dwell somewhere if you live there.

●He dwells in the country during most of the year

2)to concentrate on : to keep or direct (all one’s thoughts, efforts, attention

etc) 集中精力/思想，聚精会神

●Don’t talk, just concentrate on your driving.

●She is concentrate on getting a grade for her French

3)to speak up : speak boldly, freely and plainly; speak out

●If you thought that was not fair, why did not you speak up?

●If you do not approve of what your friend is doing, why don’t you speak up?

to speak up: to speak more loudly 说大声点

●The judge asked the witness to speak up.

●Please speak up; we can’t hear you.

4)profit by; learn or gain advantage from 从…得到好处

●He profited from his mistakes.

●Are you going to profit from your own experiences?

●I hope you’ll be able to profit by mistakes and avoid them yourself.

5) to come along : to happen; arrive by chance突然出现

●I will wait till something comes along.

●Take every chance that comes along.

●He went to London whenever the chance came along.

●When the right opportunity comes along, he’ll take it.

to come along: to advance; improve 进展，进行

●How is your work coming along?

to come along: improve in health 有时指身体情况

?She was coming along well after the operation.

to come along: follow 跟着去

?You say ‘come along’ when you want someone to hurry up, or do sth you want someone to do.

?Come along, eat up your vegetables.

?You go now, I’ll come along later.

?Come along, I’ll show you your room myself.

6)to have sth. at heart: to have sth. in one’s care 关心；想到

?He has the welfare of the poor at heart

sth. breaks one’s heart

?Something that breaks your heart makes you sad.

t o lose one’s heart to

?You lose your heart to someone or something when you fall in love with them with all one’s heart

?You do something with all your heart when you do it with warm and sincerity.

7)to set aside: to save for a special purpose 留出；储蓄，拨出

?Every week he tried to set aside a few dollars of his salary.

?He always sets some time aside every day to tell stories to his child.

?Set aside a little time/money each week

to set aside: pay no attention to 不理会:不接受

?I warned them not to do it, but my objections were set aside.

?The judge set aside the decision of the lower court.

to set aside: to declare to be of no effect 取消:宣布无效

?He tried to set contract aside because conditions had changed.

8)to live up to :to keep to the high standards of …按…行事;达到(某标准\高度等);

使行为和…相等

?Someone or something lives up to your expectations if they are as good as

you expected them to be

?She couldn’t live up to her parents’ expectations

?We’ll continue to live up to our promises.

to live up to ones position/one’s beliefs/one’s professions/one’s income.

E. Exercise1.2.3 (see page 11): to review and consolidate the new words and the

usage.

F. Homework: preview and memorize new words in after-class reading; do quiz.

Period 5&6 After-class Reading and Exercise

I. Teaching Content

Two pieces of After-class Reading: Two ways of Looking at Life, You are What You Think (extensive reading approach). Check the answers to quiz.

II. Teaching Objects

To encourage Ss’ get useful information from the reading material as soon as possible, t o encourage reading fluency, so students should not be stop frequently because they do not understand a passage. Enhance learners' general language competence, provide 'comprehensible input', increases the students' exposure to the language, and increase knowledge of vocabulary.

III. Teaching Design

A. Passage I

Ss are given ten minutes to read the passage “Two ways of Looking at

Life”, get the useful information from the passage, and answer the

questions:

a)What does “that connection” (Introduction) refer to?

b)According to the husband, who was to blame if his daughter

was deaf?

c)Why did they father think the newborn daughter was deaf?

d)What does the story about the newborn daughter reflect?

e)What are the consequences of optimism according to the

passage?

f)What is the conclusion the author makes from his twenty-five

years of study.

B. Passage II

T gives ten minutes to read this passage, then instructs Ss to summarize the

passage.

C. Quiz (pre- task) Check the answers with Ss, Give the explanation to the

difficulties.

D. Relaxed Time (pre-task) Ask 3—5 students to share their exciting/good

news in their daily life or tell an interesting story/joke.

Period 7&8 Further Development &Writing

I. Teaching Content

Warming-up, discussion (group work), and writing.

II. Teaching Objects

After 6 periods exposure to language input, reading material, and language skills training on the topic “personality”, Ss have been familiar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods, T are expected to organize some integrated activities to get Ss have an increase in the ability of language use.

III. Teaching Design

A. Warming-up

Write a short ad for the personal column in a newspaper describing

your personality, appearance and hobbies. The aim of this ad is to start

a romantic relationship. The ads will be collected and redistributed.

Write another ad describing the ideal partner for the person in the ad

you received..

B. Can We Improve Our Personality? (groups work)

Three different people come to you for help. Each one has an undesirable personality trait that he/she wants to get rid of: selfishness, impatience and dishonesty. Give them each specific and practical advice about how to change their behavior.

C. Comparing Optimists with Pessimists (groups work)

The two after-class reading passages tell a lot about optimists and pessimists. Try to fill in the blanks in the table on page 54, and make a summary of the characteristics of the two types of people.

D. Writing

Write a composition to describe one of your teachers. Pay attention to describe his/her main characteristics.

