全新版大學(xué)英語(yǔ)第四冊(cè)教案

TeachingPlanforCollegeEnglishIntegratedCourse4

Unit1fightingwiththeforcesofnature

BriefStatementsBasedontheUnit

Throughoutthehistoryofmankind,therehavebeenmanyconqurors.NapoleonandHitlerwerethelatesttwo.Theyhavethesametarget—Russia.In1812,NapoleoninvadedRussiainawarofconquest.Morethanacenturylater,AdolfHitlerlaunchedamassivemilitarycampaignagainsttheSovietUnion.Inthisarticle,theauthormakesacomparisonbetweenthesetwowarsandconcludeanimportantreasonwhytheyweredefeated.

TeachingObjectivesandRequirements

graspthemainideaandstructureofthetext;

doacomparisonandcontrastbetweenNapoleon’sinvasionofRussiaandHitler’sinvasionoftheSovietUnion;

masterthekeylanguagepointsandgrammaticalstructuresinthetext;

conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

TeachingTime

Sixperiodstime(50minuteseach)

TeachingMethods:

1.Discussionbeforereadingtomakethestudentsinterestedinwhattheywillread.

2.Talkingandpracticingtomakethestudentsmasterthewordsandexpressionsinthisunit

3.Fastreadingtogetageneralideaoftheunit

4.Carefulreadingtogetthedetailedinformation.

5.Translationtounderstandsomedifficultpoints.

6.Learner-centeredteachingtotrainstudentstoteachthemselvesafterclass

7.Individual,pairorgroupworktomakethestudentsfinisheachexercise

8.Translationtomakethestudentsunderstandeachsentence.

TeachingImportantPoints:

1.Practicetheusageofwordsandexpressionstotrainstudents’applicationability

2.Finishthetaskofdiscussingtotrainthestudents’speakingandwritingability

3.learnthedifferencebetweencomparisonandcontrast

4.Understandthedifficultsentences

5.Graspthemainideaandstructureoftheunit

TeachingDifficultPoints:

1.Howtohelpthestudentsmasterthewordsandexpressions.

2.Howtohelpthestudentsunderstandthestructureofthetext.

3.Howtohelpthestudentsmastertheskillsofcomparisonandcontrast

TeachingProcedures:

Step1Pre-readingtasks(forfirsttwoperiods)

1.Warm-upquestions

(1).Discussion:Manornature,whichismorepowerful?

a.Ssaredividedintotwogroups.Onegrouplistsinstanceswheremanconquersnature;theothergroupcomesupwithcaseswheretheforcesofnaturearetoopowerfultoberesisted.

b.SeveralSsfrombothgroupsreporttheirrespectiveliststoclass.

c.TsolicitsopinionsfromotherSs:manornature,whichdoyouthinkismorepowerful?

(2).Teacher’sconclusion:Manchangesnatureinordertolive.However,manmustalsobecarefulnottodisregardthelawsofnature.WhenNapoleonandHitlerfinallyrealizedtheirarrogance,itwasalreadytoolate.

2.Textanalysis:thetextfallsintofourparts,ascanbeseenfromthesubtitlesprovidedbytheauthor.Haveaquicklookatthetextandfindoutthemainideatoeachofthem.

Step2While-readingactivities(forsecondtwoperiods)

1.Askquestionstochecktheirunderstandingofthetext.

(1).Part

=1\*ROMAN

I

ofthetext(Para1-2).Questiontoaskthestudent:

Whatdoestheicydefenderreferto?

(2).Part

=2\*ROMAN

II

ofthetext(Para3-11).Questionstoaskthestudents:

a.whatdidNapoleonexpectwhenheassembledhisarmytoattackRussia?

b.whatdidtheRussiansdointhefaceofNapoleon’soffensive?WhatstrategydidtheRussiansadopt?

c.whatdidNapoleondiscoverafterheoccupiedMoscow?

d.whathappenedtoNapoleon’sarmywhenitwasretreatingfromMoscow?

e.whatdidNapoleondowhenPariswascaptured?

(3).Part

=3\*ROMAN

III

ofthetext(Para12-20).Questionstoaskthestudents:

a.whendidHitlerbeginhisinvasionoftheSovietUnion?Whattacticsdidheuse?Howlongdidheexpectthecampaigntolast?

b.wasStalinpreparedforHitler’sattack?WhatdidhedointhefaceoftheGermaninvasion?

c.howdidthepeopleofLeningradrespondtotheGermanattack?

d.whatwasthesignificanceofthebattleofStalingrad?

(4).PartIVofthetext(Para21).Questiontoaskthestudents:

WhatconclusiondoestheauthordrawfromNapoleon’sandHitler’smilitarycampaigns?

2.analyzethesimilaritiesanddifferencesbetweenthetwoinvasions

3.Languagestudy:theunderlinedwordsorphrasesarekeyones.StudentsmayberequiredtotranslatesomesentencesfromEnglishintoChinese,orviceversa,ortomakesentencesoftheirown.Othersareexplainedbrieflyinthecontext.

(1).Inthecaseof:asfaras…isconcerned

e.g.Theriseininterestratewillbedisastrousinthecaseofsmallfirms.

Formaltrainingwilltakeatleast3yearsinthecaseofinteriordecoration.

(2).Raw:coldandwet;notcooked,refined,processed,oranalyzed

e.g.TheeventstookplaceonarawFebruarymorning.

Thecuttingboardisonlyusedtocutrawmeat.

Industrialplantsprocessedtherawmaterialintofinishedproductsforexportandfordomesticconsumption.

(3).Launch:start;sendonitscourse

e.g.Beginningintheearly1960s,humanslaunchedprobestoexploreotherplanets.

OnOctober4,1957,SovietUnionlaunchedtheworld’sfirstartificialsatellite,calledSputnik.

(4).Retreat:movebackorwithdrawwhenfacedwithdangerordifficulty

e.g.Afterafiercebattle,thetroopsretreatedsouthward.

Weadoptedthefollowingstrategies:whentheenemyadvances,weretreat;whentheyretreat,wepursue.

(5).Engage:beginfightingwithsb;takepartinordo

e.g.Thecommanderorderedthesoldierstoengagetheenemyimmediately

Ihavenotimetoengageingossip.

Engagein:takepartinsth

e.g.Theteachertriedtoengagetheshyboyinconversation,

Theyarecurrentlyengagedinlengthytradenegotiations.

(6).Stroke:anyofaseriesofrepeatedmovements;singlesuccessfuloreffectiveactionoroccurrence;blow

e.g.Isawachanceofsolvingallmyproblemsatastroke.

Hedroveinanailwithonestrokeofthehammer.

Hewonacarinthelotterylastweek.That’shisfirststrokeofgoodluck.

(7).Atthecostof：withthelossof

e.g.BerhmansavedJohnsyatthecostofhisownlife.

Thelocalgovernmentdevelopeditseconomybutatthecostofenvironment.

(8).Catchsboffguard:takesbbysurprise

e.g.Theinvitationtohisweddingcaughtmeoffguard.

Themanagerdidn’tknowwhattosay.Itwasclearthatmyquestionhadcaughthimoffguard.

(9).Bringtoahalt:stopcompletely

e.g.AirtrafficinPolandhadbeenbroughttoahaltbyanairtrafficcontrollers’sstrike.

Ourjourneywasbroughttoahaltbyastorm.

(10).Offensive:aggressiveaction,attack

e.g.Theredarmybroughtitswinteroffensivetoasuccessfulconclusion.

InJanuary1944aSovietoffensiveraisedthelongsiegeofLeningrad.

Hemadecrudejokesthatareoffensivetowomen.

(11).Thanksto:becauseof

e.g.Thankstoherfinancialsupport,thetwochildrenintheremotevillagecouldgotoschool.

Thankstotheirtirelessefforts,theperformancewasagreatsuccess.

(12).Reckon:count;consider;think

e.g.TheexistenceoftheU.S.isreckonedfromtheDeclarationofindependence.

Manypeoplereckonhimtobeagreatbasketballplayer.

Bereckonedwith:betakenintoconsideration

e.g.Alltheseproblemshadtobereckonedwithastheyarose.

(13).Toll:thenumberofpeopleoranimalskilledorinjuredinparticularcircumstances;moneypaidfortheuseofabridgeorroad

e.g.Thetollofroaddeathsandinjuriesisontherise.

Thelocalgovernmentwasallowedtochargetollsfortheuseoftheroads.

Takeitstoll:causedamage,injuriesordeaths

e.g.Thefaminetookatollof3,000,000lives.

Hishardworkhastakenitstollonhisstomach.

Step3Post-readingactivities(forthethirdtwoperiods)

1.Discussionquestion:

(1).InwhatwaywasHitler’soffensiveagainsttheSovietUnionsimilartoNapoleon’scampaignagainstRussia?Inwhatwayweretheydifferent?

(2).DoyouthinktheharshRussianwintertheonlyfactorthatledtoNapoleon’sandHitler’sdefeat?Whyorwhynot?

2.Doandcheckexercises

(1).Vocabulary

(2).Wordformation

(3).Structure

(4).Comprehensiveexercises

3.Essaywriting

(1).Study“writingstrategies”

(2).Assignawritingtaskforthestudentstofinishintwoweeks

4.homework

(1).Reviewthewholetextandgetfamiliarwithit.

(2).Reviewthestructurethathavebeenlearnedandvocabulary

(3).Finishwritingtheessay

(4).Previewthenewlesson.

LessonSummary

Thisunitisdividedintosixperiods.Usethestudent-centeredteachingapproach.Byaskingthestudentstomakesentenceswiththewordsandexpressionsinthisunit,thestudents’abilityofusinglanguagesisgreatlyimproved.Bydiscussingthetopic,notonlyhasthestudents’abilityoflistening,speakingandwritingbeenimproved,butalsoenlargevocabulary.BysummingupthemainideaofeachPartandeachPara,thestudents’abilityofunderstandingandsumminguphasbeenimproved.Byscanningandpreviewinganddoingexercisesbythemselvesofthisunit,thestudents’abilityofautonomiclearningistrainedgradually.Atlast,thestudents’abilityofcomprehensiveusagehasbeenimproved.

CollegeEnglishListeningandSpeakingCourse

(unit1.friendshipunit2.dealingwithculturaldifferences)

Ⅰ.BriefStatementsBasedontheUnit

Whatisfriendship?Friendshipisbuiltoncompletetrustbetweenpeople.Ourfriendshipsareveryimportanttous.Weneedfriendstoshareourexperiences,ourjoysandsorrows.Intimesofdifficulties,ourfriendsareusuallytheonesweturntoforadvice,forcomfortandcourage.Unitonewilltellyouatouchingstoryaboutfriendship.Itwillbetaughtinoneperiod.PartAwilldealwithspeaking(theQuestionsforDiscussion.).PartB,andPartCgivestudentslisteningpractice.Afterdoingthis,thestudents’abilitytolistenandtospeakwillbeimproved.ThenwewillgoonwithUnit2dealingwithculturaldifferences.Differentcultureshavetheirownrulesofbehavior.Peoplefromdifferentculturalbackgroundsmayhaveverydifferentbeliefs,religions,customsandhabits.Ignoranceofculturaldifferencesoftencausesmisunderstanding,offense,orembarrassmentincross-culturalcommunication.Thisunitwillbearrangedinoneperiod.Thefirststeparrangesdiscussionaboutculturaldifferences.Afterthat,dosomelisteningpracticeaboutthetopicofwealth.Afterdoingthis,thestudents’abilitytolistenandtospeakwillbeimproved.

Ⅱ.TeachingObjectivesandRequirements

Trainingtheabilityoflisteningandspeaking

Understandthetopicandmastertheskilloflistening

Studentscananalyzeandsumupthematerialoflistening

Mastersomenewwordandexpressions

Afterlistening,doalotofspeaking

Ⅲ.TeachingTime:CollegeEnglishListeningandSpeakingCourseTwoperiods

Ⅳ.TeachingMethods:Communicative/Functional/NotionalApproach

Ⅴ.TeachingImportantPoints:

Trainthestudents’listeningabilitybylisteningpractice

Trainthestudents’speakingabilitybytalkingaboutfriendshipanddealingwithculturaldifferences.

