致用英语综合教程综合英语2 教案综合英语2 教案 unit 10

Period One – Around the Topic

Period Length: 50 minutes

Goals

Period Length: 50 minutes

Goals

-Activate background knowledge about work

Purposes

-Get familiar with vocabulary related with work

-Obtain background knowledge about curiosity and being inquisitive

Step 1: Vocabulary (20 minutes)

-Ask students to work on the Vocabulary on Page 150

-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 activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work

-Discuss the issue of work with reference to the questions listed on Pages 150 & 151

-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

Period Length: 50 minutes

Goals

-Vocabulary and grammar

-Discourse knowledge

Purposes

-Learn new words and expressions

-Understand key grammar points

-Understand related discourse knowledge

Step 1: Pre-reading Tasks (15 minutes)

-Discuss briefly the short passage on Page 152 in groups

-Check briefly the preview results from students

Step 2: Reading activity (Part One: 25 minutes)

-Listen to the reading

-Ask students to present new words and sentences in groups

-Ask students to give feedbacks for the information presented

-Give more explanations to the new words and sentences

-Provide extra knowledge about new words

-Guide more on sentences and grammar

Step 3: Summarization (10 minutes)

-Summarize the words and sentences

-Summarize the text learnt

Key points

-Instructions and tasks carried in English, Chinese is used only when necessary

Homework

-Review the learnt sections

-Preview the following parts and exercises

Period Length: 50 minutes

Goals

-Vocabulary and grammar

-Discourse knowledge

Purposes

-Learn new words and expressions

-Understand key grammar points

-Understand related discourse knowledge

Step 1: Pre-reading Tasks (15 minutes)

-Discuss briefly the previously learnt part for understanding

-Check briefly the preview results from students

Step 2: Reading activity (Part Two: 25 minutes)

-Listen to the reading

-Ask students to present new words and sentences in groups

-Ask students to give feedbacks for the information presented

-Give more explanations to the new words and sentences

-Provide extra knowledge about new words

-Guide more on sentences and grammar

-Check the comprehension questions on Page 154

Step 3: Summarization (10 minutes)

-Summarize the words and sentences

-Summarize the text learnt

Key points

-Instructions and tasks carried in English, Chinese is used only when necessary

Homework

-Review the learnt sections

-Preview the following parts and exercises

Period Length: 50 minutes

Goals

-Enhance the vocabulary ability

Purposes

-Learn detailed usage of certain words

-Learn detailed usage of certain language structures

Step 1: Exercise A (15 minutes)

-Work Vocabulary and Structure exercise A on Page 155 in groups -Check and compare answers in groups and negotiate them

-Ask students to present their answers

-Provide feedbacks for answers

Step 2: Exercise B (15 minutes)

-Work exercise B on Page 155 in groups

-Check and compare answers in groups and negotiate them

-Ask students to present their answers

-Provide feedbacks for answers

Key points

-Instructions and activities be carried in English

Homework

-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercises

Period Five – Language in Use

Period Length: 50 minutes

Goals

-Grammar knowledge and vocabulary building

Purposes

-Present Simple and Present Continuous

-Phrasal Verbs

Step 1: Present Simple and Present Continuous (30 minutes)

-Test grammar knowledge on Page 157 for checking grammar abilities

-Work on exercises A, B & C on Pages 157 & 158 in groups

-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessary

Step 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)

-Work on exercises A & B on Pages 159 in groups

-Ask students to present their answers and explain phrasal verbs

-Give supplementary information on phrasal verbs if necessary

Key points

-Give instructions in English

-Explain grammar knowledge in Chinese

Homework

Period Six – Extension: Do jobs change people? Period Length: 50 minutes

Goals

-Extend reading abilities

Purposes

-Apply previously learnt vocabulary and cultural knowledge in reading

-Develop reading abilities

-Improve abilities on negotiation and discussion

Step 1: Reading (20 minutes)

-Ask students to read Do Jobs Change People? on Page 162 in groups

-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 163

Step 2: Discussion (30 minutes)

-Discuss the job related topics in class

-Ask each group to present their opinions for the questions in front

-Give feedbacks and remarks for presentations

Key points

-Inspect group discussions and give guidance to promote discussions

Homework

-Review previously learnt materials

-Prepare for the Project

Period Length: 50 minutes

Goals

-Teamwork abilities

Purposes

-Apply previously learnt words and cultural knowledge into actual use

-Develop teamwork abilities

Step 1: Search for a Job Vacancy (25 minutes)

-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.