Ss write the composition in class. After that, T pick up one student’s

article to analyze and give a comment on it.

Samples

My History Teacher

Perhaps the most stimulating teacher I have eve met was the teacher of history who taught me at the middle school in my home town.

Although I last met him five years ago, I have not forgotten his special qualities. First of all, I was impressed by his devotion to teaching; His lectures were always well preparedly and clearly delivered, so many students from other class came to attend his lectures as auditors. Secondly,

I admired the fact that he would have a heart-to-heart talk with students

after class and help them to solve various personal problems. Playing in the students’ club from time to time, he would easily make friends with

students. Finally, I was attracted by his living wit. He believed that no class hour is a success unless the students and the teacher share several chuckles and at least one loud laugh. Through his sense of humor, he made learning more enjoyable and more lasting.

Conclusion

The new words and reading material of this unit are a little bit difficult.

The topic is unfamiliar to Ss, so Ss’vocabulary on the topic is too limited to express their view freely. Ss can digest the key points and difficulties. Five language skills are covered, and Teaching aims are achieved. T helps Ss with the abilities of self-study, effective communication, information analysis, and thinking in English. Ss are going to process English material and attempt to express their own opinions; taste the joy and success of English communication; and cultivate Ss’ team-working spirits.

Unit Three Career Planning

I. Theoretical basis:

College English Syllabus (1999); College English Curriculum Requirements (2004) II. Teaching Aims:

In this unit students are required to:

1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;

2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;

3) grasp some new words and try to use these words which help them to enrich their vocabulary;

4) read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;

5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;

6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.

III. Teaching Methodology

Mainly applying task-based approach and communicative one to construct a student –centered classroom

The whole learning and teaching proceed is tended to follow the model of pre-task------task cycle------post-task

IV. Time Distribution

According to Ss’English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).

Period I&II listening and speaking

I、Teaching Content

1) T’s background knowledge introduction as recruitment and Ss’ discussion on

the topic of career planning, and enlarge their vocabulary on this unit.

2) Listening of 1 passages

II、Teaching design

Part One: Preparation

1.What Are They?

Describe pictures: There are fourteen pictures.Work in pairs and try to figure out the occupations of the people in the pictures on page 56.

●director

●surgeon

●air hostess

●pilot

●cook/chef

●conductor

●lawyer

●receptionist

●policeman

●butcher

●Doctor/physician

●auto-repairman

●scientist/research worker

●nurse

2.What kind of job would you like to do?

What factors will influence you in choosing a job?

----personal interests

----salary

----opportunity for promotion, travel, etc.

----working hours

----contribution to the society

----the opinions of other people

Part Two: Listening-centered Activities

1.Explain the new words (image, irritation, survey, investigator, prejudice,

technique, accountant, estate agent, majority, subordinate, rosy, rating, sensible, gloomy)

2.Listen to Section One twice and take notes.

3.Listen to Section Two twice. Look for the mistakes in the printed interview

and correct then according to what you hear from the tape.

4.Listen to Section Three twice and fill in the missing information.

5.Discuss the following questions in groups

a)What is your impression of these professions?

b)Do you have prejudices against them? If so, what are your prejudices?

c)What factors will influence you in choosing a job?

Part Three: Assignment

to prepare the new words on the textbook.

Period 3&4 Reading

I、Teaching Content

The title of the text is “Career Planning”(intensive reading). Language points explanation, exercise.

II、Teaching Objects

3)Understand and master new words and phrases: course of action, hyper-, in

reality, not much, at stake, confront, face, resort to, seize on, work out, in case, every so often, take steps to do sth, talk over, etc.

3) Improve Ss micro-reading skills and the ability of thinking, inference and

judge in English.

III、Teaching Design

A. Greeting

B. Check the assignment: new words dictation

C. Pre-Reading Activities

Work in pairs and discuss the following questions.

1. Are you planning your future career? If so, what is the career you are aiming for?

2. how are you preparing for your future career？

Enriching Your Word Power

1. invent -inventor

logical -illogical

moral -immoral

pursue -sued, -suing

e.g. Bad luck pursued us. 厄运纠缠着我们。

2. vigilant -vigilance

weight: importance or influence 分量；重要性；（说话的）力量

e.g: How much weight will be attached to his decision?

The weight of evidence is in his favor.

This is an idea which bears weight with us.

3. course of action 行动的步骤；行动的途径，行事的办法

e g : Your best course o

f action is to forget about me whole unfortunate matter.

This course of action seems inadvisable to me .

4. hyper- above, too much 超过/超越的，过度的，非常的

hypersensitive ( too sensitive)过度敏感的

hyperactive ( too active )过度活跃的

hyperacidity 胃酸过多的

hypercorrect 吹毛求疵的

hypercritic 严酷的批评家

D. In-Class Reading

@ Give the students about 20 minutes to finish the passage.

@Ask several students to point out the main idea of the passage, and if they don’t agree with the opinion, then have a discussion about their own opinion and find out the difference between their own opinion and the idea in the passage.

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