Ⅵ.TeachingDifficultPoints:

Howtoimprovethestudents’listeningability.

Howtohelpthestudentsfinishthetaskofspeaking.

Ⅶ.TeachingProcedures:

Unit1.friendship

Step1.Questionsfordiscussion

Doyouhavemanyfriends?Howimportantaretheytoyou?

Doyoudifferentiatebetweenyourfriends?How?

Whatkindofpeopledoyouwanttomakefriendswith?Why?

Howdoyoumakefriends

Howcanwekeepfriendshipalive?

Step2.ListentoPartBThehospitalwindow

1.Retellsomeimportantsentences

2.Retellthemainidea

3.Exercise1andExercise2

Step3.ListentoPartCshortconversationsanddoexerciseofPartC

Step4.Summary

Truthfulnessandtendernessarethetwoelementsthatmakeupfriendship.Ourfrienshipareveryimportanttous.It’sunimaginablehowonecouldlivewithoutfriends.

Step5.Homework(ListentoPartD)

Unit2.Dealingwithculturaldifferences

Step1.Questionsfordiscussion

whatdoculturaldifferencesmean?Canyougivesomeexamples?

howdopeople’sculturalbackgroundsinfluencetheirwayofthinking?

whatproblemsmaybecausedbyourfailuretorecognizeculturaldifferences?

howcanwedealwithculturaldifferences?

whatshouldwedobeforevisitingothercountriestoavoidmisunderstanding?

Step2.ListentoPartBEmbarrassingexperiences

1.Retellsomeimportantsentences

2.Retellthemainidea

3.Exercise1andExercise2

Step3.ListentoPartCAmericanpartiesanddoexerciseofPartC

Step4.Summary

Toavoidmisunderstandingorgivingunnecessaryoffensewemustdevelopacross-culturalperspective.Wemustrememberthatallculturesareequal,howeverdifferentsomeculturesmayseemfromourown.Havingarespectforotherculturesandlearningabouttheirbasiccharacteristicsareeffectivewaystopromoteinternationalcommunication.

Step5.Homework(ListentoPartD)

TeachingPlanforCollegeEnglishIntegratedCourse4

Unit2Smartcars

BriefStatementsBasedontheUnit

Theautomobileindustryisoneofthemostimportantindustriesintheworld,affectingnotonlyeconomiesbutalsocultures.Automobilesrevolutionizedtransportationinthe20thcentury,changingforeverthewaypeoplelive,travel,anddobusiness.Inthearticletheauthordescribestothereaderthepossibletrendofthedevelopmentofautomobilesandimaginewhata“smartcar”wouldlooklike.

TeachingObjectivesandRequirements

graspthemainideaandstructureofthetext;

learnsometechniquesinexpositorywriting(definition,quotes,amixtureoffactsandopinions,etc.)

masterthekeylanguagepointsandgrammaticalstructuresinthetext;

conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

TeachingTime

Sixperiodstime(50minuteseach)

TeachingMethods:

1.Discussionbeforereadingtomakethestudentsinterestedinwhattheywillread.

2.Talkingandpracticingtomakethestudentsmasterthewordsandexpressionsinthisunit

3.Fastreadingtogetageneralideaoftheunit

4.Carefulreadingtogetthedetailedinformation.

5.Translationtounderstandsomedifficultpoints.

6.Learner-centeredteachingtotrainstudentstoteachthemselvesafterclass

7.Individual,pairorgroupworktomakethestudentsfinisheachexercise

8.Translationtomakethestudentsunderstandeachsentence.

TeachingImportantPoints:

1.Practicetheusageofwordsandexpressionstotrainstudents’applicationability

2.Finishthetaskofdiscussingtotrainthestudents’speakingandwritingability

3.learnthedifferencebetweencomparisonandcontrast

4.Understandthedifficultsentences

5.Graspthemainideaandstructureoftheunit

TeachingDifficultPoints:

1.Howtohelpthestudentsmasterthewordsandexpressions.

2.Howtohelpthestudentsunderstandthestructureofthetext.

3.Howtohelpthestudentsmastertheskillsofcomparisonandcontrast

TeachingProcedures:

Step1Pre-readingtasks(forfirsttwoperiods)

1.Warm-upquestions

(1).Freewriting:Ssaregiventenminutestofreewrite,beginningwiththesentence:“EvenifIcouldaffordacar,Imaynotactuallywanttodriveonebecause……”

(2).SsexchangetheirpaperswithatleastthreefellowSs,notingdownreasonsgivenbytheothersastowhytheywouldn’tdriveacar.

(3).TasksseveralSstoreporttoclassthereasonsfornotdrivingacargivenbothbyhimandbyothers.

(4).Teacher’sconclusion:somescientistsandengineershavecomeupwiththeideaofa“smartcar”.Let’sreadtofindoutwhatthissmartcarcando.

Step2While-readingactivities(forsecondtwoperiods)

1.Askquestionstochecktheirunderstandingofthetext.

(1).Part

=1\*ROMAN

I

ofthetext(Para1-3).Questiontoaskthestudent:

a.Howimportantwastheautomobileindustryinthetwentiethcentury?

b.Whatwillhappentocarsandroadsinthe21stcentury?

(2).Part

=2\*ROMAN

II

ofthetext(para4-9).Questiontoaskthestudents:

a.Howwouldsensorshelpreducetrafficfatalities?

b.Howwillasmartcaralertadriverwhofeelsdrowsy?

c.Whatmakesitpossibleforsmartcarstodeterminetheirapproximatelocation?

(3).Part

=3\*ROMAN

III

ofthetext(para10-13).Questiontoaskthestudents:

a.WhataretheprospectsforapplicationsofGPS?

b.Whatis“telematics”expectedtoachieveinincreasingtheefficiencyandsafetyofhighwaytransportation?

c.Whataretheadvantagesofsmarthighways?

(4).Learnhowtoguessthemeaningofprofessionaltermsinthepassagebyusinginformationofthepassage.

e.g.wordsinthepassagelike“blindspot”,“GPS”,“atomaticclock”,“telematics”.

Languagestudy:theunderlinedwordsorphrasesarekeyones.StudentsmayberequiredtotranslatesomesentencesfromEnglishintoChinese,orviceversa,ortomakesentencesoftheirown.Othersareexplainedbrieflyinthecontext.

(1).Turnsthintoareality

e.g.Herdreamofbeingacollegestudenthasturnedintoareality.

WorkingathomeandcommunicatingwithfellowworkersviatheirPCshasbecomeareality.

(2).Lucrative:producingmuchmoney;profitable

e.g.Manyex-armyofficershavefoundlucrativejobsinprivatesecurityfirms.

WemadealucrativebusinessdealwiththeAmericancompanyonriceimports.

(3).Manufacture:makegoodsonalargescaleusingmachinery

e.g.Britainnowmanufacturesapproximately40%ofEurope’sdesktopcomputers.

Fordhasbeenmanufacturingcarsfornearlyahundredyears.

(4).Eliminate:remove,esp.sb/sth.Thatisnotwantedorneeded;getridof

e.g.TheChinesegovernmentapprovedanewplantoeliminateilliteracynationwideby2006.

Thecurriculumignoredthenaturalinterestsofchildrenandsoeliminatedthechildren’smotivation.

(5).Intheair:intheearth’satmosphere;uncertain;notyetdecided

e.g.Thereisapeculiarsmellintheair.

Ourplanisstillintheair.

(6).Monotonous:dullandneverchangingorvarying;boring

e.g.Robotsareusedinrepetitive,monotonoustasksinwhichhumanperformancemightdegradeovertime.

Inthe1970swehadamonotonousdietofriceandvegetables.

(7).Getstuckin:beunabletomoveortobemoved

e.g.Iwasstuckinthetrafficyesterdayforaboutonehour.That’swhyImissedtheplane.

Iwasstuckathomewithflu.

(8).Convert:changefromoneformorusetoanother(followedbyinto/to)

e.g.Solarcookingrequiresadarkpottoabsorbthesun’sraysandconvertthemintoheatenergy.

Thesignalwillbeconvertedintodigitalcode.

(9).Bepoisedtodo:bereadytotakeactionatanymoment

e.g.Theautomobilecompanyispoisedtolaunchitsnewadvertingcampaign.

ItisreportedthatUSforcesarepoisedtoattackIraq.

(10).Mount:fixinpositionforuse,displayorstudy;putintoplaceonasupport

e.g.Someautomobilesweredesignedwithatransmissionmountedontherearaxle.

Thefirstgas-poweredvehiclelooledlikehorsebuggieswithenginesmountedunderneath.

(11).Takecontrolof:control

e.g.Thenewmanagerdidn’tknowhowtotakecontrolofhiscompany.

Thegovernmenthastakencontrolofallthenewspapers.

(12).Incoporate:makepartofawhole

e.g.Hisnewlypublishedbookincoporateshisearlieressay.

Theylaiddownahealthclubincorporatingagym,saunaandsteamroom.

(13).Expansion:theprocessofbecominggreaterinsize,extentorimportance

e.g.Moderncosmologistsarecontinuouslycalculatingtheage,density,andrateofexpansionoftheuniverse.

Underheatthemetalundergoesconsiderableexpansion.

3.Wordsstudy;movethenewwordsandexpressions,makesurethatthestudentscanreadthemcorrectlyandlearnsomeofthembyheart.

Step3Post-readingactivities(forthethirdtwoperiods)

1.Discussionquestion:

(1).Whathopesdoyouhaveforthefutureofsmartcars?

(2).Ifyouwereaskedtohelpdesignasmartcar,whatsuggestionswouldyoumake?

2.Doandcheckexercises

(1).Vocabulary

(2).Wordformation

(3).Structure

(4).Comprehensiveexercises

3.Essaywriting

(1).Study“writingstrategies”

(2).Assignawritingtaskforthestudentstofinishintwoweeks

4.homework

(1).Reviewthewholetextandgetfamiliarwithit.

(2).Reviewthestructurethathavebeenlearnedandvocabulary

(3).Finishwritingtheessay

(4).Previewthenewlesson.

LessonSummary

Thisunitisdividedintosixperiods.Usethestudent-centeredteachingapproach.Byaskingthestudentstomakesentenceswiththewordsandexpressionsinthisunit,thestudents’abilityofusinglanguagesisgreatlyimproved.Bydiscussingthetopic,notonlyhasthestudents’abilityoflistening,speakingandwritingbeenimproved,butalsoenlargevocabulary.BysummingupthemainideaofeachPartandeachPara,thestudents’abilityofunderstandingandsumminguphasbeenimproved.Byscanningandpreviewinganddoingexercisesbythemselvesofthisunit,thestudents’abilityofautonomiclearningistrainedgradually.Atlast,thestudents’abilityofcomprehensiveusagehasbeenimproved.

CollegeEnglishListeningandSpeakingCourse

(Unit3.OneworldUnit4.Explainingprocesses)

Ⅰ.BriefStatementsBasedontheUnit

Differentpeoplecelebratetheirbirthdaysindifferentways.Familyhistory,culture,languageandeconomicstatusareallfactorsthataffectthewayapersonobservestheanniversaryofhisorherbirth.Unit3willtellyouaboutthedifferentbirthdaycelebrationsaroundtheworld.Itwillbetaughtinoneperiod.PartAwilldealwithspeaking(theQuestionsforDiscussion.).PartB,andPartCgivestudentslisteningpractice.Afterdoingthis,thestudents’abilitytolistenandtospeakwillbeimproved.ThenwewillgoonwithUnit4explainingprocesses.Inthecourseofourworkorstudies,wesometimeshavetogiveoralpresentationsinfrontofalargegroupofpeople.Butwhenthereisalargeaudience,OHP—overheadprojector,willbeused.Fromthelisteningmaterialwewilllearnhowtouseit.Thisunitwillbearrangedinoneperiod.Thefirststeparrangesdiscussionaboutculturaldifferences.Afterthat,dosomelisteningpracticeaboutthetopicofwealth.Afterdoingthis,thestudents’abilitytolistenandtospeakwillbeimproved.

Ⅱ.TeachingObjectivesandRequirements

Trainingtheabilityoflisteningandspeaking

Understandthetopicandmastertheskilloflistening

Studentscananalyzeandsumupthematerialoflistening

Mastersomenewwordandexpressions

Afterlistening,doalotofspeaking

Ⅲ.TeachingTime:CollegeEnglishListeningandSpeakingCourse(Twoperiods)

Ⅳ.TeachingMethods:Communicative/Functional/NotionalApproach

Ⅴ.TeachingImportantPoints:

Trainthestudents’listeningabilitybylisteningpractice

Trainthestudents’speakingabilitybytalkingaboutoneworldandexplainingprocesses.

Ⅵ.TeachingDifficultPoints:

Howtoimprovethestudents’listeningability.

Howtohelpthestudentsfinishthetaskofspeaking.

Ⅶ.TeachingProcedures:

Unit3.oneworld

Step1.Questionsfordiscussion

1.Inwhatsensedoyouthinkwecanregardtheworldweliveinasoneworld?

2.Doyouthinkpeopleintheworldarelargelysimilar?Whyorwhynot?

3.Doyouknowanytraditionsofotherpeopleintheworld?

4.Doyouconsideryourbirthdayoneofthemostimportantdaysinyourlife?

Whyorwhynot?

Step2.ListentoPartBbirthdaycelebrationsaroundtheworldanddoexerciseofPartC.

1.Retellsomeimportantsentences

2.Retellthemainidea

3.Exercise1andExercise2

Step3.ListentoPartConeworldoneminute

Step4.Summary

Everybodyhasabirthdaybutthewaypeopleobservethedayvaries.Usuallypeoplewouldcelebrateit,especiallywhenitissomeimportantage.butsomedon’tcelebratetheirbirthdays.Butrememberbirthdaycelebrationisforfunnotforshowingoff.

Step5.Homework(ListentoPartD)

Unit4.Explainingprocesses

Step1.Questionsfordiscussion

Whatisthepurposeofanoralpresentation?Doyouhavetogiveoralpresentationtoyourclassmatesandteacherssometimes?

Doyourteachersuseanoverheadprojectorinclass?Whatareitsfunctions?

Doyouknowhowtooperatemachinelikeoverheadprojector?

Canyouexplaintosbinsimpleenglishhowtooperateamachineorperformatask?

Step2.ListentoPartBHowtouseanOHP

1.Retellsomeimportantsentences

2.Retellthemainidea

3.Exercise1andExercise2

Step3.ListentoPartCHowtosendanE-mailanddoexerciseofPartC.

Step4.Summary

Inourdailylifeweoftenfinditnecessarytolearntooperatecertainnewpiecesofequipmentorperformcertaintasks.It’simportanttoreaddirectionsofthenewthingifyouhaveproblemswithit.Oryoucanaskforothers’help.

Step5.Homework(ListentoPartD)

TeachingPlan

CollegeEnglishIntegratedCourse

Unit3.JobInterview(PassageA.GETTHEJOBYOUWANT)

BriefStatementsBasedontheUnit

Apersonhastohaveajobinordertosupporthimselfandhisfamily.Beforeapersoncangetajob,heisoftenaskedtotakeaninterview.Theinterviewisveryimportantandoftenthedecisivefactorindeterminingsuccessorfailure.Itmeansthatifapersonisn’tabletointerviewsuccessfully,hewon’tgetthejob.Thenhowcanapersonpreparefortheinterviewandgetthejobhewants?Thisunitisarrangedaroundthetopic—Interview.Theauthorinthisunitshowsussomegoodadviceonbeingasuccessfulintervieweeaccordingtohisexperience.Theyare“preparetowin”“neverstoplearning”“believeinyourself”“findawaytomakeadifference”.Afterlearningthisunit,studentsareaskedtoknowhowtopreparefortheinterviewandsome“DOS”and“DON’TS”.Andbystudyingthisunit,studentsalsoknowhowtowritejobapplicationlettersandtheusageofsomeimportantwordsandexpressions.Thisunitconductsalotofpracticeoflistening,speaking,readingandwritingcenteringonthetopicofInterviewandteachershouldletsstudentsmasterallknowledgeaboutthem.

TeachingObjectivesandRequirements

1.TalkaboutInterview

2.Graspth