新编实用英语综合教程1(第四版)Unit 1 Hello,Hi教案（优秀范文5篇）

第一篇：新编实用英语综合教程1(第四版)Unit 1 Hello,Hi教案

Unit 1 Hello, Hi Unit Goals

1.Greet people and give responses: first meeting and meeting again 2.Exchange personal information: name/address/telephone number/job/study 3.Introduce people to each other 4.Meet people at the airport 5.Say goodbye to others 6.Say hello in different languages 7.Write a business card What should you know about 1.Etiquette of meeting and introducing people 2.Etiquette of exchanging business cards 3.Basic sentence structures Section I Talking Face to Face 1.Imitating Mini-Talks 2.Acting out the Tasks 3.Studying Email Information on the Internet 4.Following Sample Dialogues 5.Putting Language to Use Section II Being All Ears 1.Learning Sentences for Workplace Communication 2.Handling a Dialogue 3.Understanding a Short Speech / Talk Section III Trying your Hand

1.Practicing Applied Writing 2.Writing Sentences and Reviewing Grammar Section IV Maintaining a Sharp Eye Passage 1 :

Information Related to the Reading Passage English Expressions Borrowed from French Over the long years, the English language has borrowed a great number of French words or expressions.Some of them have been so absorbed in English that speakers might not realize their origin.Other expressions like “faux pas” have retained their “Frenchness”, with which speakers tend to sound modern.These expressions are often written in italics.The following are a few French expressions which are commonly used in English.1.Faux Pas: It refers to a socially awkward or tactless act, a foolish mistake, something that should not be done.失礼

2.au pair: A foreign female student who works for a family(cleaning and/or teaching the children)in exchange for room and board.帮助料理家务换取住宿的外国女学生

3.Bon appétit: The closest English equivalent is “Enjoy your meal”.用餐愉快 4.esprit de corps: It is similar to “group spirit” or “morale”.团队精神

5.rendez-vous: In English it means “go to”.It can be used as a noun or a verb.约会 6.RSVP: This abbreviation stands for Répondez, s'il vous plaît, which means “Respond, please”.敬请回复 7.bon voyage: a way of saying goodbye and wishing good luck 一路平安

The Business Card: a Social Faux Pas You, like most people, probably have been in such a situation where you are being asked for a business card, and while reaching for it...and...oops...“I'm sorry, I must be out at the moment” or “they must be in my other bag” or “I left them at the office, I'm sorry,” and the conversation continues on with some sort of story about how this “never happens to me” or “I knew I was forgetting something this morning...”

Missed connections are missed opportunities for business.Business cards are a useful marketing tool, and an easy one to have with you at all times.Not having your cards can be seen as being unprepared to market yourself and your business.Don't start that new contact leaving them thinking “that person is already unprepared”.“Never leave home without it...” There are so many things we often have to remember in this go-go world we are living in … but your business cards should ALWAYS be with you.Here are a few tips for you to go take care of this right now, so you don't get caught in this situation:

✧ If you don't have a job, get Networking Cards.✧ If you are employed, and haven't had new cards in 2 or more years,it could

be time for an update: info update and photo update...✧ Perhaps set a goal of handing out 5 cards a day.✧ Practice what you will say when handing them out.On a daily basis, there are so many opportunities to do so.Grocery store lines, coffee shops, waiting on your car wash, meetings, and even the dog park!

✧ Ask your network to network with and for you also by handing out a few!

Work smarter, not necessarily harder!Language Points 1 Explanation of Difficult Sentences 1.(Para.2)Missed connections are missed opportunities for business.Analysis: Missed is a verb's past participle used here as an adjective.The repeated use of the same word could bring out a stronger effect.Translation: 错失了联系就错失了商机。

Example: Can a broken heart be broken twice? 2.(Para.2)Not having your cards can be seen as being unprepared to market yourself and your business.Analysis: Not having your cards is a gerund phrase used as the subject of the sentence.Not is put in front of the gerund to make its negative form.Being unprepared is also a gerund used as the subject complement.Translation: 不带名片可被视为没有做好推介自己和推销业务的准备。Example: Not trying at all is much worse than trying without success.3.(Para.2)Don't start that new contact leaving them thinking “that person is already unprepared”.Analysis: Leaving them thinking is a participial phrase, indicating a concomitant(伴随的)adverbial of result.Translation: 千万别在开始新的交往时就让人觉得“这家伙就没打算同我交往”。Example: Let's steer our ship with hope, leaving fear behind.4.(Para.2 from bottom)Ask your network to network with and for you also by handing out a few!Analysis: The word network is repeated to make an emphasis.Notice that the first network is a noun while the second a verb.The sentence can be re-written as “Ask your network to network with you and network for you also by handing out a few of your name cards.”

Translation: 请求你所结交的人同你一起联络并为你发出几张名片！Example: To saw a saw with another saw.To can a can into another can.2 Important Words 1.market

v.engage in the commercial promotion, sale, or distribution of

(在市场上)推销 e.g.The company is marketing its new line of beauty products.The firm markets various kinds of household appliances.2.unprepared

a.lacking intellectual equipment

无准备的;不愿意的 e.g.He is still unprepared to stand on his own feet.Students from the south are often unprepared for the cold climate.3.go-go

a.energetic and active

精力充沛的;活跃的 e.g.He attracted a group of go-go young to run his election.You can never stop once you step into this go-go society 4.tip

n.a useful piece of advice 提示, 小贴士 e.g.The book shows how to prepare a CV and gives tips on applying for jobs.Here are some useful tips for central heating.5.employ

v.engage or hire for work 雇用，聘用 e.g.The joint venture(合资企业)employs nearly a thousand workers.I prefer to get employed in a state-owned company.6.update

v.bring up to date;supply with recent information

更新, 获取最新信息 e.g.Our new neighbor is updated the kitchen in the old house.The in-service training center is for people to update their special knowledge.Information Related to the Reading Passage Major Language Families

Here are two lists of the top ten language families with wide recognition in terms of numbers of native speakers(with their core geographic areas)and in terms of numbers of languages.In Terms of Numbers of Native Speakers 1.Indo-European languages(Europe, Southwest to South Asia, America, Oceania)2.Sino-Tibetan languages(East Asia)3.Niger-Congo languages(Sub-Saharan Africa)4.Afro-Asiatic languages(North Africa to Horn of Africa, Southwest Asia)5.Austronesian languages(Oceania, Madagascar, Southeast Asia)6.Dravidian languages(South Asia)7.Altaic languages(Central Asia)8.Austro-Asiatic languages(Southeast Asia)9.Tai-Kadai languages(Southeast Asia)10.Japonic languages(Japan)In Terms of Numbers of Languages: 1.Niger-Congo(1 514 languages)2.Austronesian(1 268 languages)3.Trans-New Guinea(564 languages)4.Indo-European(449 languages)5.Sino-Tibetan(403 languages)6.Afro-Asiatic(375 languages)7.Nilo-Saharan(204 languages)8.Pama-Nyungan(178 languages)9.Oto-Manguean(174 languages)10.Austro-Asiatic(169 languages)How to Greet People in Different Languages Have you ever stopped to think about how many people are saying “Hello” to each other today, and in how many different languages? If you want to say “Hello” to everyone on the planet, you would have to learn at least 2796 languages and greet at least 6 500 000 000 people.Here are some of the ways of saying “Hello” around the world.Hola in Spanish, Ciao in Italian, Nihao in Chinese or Bonjour / Salut in French, and many more!Sounds hard to learn to say so many “Hellos”? Don’t worry!It seems that nowadays the English word “Hello” is getting accepted in more and more cultures.Besides, you can ﬁnd some other ways to greet people, too.Here is a simple, and amusing, way to greet foreigners wherever you might travel around the world.A friend of mine who travels widely does not say “Hello”, but she tries to learn to say “Beautiful” in the local language.She can use it to “greet” a mother holding a baby, or to “greet” an old lady watering her flowers, or to “greet” a lonely salesman showing a photo of his family.The ability has earned her friendship all over the world.So why not — when even one word can bring about such pleasure?

Fun, isn’t it? And we don’t need to pronounce those different local greeting words accurately.With a hearty smile, it can be well understood and appreciated.The “Beautiful” greeting is like sunlight that melts the coldness between people.So instead of complaining about a foreigner’s misunderstanding and unfriendliness, let’s learn to say “Beautiful” in the local language whenever and wherever you travel around the globe!Language Points 1 Explanation of Difficult Sentences 1.(Para.1)Have you ever stopped to think about how many people are saying “Hello” to each other today…

Analysis: Stop to think means to stop whatever is being done in order to think something over.The infnitive phrase to think indicates the purpose of stopping.It is different from “stop thinking”, which means stop the action of thinking.And thinking is the object of the verb stop.Translation: 你是否曾留心考虑过，今天一天大约有多少人说“Hello”来互相问候？

Example: I don't think this is a smart way.Have you ever stopped to think out a better idea? 2.(Para.1)If you want to say “Hello” to everyone on the planet, you would have to learn at least 2 796 languages…

Analysis: The if-clause seems a real conditional one, for want is used instead of the unreal conditional wanted.But subjunctive mood is also implied because would is used instead of will, indicating an almost impossible action to be carried out.Translation: 如果你想对这个星球上每个人都道一声“Hello”，你就至少得学2796种语言。

Example: If you want to make a friend each day, you would have to make some 20 thousands of friends in your lifetime!3.(Para.2)It seems that nowadays the English word “Hello” is getting accepted in more and more cultures.Analysis: In the sentence, it seems that introduces a subject clause and is getting accepted is in present continuous tense and passive voice.Translation: 似乎现在英语的 “Hello” 正在被越来越多的文化接受。

Example: It seems that instead of “bean curd”, the Chinese translation “tofu” is getting accepted by more and more English-speaking people.4.(Para.2)Here is a simple, and amusing, way to greet foreigners wherever you might travel around the world.Analysis: The adjectives simple and amusing both modify the noun way.The purpose of putting “and amusing” between two commas is to highlight the adjective.Wherever introduces an adverbial clause to make concession, meaning “no matter where”.Translation: 这里介绍的是一种简单但很有趣的说法，能让你在旅行到世界各地时可以跟外国人打招呼。

Example: Here is another simple, and effective, way to deal with a sudden headache wherever you might be and whenever it comes up.5.(Para.3)So why not — when even one word can bring such pleasure?

Analysis: Here why not is a simplified sentence to emphasize the positive attitude towards something mentioned above.The dash — is used to introduce an explanation or reason.The words even and such in the adverbial clause are used for emphasis.Translation: 所以，既然用一个词就能带来这样的乐趣，为什么不这么做呢? Example: Both sides agree to have a talk.So why not — when peace can be achieved in a less bloody way? 6.(Para.4)So instead of complaining about a foreigner’s misunderstanding

and unfriendliness, let’s learn to say “beautiful” in the local

language whenever and wherever you travel around the globe!Analysis: Here instead of(doing something)is a typical English way to mean that some other choice than this one is preferred.In this sentence, the writer means that to learn to say “beautiful” is better than merely complaining about… This is a very useful pattern to indicate one’s preference when there are two different choices to make.Translation:因此，与其抱怨外国人的误解和不友善，不如在旅游世界各地时让我们去学会用当地语言说 “真漂亮”这句话吧！

Example : So instead of complaining about the strange local custom, let’s learn to “do as the Romans do when in Rome” 2 Important Words 1.planet

n.any of the celestial bodies(other than comets or satellites)that

revolve around the sun in the solar system

行星 e.g.Is there life on other planets?

The picture shows six of the nine planets in the solar system.2.accept

v.react favorably to;consider right and proper 接受；接纳；采用 e.g.Such an excuse can hardly be accepted by our boss.Shall we accept these unpleasant working conditions? 3.amusing

a.providing enjoyment;pleasantly entertaining 有乐趣的，使人快乐的 e.g.She has an amusing way to introduce herself to newcomers.I’m afraid what you said is a bit too amusing for this serious occasion.4.pronounce

v.speak or utter sounds in a certain way 发音 e.g.The actor pronounces the local language in an amusing way.The French sound /r/ is very difficult to pronounce

5.earn

v.acquire or deserve by one’s efforts or actions 赚取；赢得 e.g.Acting is an amusing, yet hard, way to earn a living.The old professor has earned respect from all his students.6.hearty

a.true and natural, without reservation 真挚的 e.g.Probably a hearty laughter can win the audience.The new contract is signed in hearty agreement.7.melt

v.become less intense and fade away gradually 融化；消解 e.g.The snow had melted, but the lake was still frozen solid.My heart just melted when I saw her crying.

第二篇：新编实用英语第三版综合教程Unit 1 Hello Hi

Unit | One

Hello, Hi!Goals: What You Should Learn to Do 1.Greet people and give responses: first meeting and meeting again 2.Exchange personal information: name / address / telephone number / job / study 3.Introduce people to each other 4.Meet people at the airport 5.Say goodbye to others 6.Say hello in different languages 7.Write a business card What You Should Know 1.Etiquette of meeting and introducing people 2.Etiquette of exchanging business cards 3.Basic sentence structures Teaching purposes: 1.The students should be able to understand greeting and introducing people and make a short conversation to greet and introduce other people.2.The students should be able to communicate personal information.3.The students should be able to master some words and expressions in greeting and introducing people.(Key words and expressions: welcome, present a project report, business card, on business, care for, introduce)Teaching procedures:

I.Talking face to face II.Being all ears III.Trying your hand IV.Maintaining a Sharp Eye V.Appreciating Cultural Tips **************************************************************************** I.Talking Face to Face

Step 1 Lead-in: business cards.1.Warm-up questions:

1)When are business cards exchanged between people? 2)What are usually written on business cards? 3)When do people use passports?

2.Students read and translate the business cards under the guidance of the teacher.Sample1:

International Exchange Section Binhai Foreign Languages School

Prof.Lu Yang

Director

Address:5 Binhai Road, Binhai City, 116000 Tel & Fax: 0411-4673289

E-mail: FLI603@pub.bl.lnpta.net.cn--------------Sample2:

Binhai Electronics Ltd.Li Tiegang

Electronics Engineer

Address: No.50Chang-Jiang, Binhai E-mail: ltg6@pub.bl.lnpta.net.cn Tel: 0411-4673289

Handphone: ***----------Step 2 Sample dialogue: 1.Warm-up questions:

4)How much do you know about the the Americans introduce themselves to each other? Students speak out the sentences and expressions under the guidance of the teacher.2.Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for greeting people in the dialogue.Practice the following sentences:

1)Ladies and gentlemen, now let me introduce to you the renowned football star David Beckham.2)Businessmen often exchange business cards to each other when they meet for the first time.3)Would you care for a cup of coffee with me?

4)Our American English teacher told us to call her by her first name instead of her family name.Step 3 Students practice the dialogues in groups.1.Give students several minutes to prepare short conversations in pairs by simulating

the five small dialogues.(P 3 in students’ book)

2.Students role-play the similar situations they create, first in groups, and then in front of the class.e.g.Please make a dialogue according to requirements.Task: Imagine you are Zhang and you meet Mr.Smith, an English teacher from the USA at the airport for the first time.The following dialogue is provided for your reference.-----------------Zhang: Hello, are you Prof.Smith from the United States?

Mr.Smith: Yes, Robert Smith.Please call me Robert.Thanks for coming to meet me at the airport.Zhang: My pleasure.Welcome to China.My name is Zhang Lin.You can call me Zhang.Here is my card.Mr.Smith: Thank you.Here is mine.And this is my wife.Zhang: How do you do, Mrs.Smith?

Mrs.Smith: How do you do? It’s nice to meet you.Please call me Mary.Zhang: How was the journey, Mary?

Mrs.Smith: Well, it was Ok, although a little tiring.Zhang: Then let’s get your luggage and go to the hotel now.Mr.Smith: Oh, thank you.It’s very kind of you.---------------3.Students do Put-in-Use exercises in groups by reading out lout all the three dialogues they have completed.II.Being All Ears Dialogue 1：

Teaching Procedure(It aims to train the students with proper listening strategies.)Pre-listening: provide the students with the new words and expressions;read through the questions and the chart in exercise 1 and 2, and make some predictions as to the content of the dialogue.While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the exercises;listen to the dialogue again and ask them to finish exercise 1;ask the students to repeat the dialogue sentence by sentence after the tape while the teacher will press the button “pause” on the tape recorder;listen to the dialogue as a whole for the last time.Post-listening: ask the students to finish exercises, i.e.answering questions.This step aims to change listening to speaking.Notes: The following dialogue and the passage listening can be done in a more or less similar procedure.III.Assignments

1)Pair work: Prepare conversations about introducing oneself to other members of the groups.2)Finish all the exercises in this section.Text Language Points SECTION IV Maintaining a Sharp Eye Information Related to the Reading Passage English Expressions Borrowed from French Over the long years, the English language has borrowed a great number of French words or expressions.Some of them have been so absorbed in English that speakers might not realize their origin.Other expressions like “faux pas” have retained their “Frenchness”, with which speakers tend to sound modern.These expressions are often written in italics.The following are a few French expressions which are commonly used in English.1.Faux Pas: It refers to a socially awkward or tactless act, a foolish mistake，something that should not be done.失礼

2.au pair: A foreign female student who works for a family(cleaning and/or teaching

the children)in exchange for room and board.帮助料理家务换取住宿的外国女学生 3.Bon appétit: The closest English equivalent is “Enjoy your meal”.用餐愉快 4.esprit de corps: It is similar to “group spirit” or “morale”.团队精神

5.rendez-vous: In English it means “go to”.It can be used as a noun or a verb.约会 6.RSVP: This abbreviation stands for Répondez, s'il vous plaît, which means

“Respond, please”.敬请回复

7.bon voyage: a way of saying goodbye and wishing good luck 一路平安 PASSAGE I The Business Card: a Social Faux Pas Language Points 1 Explanation of Difficult Sentences 1.(Para.2)Missed connections are missed opportunities for business.Analysis: Missed is a verb's past participle used here as an adjective.The repeated use of the same word could bring out a stronger effect.Translation: 错失了联系就错失了商机。

is also a gerund used as the subject complement.Translation: 不带名片可被视为没有做好推介自己和推销业务的准备。

Example: Not trying at all is much worse than trying without success.3.(Para.2)Don't start that new contact leaving them thinking “that person is already unprepared”.Analysis: Leaving them thinking is a participial phrase, indicating a concomitant(伴随的)adverbial of result.Translation: 千万别在开始新的交往时就让人觉得“这家伙就没打算同我交往”。

Example: Let's steer our ship with hope, leaving fear behind.4.(Para.2 from bottom)Ask your network to network with and for you also by handing out a few!Analysis: The word network is repeated to make an emphasis.Notice that the first network is a noun while the second a verb.The sentence can be re-written as “Ask your network to network with you and network for you also by handing out a few of your name cards.”

Translation: 请求你所结交的人同你一起联络并为你发出几张名片！

Example: To saw a saw with another saw.To can a can into another can.&Important Words 1.market v.engage in the commercial promotion, sale, or distribution of

(在市场上)推销

e.g.The company is marketing its new line of beauty products.The firm markets various kinds of household appliances.2.unprepared a.lacking intellectual equipment

无准备的;不愿意的 e.g.He is still unprepared to stand on his own feet.Students from the south are often unprepared for the cold climate.3.go-go a.energetic and active

精力充沛的;活跃的 e.g.He attracted a group of go-go young to run his election.You can never stop once you step into this go-go society.4.tip

n.a useful piece of advice 提示, 小贴士 e.g.The book shows how to prepare a CV and gives tips on applying for jobs.Here are some useful tips for central heating.5.employ

v.engage or hire for work 雇用，聘用

e.g.The joint venture(合资企业)employs nearly a thousand workers.I prefer to get employed in a state-owned company.6.update

v.bring up to date;supply with recent information

更新, 获取最新信息 Read and Think 1 Answer the following questions according to the passage.1)Have you got your business cards or networking cards? If not, why not? 2)How do you understand the title of the passage The Business Card: a Social Faux Pas? 3)Why does the author say “missed connections are missed opportunities for business”?

A business card is a useful tool of social networking and business connection.It is socially awkward if you find yourself without one when you need to exchange it with a new business partner.Because business cards are a useful marketing tool.If you forget to bring them with you, it may leave the impression that you are unprepared for doing business.4)Can you explain the tips in your own words? 5)What does the last sentence mean? q.If you don't have a job, prepare your cards for networking.b.If your business cards are out of date, make them up to date.c.You should set a goal of handing out a certain number of cards every day.D.Practice what you will say for handing out your cards.Take every opportunity to hand out your cards.E.Ask your social network to help you send out your cards.You should work in a clever way: better work isn't necessarily harder!2 Complete each of the following statements with words or phrases from the passage.a.Have you ever been in a difficult ____________ where you have to make

silly excuses? b.It is not polite to keep silent when others want to have a ____________ with you.c.I go to the grocery store only once a week.I have some _______ to help you keep vegetables fresh.d.American people would use the word “ouch” when British people say __________.e.Chances never favor ___________ minds.f.This _______ pop band performs worldwide hundreds of times each year.3 Fill in the blanks with the proper words or expressions given below, changing the

form if necessary.at the moment

reach for

continue on

get caught in

out of time for

hand out

not necessarily

take care of

leave without The 2008 Beijing Olympic Games were such a good _____________ the world

to know more about China.2)The change of a city is _______________ a change in its becoming more

beautiful and fashionable.3)I _____________ a faux pas situation where I was introduced as the General

Manager but “Assistant Manager” was printed on my card.4)Of course I will _____________ what you feel about it, but business is business.5)The professor encourages us to ____________ opportunities instead of waiting

for good luck.6)Do you believe that love could ____________ even when the beloved is away in

the other world? 7)Never _____________ giving thanks to your teachers who have helped you all

the years.8)The freshmen could help ____________ the tickets for the college's “Do It

Yourself Show”.9)Sorry, I can't give you an answer _____________.I need to think about it

further.10)Another story? Oh, children, my mind is _____________ any stories at the

moment.PASSAGE II Information Related to the Reading Passage Major Language Families

9.Tai-Kadai languages(Southeast Asia)10.Japonic languages(Japan)In Terms of Numbers of Languages: 1.Niger-Congo(1 514 languages)2.Austronesian(1 268 languages)3.Trans-New Guinea(564 languages)4.Indo-European(449 languages)5.Sino-Tibetan(403 languages)6.Afro-Asiatic(375 languages)7.Nilo-Saharan(204 languages)8.Pama-Nyungan(178 languages)9.Oto-Manguean(174 languages)10.Austro-Asiatic(169 languages)How to Say Hello in Different Languages Language Points 1 Explanation of Difficult Sentences 1.(Para.1)Have you ever stopped to think about how many people are saying “Hello” to each other today…

Analysis: Stop to think means stop whatever is being done and concentrate on the question.The infinitive phrase to think indicates a purpose of stop.It is different from stop thinking, which means stop the action of thinking.And thinking is the object of stop.Translation: 你是否曾留心考虑过，今天一天大约有多少人互相问候“你好”？ Example: I don't think this is a smart way.Have you ever stopped to think

out a better idea? 2.(Para.1)If you want to say “Hello” to everyone on the planet, you would have to learn at least 2 796 languages…

Analysis: The if-clause seems a real conditional one, for want is used instead of the unreal conditional wanted.But subjunctive mood is also implied because would is used instead of will, indicating an almost impossible action to be carried out.Translation: 如果你想对这个星球上每个人都道声“你好”的话，你就至少得学2796种语言。Example: If you want to make a friend each day, you would have to make

some 20 thousands of friends in your lifetime!3.(Para.2)We know that the usual way to greet each other is a simple handshake or wave in the US and Canada.Analysis: To greet each other is an infinitive clause used to modify the way.It means

more or less the same as the way of greeting.Translation: 我们知道，在美国和加拿大，通常互相问候的方法只是简单地握握手或挥挥手。Example: Do you know that in some Arabian countries, shaking one's head from side to side is a way to show agreement? 4.(Para.3)Pronounce the suggested wording to practice it.Analysis: The past participle suggested is used as an adjective to modify the gerund wording, which means the words used to say something.Translation: 按我给出的文字说明去练习发音。

Example: Can you understand the suggested meaning of the wording? 2 Important Words planet

n.any of the celestial bodies(other than comets or satellites)that revolve around the sun in the solar system

行星

e.g.All the eight planets can be seen with a small telescope（望远镜）.The picture shows six of the nine planets in the solar system.2.gesture

n.motion of hands or body to emphasize or help to express a thought

or feeling 手势；姿势；姿态

e.g.He raised his hands in a gesture of disappointment.We hold a party for our new colleagues as a gesture of welcome.3.informal

a.not officially recognized or formally controlled

非正式的，非正规的

e.g.We have an informal agreement to clean the campus every Sunday.Her wording is a bit too informal for this occasion.4.include

v.have as a part, be made up out of

包括，计入 e.g.The list includes the names of many famous organizations.The price includes both the house and furniture.5.various

a.of many different kinds purposefully arranged;having great diversity

不同的；各种各样的；形形色色的

e.g.His achievements are various and very impressive.Everyone arrived late at the party for various reasons.6.pronounce

v.to use particular sounds to say a word 发音

e.g.He knows a lot of French words but pronounces them incorrectly.She pronounces Chinese tones in a funny way.*Read and Judge 6 Are the following statements true or false according to the passage? Write T / F

accordingly.1)Almost all languages have their own expression or expressions to greet people.2)The author probably knows how to say “Hello” in all the different languages.3)Cantonese has its own written form different from the Mandarin's.4)Most languages have both formal and informal ways to greet people.5)Mandarin Chinese is a toned language.6)Bowing is a unique way to greet people used only in Japan.7)The language list given here includes most of the languages in the world.8)Most expressions of formal greeting seem longer than the informal ones.Read and Translate 7 Translate the following sentences into Chinese.1)Have you ever stopped to think about how many people are saying “I love you” to each other today, and in different languages? 2)If you want to say “Hello” to everyone on the planet, you would have to learn at least 2796 languages.3)We know that the usual way to greet people, even strangers, is a loving smile.4)Various forms of bowing, embraces and kisses are used in different parts of the world.不同形式的鞠躬、拥抱和亲吻用于世界上不同的地区。

你可曾留心想过今天一天有大约多少人会用不同的语言说“我爱你”?

如果你想对这个星球上的每个人说“你好”，你就至少得学2796种语言。我们知道与他人--即使是陌生人--打招呼的通常方法就是一个关爱的微笑。*Read and Translate 7 Translate the following sentences into Chinese.5)Here is a small list of languages chosen to show how to say “Sorry” in

different languages.6)The French expression “Bon appétit” means “Enjoy your food”.It can be

used in both formal and informal situations.7)Here are some CDs of English movies.You can learn English while

enjoying yourselves.这儿有一些英文电影的光盘。你们可以一边欣赏一边学英语。

下面选出一个短小的语言名单来展示如何用不同的语言说“对不起”。

法语“Bon appétit”的意思是“好好享用你的食物(祝你好胃口)”。它可以用于正式和非正式两种场合。

Back Try to find different ways people say goodbye in different languages.Back SECTION V Appreciating Culture Tips Discuss, Appreciate and Comment

第三篇：新编英语教程3教案

新编英语教程 3(A NEW ENGLISH COURSE 3)

INTRODUCTION The main task of Level 3 Of A New English Course is, together with Level 1, 2 and 4, to have students lay a solid foundation in English.But it is quite different from the preceding two levels in format and in language requirements.In brief, it’s text-based and emphasis is supposed to be laid on reading and writing skills;however, adequate attention is still given to listening and speaking skills.Especially in reading, reading strategies such as predicting and anticipating the content of the text, skimming for the main ideas, guessing the meanings of words and phrases from the context of the text are to be practiced.In addition, students should gradually learn how to appreciate different types of writing and do lots of practice accordingly.Unit 1 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis: 1.The comprehension and appreciation of Text I;2.New words and expressions:

Awkward;dreary;rotund;grunt;proceed;dismay;appall;diffidently;singularly;reckon;querulous;somber;scribble;attach importance to;have sth.in common;a crocodile of

Procedure:(4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson: 1).Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the

main idea;

3).Do the guesswork of vocabulary;

4).Study Text I intensively;5).Answer the questions of Text I both in SB(student’s book)and

WB(workbook)orally;6).Listen to the tape and study Text II extensively to enlarge their

vocabulary and widen the scope of their knowledge;7).Do oral work;8).Study the main points of guided writing, including the

information about précis writing, paragraph writing of narration

and description, and the heading and salutation of a letter;9).Homework, finish all the exercise both in SB and WB.Language points for Text I 1….With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the job chances of doing sth.land: succeed in getting sth.eg: His chance/chances of landing the1st prize is/are slim/scant/slender/small.2.summon sb.to do sth.3.…smell unpleasantly of stale cabbage smell of: give out the smell of scent of eg: smell of brandy/paint/garlic

His accounts seemed to me smell of truth.4.proceed to(do)sth.: go ahead, continue to do

precede: come, go or happen just before sth.precede sth(with sth)eg: proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5.attach importance to sth.;consider… important

eg: attach much importance/weight/significance to the theory 6.have sth.in common 7.not so much…but the fact that…

eg: It was not so much there being no councils of workers, peasants and soldiers worthy of the mane, but the fact that they were very few.8.the last straw: an addition to a set of troubles which makes one unbearable eg: The hotel was expensive, the food poor, and bad weather was the last straw.Language points for Text II

1.prompt sb.to do sth or prompt sth: urge or cause eg: His action was prompted by fear.Hunger prompted him to steal.2.Feeling anything but well.: feeling far from being well anything but(恰恰不,才不)nothing/nobody but(正是,只是)all but(几乎,差一点)eg: She looks anything but well.(She looks ill.)

You have nobody but yourself to blame.The thief has all but succeeded in escaping.3.be set on/upon(doing)sth: be determined to do, make up one’s mind 4.get round to doing sth.: find time to do sth.at last eg: After a long delay, he got around to writing the letter.5.instill sth.in/into sb instill: to put(ideas feelings, etc.)gradually but firmly into someone’s mind by a continuous effort eg: instill the idea of discipline and obedience into new soldiers 6.It was more a cross-examination than an interview.7.In due course, you will hear from us.due: right and proper eg: He has his due reward.Unit 2

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice it along with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraph of description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.He looked his goodbye at the garden.: He said his goodbye by looking at the garden.2.cling to eg: She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to be adjusted to a new condition, idea, or an event 4.at such short notice: with little time for preparation eg: The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilled condition at present, in the past or in the future.The verb is generally in the past or past perfect.eg: If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sth eg: I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped up

eg: he felt good in the fresh air after being cooped up in the house for so long.Language points for Text II

1.hoax: deceive, play tricks on sb hoax sb with sth, hoax sb into doing sth coax: get sb to do sth by kindness or patience coax sb to do sth, coax sb into/out of doing sth 2.needless to say 3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influenced eg: Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…from eg: A doctor’s note will exempt you from physical education.Some information about April Fool’s Day

stApril Fool’s Day is on April 1.It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting.No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France.New Year's was celebrated on March 25 and celebrations lasted until April 1st.When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple,(such as saying, “Your shoe's untied!), to the elaborate.Setting a roommate's alarm clock back an hour is a common gag.The news media even gets involved.For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about ”spaghetti farmers“ and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, ”April Fool!“

April Fool's Day is a ”for-fun-only“ observance.Nobody is expected to buy gifts or to take their ”significant other“ out to eat in a fancy restaurant.Nobody gets off work or school.It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!

Each country celebrates April Fool's differently.In France, the April Fool's is called ”April Fish“(Poisson d'Avril).The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell ”Poisson d'Avril!“.In England, tricks can be played only in the morning.If a trick is played on you, you are a ”noodle“.In Scotland, April Fools Day is 48 hours long and you are called an ”April Gowk“, which is another name for a cuckoo bird.The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks.Taily Day's gift to posterior posterity is the still-hilarious ”Kick Me" sign.Unit 3

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice it along with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdue

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronological order, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.consent: agreement or permission(v.n.)consent to sth.eg: The young couple won/obtain/had their parents’ consent to their marriage.Shakespeare is, by common consent(公认), the greatest English dramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no difference eg: A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice 5.purple with anger green with envy ash-white with terror 6.My watch gains/loses a minute every day.Language points for Text II 1.refer to sth as sth 2.literally: really, without exaggeration;word for word, strictly eg: The children were literally starving.translate literally;carry out orders too literally 3.vanish into thin air: disappear completely 4.contribute to: help to cause sth eg: Plenty of fresh air contributes to good health.Unit 4 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliant

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 10 minutes for writing down the main idea for each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.be comfortably/well /better/best/badly/worse/worst off 2.amount to: add up to, reach;be equal in meaning, be the same as

eg: Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literature eg: literary works;literary style literal: being or following the exact or original meaning of a word eg: literal meaning ←→ figurative meaning

literal translation ←→ free translation literate: able to read and write 4.conviction: the feeling of being sure about sth eg: It’s my conviction that our team will win the game.convict: declare sb is guilty convict sb.of sth 5.realize in a flash

Language points for Text II 1.be apprenticed to

2.set foot on the road to sth

More Information on William Shakespeare

One of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the world’s literature.His close friend, the playwright Ben Jonson, said of him that he was “not of an age, but for all time.” His works are a great landmark in the history of world literature for he was one of the first founders of realism, a masterhand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets.Some of his best known plays are: The Taming of the Shrew, Romeo and Juliet, A Midsummer Night’s Dream, The Merchant of Venice, Much Ado about Nothing, Twelfth Night, All’s Well that Ends Well, Hamlet, Othello, King Lear, Macbeth, Timon of Athens, Measure for Measure, The Tempest.Unit 5 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Get to know the organization of a feature report and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sth

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Read the information of the text on p.54, 55 to get a better understanding of Chunnel;2)Answer the pre-reading questions orally;3)Allow students 5 minutes to read the text rapidly for the main idea;

4)Do the guesswork of vocabulary;5)Study Text I intensively;6)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;7)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;8)Do oral work;

9)Study the main points of guided writing, mainly paragraph writing of narration in informal tone, and letter writing to ask for information;10)Homework, finish all the exercise both in SB and WB.Language points for Text I

1.…stiff upper lips trembled: here stiff upper lips stands for Englishman.It’s metonymy.(换喻,转喻)(keep)a stiff upper lip:(show)an ability to appear calm and unworried when in pain or trouble eg: The general praised the boys for keeping a stiff upper lip in time of trouble.2.A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp.as a sign of disapproval 3.by the grace of God: due to, thanks to eg: By the grace of God the children were rescued by the fireman.4.Compound adjectives made up in various ways: the soon-to-be-opened Chunnel the gull-wing eyebrows cross-Channel-link schemes tungsten-tipped teeth

Language points for Text II 1.alternative: adj.Other eg: Have you got an alternative suggestion? n.choice of two eg: Caught in the act, he had no alternative but to confess.alternate: adj.A.(of two things)happening or following one after the other eg: alternate triumph and despair

B.every second eg: on alternate days v.cause to occur one after the other eg: Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: courage have the/no nerve to do sth or lose one’s nerve

Unit 6 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scorn

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.dream of sth or doing sth 2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱ or you’ll do…= If …not…you’ll… Imperative sentence, ╲ and you’ll do…= If … you’ll…

eg: Practice speaking English more, and you’ll improve your oral English quickly.Be careful in your pronunciation, or you’ll have great trouble in listening and speaking.3.outlay: a spending of money outlay on sth.eg: the weekly outlay on groceries;

a considerable outlay on basic research

Our country has outlaid(v.)a large sum of money in capital construction.4.economy: A.economic situation B.thrift and frugality

eg: The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economics eg: Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or time

eg: The writer is famous for his economical style.5.be well on the way to

eg: We were well on the way to the age of knowledge-based economy.Language points for Text II 1.pour scorn on sb/sth hold /think it scorn to do sth 2.lay out: display eg: lay out merchandise 3.in a panic

Unit 7 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directory

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to make an offer;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.take sth.for granted or take it for granted that: believe sth.without

thinking about it very much 1.He is proposing to attempt the impossible…: When he intends to do impossible…

propose: have formed a plan;intend

usage: propose to do sth propose: suggest

usage: propose doing sth./ that clause 2.pose as unusual: pretend to be

eg: He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question 3.suspense: anxiety or apprehension resulting from an uncertain, undecided or mysterious situation usage: in suspense, keep(sb)in suspense, hold in suspense eg: He waited in great suspense for the doctor’s opinion.suspension:

eg: the suspension of arms, suspension from school/office suspicion: eg: above suspicion, under suspicion 4.justify: give a good reason for justify sth or doing sth eg: The editors are perfectly justified in refusing your work.5.have/ show an aptitude for sth.6.be bent on questioning you: be determined to question you.eg: She is bent on becoming a good pianist.He is bent on making journalism his career.Language points for Text II 1.for a start: to begin with, to start with 2.…get away scot-free: escape without punishment

eg: No student can get away with a breach of the rules of the university.got away from the restaurant scot-free 3.turn a deaf ear to: ignore, pay no attention to eg: I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…

plague: pester or annoy persistently or incessantly eg: Runaway inflation further plagued the wage or salary earner.Unit 8 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flick Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.shelter: cover and protection find/take shelter from;give shelter to;be a shelter from;under the shelter of 2.be engrossed in: be absorbed in, be taken up eg: The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one like eg: She never dares to eat to her heart’s content for fear that she would put on weight.4.…the assistant should retire discreetly… retire: move back or away eg: retire to one’s room;retire to bed;

retire from the service;retire from the world;5.Apart from running up a huge account.run up: make or become greater or larger eg: run up a huge account/bill/debts 6.indulge: yield to, gratify be indulged in eg: She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sth eg: He beckoned me to come nearer.8.tell sb off: scold or rebuke severely eg: The teacher told him off for not doing his homework.9.tuff away sth: put sth in a safe place

eg: The troop was tucked away in a quiet valley.Language points for Text II 1.be mean with sth 2.poverty-stricken;panic-stricken;conscience-stricken;grief-stricken;fever-stricken 3.It’s real a bargain.A bargain is a bargain.make a bargain with sb;bargain sth for sth 4.has a nose for gossip/information nose into other’s affairs

Keep your big nose out of my affairs.Unit 9 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the argument of Text I and learn some writing skills and practice it along with letter writing;5.Appreciate Jack London’s A Piece of Steak;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The reading and writing of argument;2.New words and expression:

fledgling;bland;colossus;adroit;knockout;certify;intricate;encase;recuperate;squirt;distort;sprout;falter;ruminate;batter;overwhelm;wind up;die down;a flurry of;come alive;count out

Procedure:(4 hours)1.Greeting;2.Revision of the important points of last class;3.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 5 minutes for writing the main idea of each part in Text I;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the comprehension questions of Text I WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.promote

A.help to establish or organize eg: promote a boxing match/concert

B.raise sb to a higher position promote sb(to sth)

C.help the process of(sth)Eg: The organization works to promote the friendship between

nations.2.wind up: bring to an end eg: wind up a speech with a remark of thanks He is sure to wind up in bankrupt.You’ll wind up in hospital if you drive so fast.wind up a watch;wind up/down the car window 3.a flurry of sth

eg: a flurry of interest in the new product;

a flurry of activities when the plane landed 4.appoint sb(as/to)some position appoint sb to do sth 5.certify sth/sb as certify that clause

Language points for Text II 1.bear sb a grudge/grudges bear a grudge/grudges against sb eg: I hope you won’t bear grudges against me after what has happpened.2.Disguise: give sb/sth a false appearance disguise sb/sth(with sth);~ sb/sth(as sb/sth)hide or cover up eg: I couldn’t disguise my anger.There’s no disguising the fact that he’s a liar.I didn’t recognize him: he was in disguise.22

Unit 10 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing，etc.2.Grasp some new words and expressions to enrich student’s

vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and

translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

duck;wince;placatory;indefensible;negligently;studious;shrug;wry;dissolve;guffaw;nail down;trail away;be shocked to the core;every nook and cranny

Procedure:(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading to get the main idea of Text I;

3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of narration, and the letter writing as to show one’s thanks;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.keep sb under one’s thumb: make sb subordinate to

be under one’s thumb 2.succeed(v.)

(1)not fail ~ in doing sth.success(n.)successful(adj.)(2)come next ~ sb/sth;~ to sth.succession(n.)successive(adj.)in succession;in succession of sth eg: His words come out in quick succession.Our team got a succession of victories.3.go/get somewhere: make progress

go/get nowhere: make no progree

eg: The class got nowhere in their studies.Where would we be without your help? 4.nail down: fix sth firmly;(fig)establish clearly and unmistakably eg: Let nail down the lid of the box.5.to the core: completely 6.shrug off sth: ignore sth.Language points for Text II

1.filter: 1)pass a liquid through a filter Eg: All drinking water must be filtered.2)~ in/out/through: become known gradually eg: New ideas are slowly filtering into people’s mind.(深入人心)2.dissolve:1)make a solid become liquid eg: Water ~s salt.2)come to an end eg: ~ a marriage

~ into /in tears/laughter: can’t help doing sth

3.go through the motions of doing sth: pretend to do sth eg: He went through the motions of welcoming her friends, but then quickly left the room.Unit 11 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the two texts and get some information about Shaka;

5.Study how to write different parts of a composition and practice it;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

suicidal, formidable, inhabit, overgrow, scour, impervious, escort, brooding, mourn, reign, staple, inhuman, regiment, invariably, grumble, feast

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 6 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.may/might well: very likely eg: His appearance has changed so much that you may well not recognize him.Cf: may/might(just)as well: give sb some suggestion, better do sth.Eg: You may as well try.(不妨…)2.as it is/was: in fact(事实上，就目前这种情况)eg: I thought I might be transferred, but as it is I shall have to look for a new job.As it were:（虚拟）可以这么说

Eg: He is, as it were, a walking dictionary.3.be little less than: be almost

eg: You are little less than a villain if you encourage a ten-year-old boy to smoke.Helping oneself to a dictionary without the owner’s permission is little less than thft.4.overgrown 1)grow too fast eg: The boy behaves like an overgrown child.2)covered with

be overgrown with Eg: The river banks were overgrown with reed.Cf: outgrow 1)grow faster than

eg: He’s already outgrown his elder brother.2)leave sth behind as one grows older

eg: outgrow one’s bad habits/childish interests

5.one’s life seemed to be measured in seconds: one would die instantly, one’s life hung by a thread

Language points for Text II 1.capacity for sth: ability to, capability of

capacity of sth: indicates the volume or amount

eg: The factory has a productive capacity of 200 cars a month.2.grumble: complain a person full of grumbles(n.)~ at/to sb about/at/over sth eg: Why grumble at me about your own stupid mistakes.3.impervious: can not be hurt or affected

be ~ to criticism/fear

Unit 12 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts, one in narration and another in description, and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: grimy, overhauling, squirt, thaw, relentlessly, set in, lie in a grip of iron, impression, devoted, bellow, lullaby, rattle, mutter, intimate, puff, puckered, tweak

Procedure(4 hours)1.Review the main points of last class;2.Begin a new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 5 minutes for writing;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.27 Language points for Text I 1.in the depths of: the deepest or the worst part of sth in the depths of winter(隆冬)，in the depth of despair 2.relent: 1)be less strict or harsh

eg: We shouldn't relent in out fight against crime.2)become less intensive eg: The rain relented.Relentless: 1)harsh, strict eg: be relentless in punishing offenders

2)constant, not ceasing eg: driven by a relentless ambition for power 3.set in : begin to happen or apparent

eg: a serious infection set in , a heavy storm set in 4.on and off: from time to time, now and again

on and on: without stopping 5.devoted: be fond of, loving, loyal eg: He is a devoted son.（孝子）be devoted to sb/sth cf: devote: give completely to

devote oneself/ sth to sb/sth eg: devote oneself to a noble course

Language points for Text II 1.breathe a promise of spring and violet: indication of hope of sth

eg: There is a promise of better harvest this year.28

Unit 13 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narration about Christmas;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

distribute, confess, arrogant, stun, ebb, renunciation, shrivel, plunge, rejoice, exalt, choke, hustle, confer, seasonable, gush, steep, declension, rampant, prematurely, credulity, ubiquitous, ignite, heresy, beam, reecho, clear away, finish up

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.…were worn clear through: completely

eg: read the book clear to the end

keep/stay/steer clear of sb/sth: try to avoid

eg: keep clear of trouble 2.have sb/sth to oneself: be able to use or enjoy sb/sth without others

eg: With my parents away, I’ve got the house to my own.3.confess to sth/doing sth: admit(sth wrong)confess sth to sb: tell one’s sins to a priest 4.ebb: become less

eg: He is on sixty, so his strength is slowly ebbing away.On the ebb（退潮，减少）5.bear resemblance to sb/sth eg: Your story bears little or no resemblance to the facts.Language points for Text II 1.plunge…into

eg: The new policies were dangerous and would plunge the country into chaos.2.confer: 1)~ with sb on/about sth: discuss

eg: The engineers and technicians are still conferring on the unexpected accident of the fire damp explosion.(瓦斯爆炸)2)confer a medal/title on/ upon sb: give or grant a degree or title to sb 3.steep 1)soak sth thoroughly in liquid 2)pervade or fill sth thoroughly with sth eg: steeped in prejudice, a city steeped in history 4.be/ take a load/weight off sb’s mind: cause one a great relief

eg: Passing the exam is an enormous weight off my mind.30

Unit 14 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

habitual, twirl, correspond, proposition, egotism, submerge, astir, staunch, revolve, cynical, stalwart, groove, moderately, glare, confrontation, be subject to

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.31 Language points for Text I 1.vicinity: neighborhood in the vicinity of sth 2.correspond: 1)write to

2)in harmony/agreement with eg: His sports clothes do not correspond with his shy behavior.We must bring our ideas into correspondence with the laws of the objective external world.3.submerge: bury, hide eg: His talent was submerged by his shyness.Language points for Text II 1.revolve: as sth as its center, go round

revolve about/round eg: The earth revolves around the sun.The dispute at the moment revolves around whether the other delegates should attend.2.confront: face

~ sth, ~sb.with sth

eg: When confronted with the evidence of her guilt, she confessed.A soldier often has to confront danger.3.twilight: faint light before sunrise or after sunset,(fig.)period of decreasing importance

eg: a twilight area in the interpretation of the Constitution

in the twilight of his life/career 4.be subject to: 1)under the authority of sb/sth, be obliged to obey

eg: Peasants used to be subject to landowners.2)be liable to

eg: Trains are subject to delays after the heavy snowfalls.3)depending sth as a condition

eg: Our plan is subject to the director’s approval.32

Unit 15 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

flicker, abundance, migrate, blight, malady, moribund, throb, brood, pollination, spectre, stark, counterpart, reserve, inhabitant, stabilize, hypothesis, in …terms, level off

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 8 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.33 Language points for Text I 1.migrate, immigrate, emigrate & migrant, immigrant, emigrant

Migrate can be used to refer to both things and people, immigrate and emigrate are used to refer to people, but immigrate means move into a place while emigrate means move out of a place.Eg: City residents also blame migrant workers for the sharp rise in the urban crime rate.(民工)

America has many immigrants from Europe.After the Nazis came to power in Germany, many scientists emigrated.2.hatch: 1)(of a young bird or fish, etc)emerge from an egg

eg: Don’t count the chickens before they are hatched.2)think out or produce ~ sth out/ up eg: What mischief are those children hatching up?

Language points for Text II 1.reserve: put sth aside for a later or special use

eg: conserve one’s health, resources, water

preserve: keep or maintain in a perfect condition(强调保存珍贵的东西原样不变，有时甚至根本不用)

eg: preserve food, old building 2.make one’s hair stand on end: fill sb with fright or horror

第四篇：新编实用英语综合教程1第1单元教案

新编实用英语综合教程1第1单元教案

Unit 1(1)Greeting and Introducing People

Teaching purposes:

1.The students should be able to understand greeting and introducing people and make a short conversation to greet and introduce other people.2.The students should be able to communicate personal information.3.The students should be able to master some words and expressions in greeting and introducing people.(Key words and expressions: welcome, present a project report, business card, on business, care for, introduce)Teaching procedures: I.Talking face to face II.Being all ears III.Assignment I.Talking Face to Face Step 1 Lead-in: business cards.1.Warm-up questions:

1)When are business cards exchanged between people? 2)What are usually written on business cards? 3)When do people use passports?

2.Students read and translate the business cards under the guidance of the teacher.Sample1:

International Exchange Section Binhai Foreign Languages School

Prof.Lu Yang

Director

Address:5 Binhai Road, Binhai City, 116000 Tel & Fax: 0411-4673289

E-mail: FLI603@pub.bl.lnpta.net.cn Sample2:

Binhai Electronics Ltd.Li Tiegang

Electronics Engineer Address: No.50Chang-Jiang, Binhai E-mail: ltg6@pub.bl.lnpta.net.cn Tel: 0411-4673289 Handphone: *** Step 2 Sample dialogue: 1.Warm-up questions:

1)How much do you know about the way Americans greet people and give responses? 2)How much do you know about the way Americans exchange their personal information? 3)How much do you know about the the Americans say good-bye to each others? 4)How much do you know about the the Americans introduce themselves to each other? Students speak out the sentences and expressions under the guidance of the teacher.2.Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for greeting people in the dialogue.Practice the following sentences:

2.Students role-play the similar situations they create, first in groups, and then in front of the class.e.g.Please make a dialogue according to requirements.Task: Imagine you are Zhang and you meet Mr.Smith, an English teacher from the USA at the airport for the first time.The following dialogue is provided for your reference.Zhang: Hello, are you Prof.Smith from the United States?

Mrs.Smith: How do you do? It’s nice to meet you.Please call me Mary.Zhang: How was the journey, Mary?

Mrs.Smith: Well, it was Ok, although a little tiring.Zhang: Then let’s get your luggage and go to the hotel now.Mr.Smith: Oh, thank you.It’s very kind of you.3.Students do Put-in-Use exercises in groups by reading out lout all the three dialogues they have completed.II.Being All Ears Dialogue 1：

Teaching Procedure(It aims to train the students with proper listening strategies.)

Pre-listening: provide the students with the new words and expressions;read through the questions and the chart in exercise 1 and 2, and make some predictions as to the content of the dialogue.While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the exercises;listen to the dialogue again and ask them to finish exercise 1;ask the students to repeat the dialogue sentence by sentence after the tape while the teacher will press the button “pause” on the tape recorder;listen to the dialogue as a whole for the last time.Post-listening: ask the students to finish exercises, i.e.answering questions.This step aims to change listening to speaking.Notes: The following dialogue and the passage listening can be done in a more or less similar procedure.III.Assignments

1)Pair work: Prepare conversations about introducing oneself to other members of the groups.2)Do all the exercises in the section.Unit1(2)The Way Americans Greet Teaching purposes: 1.Understand the two passages as a whole;

2.Learn to use the strategy of scanning to locate specific information in a passage(reading skills development).3.Master some useful expressions in Passage I(Key words and expressions: greet, speaking of , leave a …impression on, prefer…to…, get/become acquainted with)Teaching procedures: I．Passage I II．Assignment

I.Passage I: The Way Americans Greet Step 1 Warm-up questions:

1.What is the common way for Chinese people to greet others?

(In greeting people, they usually ask personal questions to show intimacy, such as: “Have you had your lunch/dinner? / Where are you going? / What did you do last night?)2.How do Americans greet each other?

(They use greeting clichés like “Hi/Hello/Good morning!/How are you?/How do you do?/ Nice to meet you!/ How is everything going on? Step 2 Students read the passage

1.Comprehension Questions(The students will be asked some compression questions after they have skimmed the passage to help them develop reading strategies.)①.What does an informal greeting really mean to Americans? ②.Why don’t most Americans like using titles in introductions?

③.What do your American friends want to show when they address you with your first name? ④.Why do Americans ask you some personal questions?

Or: The teacher asks one question for each paragraph and the students read the passage paragraph and give their answers to the teacher’s questions:（参考教参P27和ppt.）

In this step, some related information will be provided for the students.)Formation of Common English Names

A common English name is usually composed of two or three parts: the first name is also called forename.If the person is a Christian, his first name will be given at his baptism, so it is also called the given name or the Christian name.Middle name is the second given name.When written, middle name is often shortened to the initial letter.Surname is often the father’s family name, so it is also called family name or last name.For example: Anne Louise Strong, George W.Bush.Step 3 Students summarize the informal ways American use for greeting and bidding farewell in Passage 1.(参考教参Page 27 and ppt.)

Step 4 Students read Paragraph 2 loudly and then complete the following sentences without looking at the passage.(参考ppt.)

Step 5 Students do dictation practice of Paragraph 3.Step 6 Explain the passage in detail 1)Difficult sentences:

①(Title)The Way American Greet

Analysis: In this title, “in which” is omitted after The Way.“in… way” means(to do something)by means of a certain method.Translation: 美国人的致意方式

Example: I think the way she studies is worth studying.②(Para.1)Speaking of „ time, I’ve got to run.Analysis: “Speaking of” is a present participle clause used as an adverbial of cause/time.It means “when it comes to time, I’m reminded of …” Translation: 说到时间，我得赶紧跑了。

Example: a.Speaking of English, I’ve go to a class.谈到英语，我得上课去了。

b.Speaking of business cards, I’ve got to print some more now.谈到名片，我现在得再印一些。

③(Para 2)However, American introductions are usually rather simple.Analysis: However is a conjunct to denote a contrast of this sentence to the previous one.It means “然而，可是” in Chinese.Translation: 然而美国式的介绍通常相当简单。

Example: a.In China, family relationships are usually rather close.在中国，家庭关系通常都很紧密。

b.In my hometown, companies are usually rather small.在我家乡，公司通常都很小。

④(Para 2)“Glad to meet you.I’m Miller.But call me Paul.” Analysis: Miller is the family name and Paul is the given name.Addressing others by their given name usually implies a sort of informal and friendly relationship.Translation: 比起正式称呼，大部分情形下他们更喜欢直呼其名。

Example: a.These boys prefer football to basketball.比起蓝球来，这些男孩子们更喜欢足球。

b.I prefer Chinese food to Western food.比起西餐来，我更喜欢中国食品。

⑤(Para 3)But Americans do sometimes ask such questions.Analysis: Do is used here to emphasize the following verb.It means “的的确确，真的”

Translation: 但是美国人有时确实会问此类问题。

Example: I do appreciate your help.⑥(Para 3)In this way they can get better acquainted with you and have a topic for beginning a friendly conversation with you.Analysis: And is used here to introduce a coordinate clause, which further develops the topic being discussed.Translation: 他们想要得到你对这些询问的回答，这样就能更多地了解你，并以此为开端与你友好地侃上一场。

Example: In this way you can improve your spoken English and do(2)Useful Words and Expressions

①.Greet: v.say words of welcome to, express one’s feelings on receiving sb.Example: It is important for the students to learn how to greet people in English.Practice: a.我们经常用微笑表达喜悦。

We often express our happiness with a smile.b.她说话经常带浓重的乡音。

She often speaks with a strong local accent.②.Similarly: 同样

Example: Similarly, there are also many proverbs in Chinese.Practice: a.同样，格林教授也无法忍耐惰性。

Similarly, Professor Green couldn’t bear laziness.b.同样，他们也不愿意依赖他人。

Similarly, they don’t want to depend upon others.③.To sb.:对某人来说

Example: To the parents, a healthy child is the most essential thing.Practice: a.对一个商人来说，利润是最重要的事。

To a businessman, profit is the most important thing.b.对我来说，一个幸福的家庭是最有价值的东西。

To me, a happy family is the most valuable thing.④.leave an impression on/upon sb.给某人留下印象

leave a deep/good/nice impression on/upon sb.Example: 一个友好的问候会使谈话有一个良好的开端。

A friendly greeting will make a good beginning for a talk.Practice: 一个幽默的句子会给一堂课增添一股活力(lively touch)。

A humorous sentence will give a lively touch to the lesson.⑤.such: 如此的,这样的

Example: Such a life may be too hard to the little girl.Practice: a.这样的结局对我来说是太匆忙了。

Such an ending maybe too hasty to me.b.这样一种天气对游客来说是太热了。

Such weather maybe too hot to the tourists.⑥.acquaint: v.make familiar with, get to know, reveal to sb.结识，认识

Example: You should try to acquaint him with the facts of the case.Practice: a.I have become acquainted with my new duties.b.The overseas students have make themselves acquainted with their Chinese peers.⑦.prefer: v.like better, would rather do 更喜欢,宁愿

Example: I prefer to have the meeting in the morning rather than in the afternoon.Practice: Which do you prefer, tea or coffee? II.Assignments

1.Students tell the way the Americans greet.2.Recite the first paragraph of Passage I.3.Finish all the exercises in this section.Unit1(3)A Little about Me Teaching purposes: 1.Writing a business card.2.Master the basic sentence structures.3.Learn to use the strategy of scanning to locate specific information in passage II.Teaching procedures: I．Passage II II．Applied writing

III．Sentence Writing and Grammar Review IV．Assignment

I.Passage II: A Little about Me Step 1 Warm-up activity:

T: First ask the students the question “If you write a short passage to introduce yourself, which aspects should be included in it?” and then make some conclusions as follows:

Self-introduction can be made according to different requirements and should be appropriate in different situations.Generally speaking, such aspects as name, personality, interests, appearance, etc.are included.1.The teacher asks a few students to introduce some of their classmates and lets the other student guess who they are.Words for describing appearance and characteristics.(参考教材P28和ppt)Step 2 Students read the passage.T: Today we’ll read a passage concerning self-introduction from which we can get a glimpse of how to write a self-introduction.Step 3 Students try to describe Mike according to the information given in the passage.(教参P29和ppt.)Step 4 Acting out

The students work in pairs to make up and act out an interview between a reporter form the college radio station and Mike Adams about his life and work in China.Step 5 Language points:

1.move to : to go from one residence or location to another e.g.The pressures of city life forced him to move to the countryside 2.be kind to :to be friendly, generous, or warm-hearted e.g.The doctor is always kind to the patients.3.change one’s mind: to reverse a previously held opinion or an earlier decision e.g.The old man is very stubborn and it’s difficult for him to change his mind.4.have everything under control: everything is controlled by … e.g.Some parents want to have everything of their children under control.5.look neat and tidy: to be clean and in order

e.g.She spends a few hours cleaning her house everyday.So it always looks neat and tidy.II.Applied Writing Trying Your Hand

1.Sample analysis: The teacher summarizes the format and the language used in business card.2.The teacher introduce some items often included in a business card.3.Simulated writing and create exercise.III.Sentence Writing and Grammar Review.1.英语五种基本句型列式如下：

基本句型一：ＳＶ（主＋谓）

基本句型二：ＳＶＰ（主＋谓＋表）

基本句型三：ＳＶＯ（主＋谓＋宾）

基本句型四：ＳＶｏＯ（主＋谓＋间宾＋直宾）

基本句型五：ＳＶＯＣ（主＋谓＋宾＋宾补）

2.Students do Exercises 5,6 and 7.IV.Assignments

1.Design a name card for yourself.2.Do the grammar exercises in the Workbook.3.Recite the last paragraph of Passage II.4.Read and learn by heart the new words in Unit 2.5.Prepare the speaking activities in Section I of Unit 2.

第五篇：新编实用英语综合教程2unit_1_教案

Unit 1

New Practical English 2

Unit One

Invitation Etiquette Teaching Objective In “Talking Face to Face”, learn how to invite friends to attend a party or a dance in oral English.In “Being All Ears”, students will fine tune their listening and comprehension skills through exercises relating to inviting people out.In “Maintaining a Sharp Eye”, students will learn how foreign people deal with invitations, when one wants to accept or does not accept.In “Trying Your Hand”, get some practical experience and writing a invitation and a reply to the invitation one gets.Teaching Procedures

Section I Talking Face to Face

1.Warm-up:

Patterns and expressions for talking about invitations: I’d like to invite you to dinner.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’d love to.That would be great.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。

2.Introduction of the samples of invitation cards and letters 3.Practice the two dialogues in Follow the Samples 4.Practice dialogues according to the given tasks

Unit 1

New Practical English 2

Thank you.I’ll be happy to come.谢谢．我很高兴接受你的邀请． I’d love to.That would be great.我很愿意去．太好了． Thank you for invitation.谢谢你的邀请． I’d be glad to come.我很高兴前往．

3．Expressions for Declining an Invitation I’d love to, but I can’t come.我很想参加，但是不能来．

Thank you for your invitation, but I don’t think I can make it.感谢你的邀请，但我恐怕不能赴约． Unfortunately, I’m already busy that day.很遗憾，我那天事情太多了．

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。

Could you make it another time, perhaps next Sunday?

你能改个时间吗，下个星期天怎样？

Sentence Writing

Word Order in a Subordinate Clause 从句的顺序

在写英语复合句时，除了需要注意照应主句与从句的时态、人称、连接词语等等之外，还应特别致意从句部分的语序。

英语从句经常用疑问词引导，如what, who等，但与疑问词引导的简单问句不同。从句不使用疑问句语序，而使用陈述句语序，即按主语在前、谓语在后的顺序排列。还应注意，因为从句不使用疑问倒装结构，所以一般现在时和一般过去时不再用do, does, did等助动词帮助构成从句结构。

1．常用来引导从句的疑问词有what, when ,where, who, whether, how等，这些疑问词一般仍保留原有的疑问含义。

She wanted to know when my brother had visited Paris.她想知道我哥哥什么时候游览过巴黎。

Could you please tell me where we are going.你能告诉我我们到哪里去吗？

How he plays the trick is a secret.他怎么变这个戏法是个秘密。

2.Whether可以引导主语从句，if 不能引导主语从句，但是两者都能引导宾语从句。引导宾语从句时，两者都表示“是否”的意思，只是if 后面不能加or not。1）主语从句

Whether he will accept the job is difficult to say.（对）

Unit 1

New Practical English 2

Section IV Maintaining a Sharp Eye Passage I Business Invitation Explanation of Difficult Sentences

1.(Para.1)Although invitations are usually sent through the mail, informal

invitations such as e-mails and phone invitations are becoming

more acceptable.Analysis: such as means “of the same kind, like” and should be followed by

nouns or noun phrases.Translation: 虽然邀请函通常通过信函方式发出，但目前像电子邮件、电话邀请等非正式邀请越来越被普遍使用。

Example: Our discussions were all about issues such as education and climate change.2.(Para.4)It’s also acceptable to include an RSVP notation and your phone

number or address on the invitation for more accurate planning.Analysis: It’s also acceptable to do … means “It’s also good enough to be

received to do …”

Translation: 如果为了使计划更加周密，也可以在邀请函中加上请回复的字样，以及电话号码或联系地址。

Example: It’s acceptable to play tricks on your friends on April 1st.3.(Para.5)If a “Please reply by” a given date is included in the invitation, be polite enough to reply by that date.Analysis: If … is a conditional clause followed by an imperative sentence

Translation: 如果邀请函中包括“请于某日之前回复”的字样，则需要在规定日期前回复。

Example: If you choose to invite your guests by phone, remind them again in writing two weeks before the gathering.4.(Para.6)Never ask to bring a guest unless the invitation states “Mr.Louis Winthorp and Guest.”

Analysis: Never … unless … is “double negative”, which means “You can bring a guest if the invitation states …”

Translation: 如若邀请函上没有说明“邀请某某先生和朋友”，不要向邀请方要求带同伴。

Example: Some people are never happy unless they are in the limelight showing off.Important Words 1.in advance

before in time 提前

e.g.Can I sign up for this course in advance? Quality Buildings usually hire its temporary workers well in advance as the need arises.2.seminar n.a small class of usually advanced students meeting to study some subject with a

Unit 1

New Practical English 2

Passage II An Invitation Letter

Text-Related Information

This is an informal invitation letter between friends.The tone of this letter is casual.The language is not so formal.This kind of informal invitation letter is often in the third person.For example, “in the hope that it will be possible for you both to spend a few days with us during your stay in England.” “and it would be nice if you could come then, too.” But a formal invitation card is usually written in the third person.Text Explanation Para.1 November 2002 My dear Michael，It seems ages since we heard from you — and even longer since you went to work in China.But recently we happened to bump into Charlie Wright at a party, and from him we learnt that you and Lucia will be coming to England over the Christmas holidays.So I am writing straightaway — to make sure this reaches you well before you leave Shanghai — in the hope that it will be possible for you both to spend a few days with us during your stay in England.Language Points:

1.Explanation of Difficult Sentences 1)It seems ages since we heard from you Analysis: It seems ages since...means “it seems a long time since...” Translation: 似乎很长时间没有收到你的信了。

Example: It seems ages since I saw you in Shanghai.2)So I am writing straightaway — to make sure this reaches you well before you leave Shanghai — in the hope that it will be possible for you both to spend a few days with us during your stay in England.Analysis: To make sure… is an adverbial of purpose, and in the hope, a prepositional phrase used also as an adverbial of purpose.Translation: 所以我马上写信，好让你在离开上海之前肯定收到这封信 —— 希望你们俩能在英格兰逗留期间和我们一起住几天。

Example: I am sending this card to you today —to make sure you receive it before the Christmas Day.2.Important Words

1)bump into meet somebody by chance 偶然碰到, 偶然遇到

e.g.We bumped into Kate when we were in London last week.She bumped into his tray, knocking the food onto his lap.2)straightaway ad.do without delay, especially it has to be done urgently 马上，立刻

e.g.I’ll come around straightaway with the files.We’d better start work straightaway.Unit 1

New Practical English 2

1.Explanation of Difficult Sentences 1)I am still working for Sanderson’s and liking it well enough — though occasionally pining for the footloose days of long ago.Analysis: Sanderson’s here refers to Sanderson’s company;though is introducing a participle clause pining for...and serving as the adverbial of concession.Translation: 我还在桑德森公司工作，而且工作很称心 —— 虽然偶尔我也渴望从前自由自在日子。

Example: They are working happily with Kent’s, though sometimes pining for the footloose school days.2.Important Words

1)terrify v.frighten someone severely 威胁，恐吓

e.g.We terrified the girls with spooky stories.He terrified her by jumping out at her from a dark alley.2)pine for v.strongly desire(esp.something which is difficult or impossible to obtain)渴望

e.g.It’s at this time of year that I start to pine for the snow-topped mountains.As a young girl, I always used to pine for a more glamorous existence.Para.5

I’d better stop here now;I’m supposed to be spending this evening writing Christmas cards.Write or phone as soon as you can —— and come!Love from us all!

Yours ever, Richard

Exercises See the textbook.

新编实用英语综合教程1(第四版)Unit 1 Hello,Hi教案（优秀范文5篇）

第一篇：新编实用英语综合教程1(第四版)Unit 1 Hello,Hi教案

第二篇：新编实用英语第三版综合教程Unit 1 Hello Hi

第三篇：新编英语教程3教案

第四篇：新编实用英语综合教程1第1单元教案

第五篇：新编实用英语综合教程2unit_1_教案

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