-Read the above help-wanted ad. What qualities are needed for a good manager?

Step 2: Vocabulary (25 minutes)

-Ask students to work in pairs or groups to work on the vocabulary about jobs

-Write down the questions you should ask the job hunter or interviewer.

Key points

-All preparations and negotiations be carried in English

-Give guidance while students prepare the project

Homework

Period Length: 50 minutes

Goals

-See above

Purposes

-See above

Step 1: Act out a job Interview (25 minutes)

-Find a partner, either a job applicant or an interviewer and act out an interview.

Be polite and friendly. You should at least interview or being interviewed once. .

Step 2: The Best Person for the Job (25 minutes)

-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.

-Give remarks to the presentations

-Group members should also talk about what they have learnt from this project.

Key points

-Give instructions for discussion and presentation

Homework

-Revise writings according to the feedbacks and remarks received

-Turn the revised copies before next period

Period Nine – Culture Tips: What Drives US Employee

Satisfaction

Period Length: 50 minutes

Goals

-Understand part of western culture from another perspective

Purposes

-Help students to understand western culture

-Help students to learn more cultural expressions

Step 1: Warm-up (15 minutes)

-Read materials on What Drives US Employee Satisfaction on Page 164

-Help on any new words if necessary

Step 2: Open Discussion (35 minutes)

-Ask students to offer more stories related to the topic

-Encourage students to pay more attention to the situations that may occur in the job situations in the future.

Key points

-All activities be carried in English

Homework

Period Ten – Learning to Learn Period Length: 50 minutes

Goals

Purposes

Step 1

Step 2

Key points

Homework

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英语综合实践活动教案

学会辨认物品的所有者； 1、学会根据场景询问物品的所属，以及英语中对应的表达法； 2、学会如何写寻物启事和失物招领。 活动过程 活动1、找主人：这是谁的┅┅？ 课前准备：教师收集一些学生物品：书、笔记本、手表、铅笔、钢笔、尺子、铅笔盒、橡皮、书包等 活动步骤： 1、把课前收集的物品展示给学生，问他们这些东西是谁的。 2、询问几个学生某些物品是谁的，然后把学生的名字填在表格里。 3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还他们。 完成任务所需要的语言结构： 1．Is this your book ? Yes, it is . It’s my book . 2．Is that your ruler? No, it isn’t. It’s her ruler .

介绍家人 课前准备：学生课下准备两三张全家福照片。 活动步骤： 1、把4-6个学生分成一组。 2、小组活动，让学生互相介绍自己的父母。、 3、每一组出一个学生向全班介绍自己组员的父母。 完成任务所需的语言结构： 1、This is my mother .Her name is … That is my father. His name is … 2、This is Jack’s father . His name is … That’s Jack’s mother .Her name is… 3、Is his name …? Is her name…?

寻物启事 Teacher: Have you ever lost anything ? How could you find it ? 活动步骤： 1、先想想，你曾经丢过东西吗？丢过什么？ 2、你通常如何寻找自己丢失的东西呢？ 3、写一份寻物启事，来寻找你丢失的东西。 4、四人一组，把你的寻物启事读给你同组的人听。 完成任务所需要的语言结构： 1. My book is … 2. My name is … 3. Please call …

新世纪大学英语综合教程第二册教案(全套)

Unit 1 Ⅰ.Teaching objectives Students will be able to: understand the main idea, structure of the text and the author’s writing style master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children Ⅱ.Topics for discussion Whom do you go for help when you are in trouble, your father or your mother? Why? What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? Consider the deep reason of generation gap. Ⅲ.An integrated analysis of Text 1 Highlights As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intends to display that the permanent love between parents and children. Structural analysis of the text and language points The text can be divided into five parts. Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story. The following questions could be asked: 1)1)how did the author feel about her trip to Hawaii? 2)2)How could you describe the relationship between the author and her father/ Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war”(silence). It is a flashback into the author’s early years. The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart. The following questions could be asked: 1)1)Would you please find out what particular demands the father put on the author? 2)2)How did the father express his disapproval? Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is important, because it only shows the father is capable of parental love, but also suggests the author’s yearning to turn the clock back and be her father’s little daughter again. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson. The following questions could be asked: