实用英语综合教程下册教案

实用英语综合教程下册教案（共7篇）（共7篇）

1.实用英语综合教程下册教案 篇一

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:

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)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： Ｓ Ｖ（主＋谓）

基本句型二： Ｓ Ｖ Ｐ（主＋谓＋表）

基本句型三： Ｓ Ｖ Ｏ（主＋谓＋宾）

基本句型四： Ｓ Ｖ ｏ Ｏ（主＋谓＋间宾＋直宾）

基本句型五： Ｓ Ｖ Ｏ Ｃ（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.

2.实用英语综合教程下册教案 篇二

一、用肯定结构表否定意义, 在意义上相当于英语的“can not...”, 译为 “简直不, 无法, 难以”

The impact they’ve had on my confidence is more them word can describe is more than words can describe (Book III Unit 6)

他们对我信心的影响是词语无法描述的。

The blow is more than words can tell. (Book III Unit 6)

这打击远非词语能表达。

二、完全否定 (absolute negation)

Absolute Negation表示一种绝对没有的情况, 是对整体的全部否定。 它的构成方式有以下几种:

1.绝对否定词 (no, never, no one, nobody, none, nothing, neither, nowhere, no more, no longer, no way) 加上肯定谓语表示:

I would never have been able to finish those two miles if I were you. (Book I Unit 6)

如果我是你的话, 绝对不可能跑完那两英里。

Until the lawyer read her will, I never fully appreciated the depth of the old lady’s love. (Book II Unit 5)

直到律师宣读她遗嘱那一刻, 我才充分感受到这位老妇人深深的爱。

It was a moment I will never forget— ——a day that made me the richest kid in town. (Book II Unit 5)

这是一个我永生难忘的时刻—这一天, 我成了镇上最富有的孩子。

..., bring a little happiness into a place where no one ever looks forward to going. (Book Ⅱ Unit 6)

给那个谁也不愿去的地方带去一点快乐。

No longer was Jim the gentle, affectionate, loving man he was when we’d first met. (Book IV Unit2)

吉姆不再像我们初次见面时那样温柔、 体贴、 充满爱心了。

periodically asked for but never was given back his Olympic prizes.

他不时地要求把奥林匹克奖牌发还给他, 但最终也未能要回。

No one at the base has ever seen a figure like that.

基地上没有哪个人曾见过这样的高分。

We’re none of us getting any younger.

我们都不年轻啦。

And nothing can grow there.

那里什么东西也无法生长。

But neither the nursery nor the hotel my parents bought later had provided enough money to send my sister and me to college.

然而无论是托儿所还是我父母后来购买的汽车旅馆都不能提供足够的收入供我妹妹和我上大学。

There were no more butterflies in my stomach when I opened up an abdomen or a chest.

当我切开病人的腹部或胸腔时我不再紧张得瑟瑟发抖了。

First, weather would no longer be important.

首先, 气候将变得无关紧要。

I know there is no way to prepare for the next time.

我知道我不可能为下次做好准备。

2.用一般否定词not或never加上非肯定词表示:

It lies midway between two of the trees, not too near yet not too far from the trunks. (Book I Unit5)

它就放在两棵树的中间, 距离树干既不太近, 又不太远。

It wouldn’t be worth it, even if my foot did heal. (Book I Unit6)

即使我的脚真的好了, 这也不值得。

I couldn’t believe it. (Book I Unit 6)

我真不敢相信。

Not because she wanted me to win, but because she wanted me to keep going and not give up. (Book I Unit 6)

并不是因为她想要我获胜, 而是因为她希望我坚持跑下去不要放弃。

Here I was surrounded by people I did not know and who did not know me. (Book I Unit 1)

在这里, 周围都是我不认识的人, 而他们也不认识我。

..., but he cut me short with a sharp“No, you can’t”. (Book II Unit 2)

但他猛然打断了我, 厉声说道:“没有, 找不到。 ”

The shame which I felt can not be described. (Book II Unit 2)

我感到的耻辱无法用语言形容。

Step by step, I can’t see any other way of accomplishing anything. (Book II Unit 3)

一步一步地走, 这是唯一的成功之路。

It is really not that complicated, Mary. (Book II Unit 7)

其实这事并没有这么复杂, 玛丽.

“The wash did not let me die.” (Book IV Unit 1)

“这些要洗的衣服还不肯让我死呢。 ”

The fact that I don’t enjoy it doesn’t matter. (Book IV Unit3)

我不喜欢音乐, 这无关紧要。

You’ll never amount to anything if you spend your time that way.

你要是老这样消磨时间你将一事无成。

三、部分否定 (Partial Negation)

Partial Negation是对集体中一部分被肯定、表整个意义的词用一般否定词not修饰, 表示的是一部分被肯定, 一部分被否定。 《大学英语》中有以下三种形式:

1.用 “not+...+表示全体意义的词”表示:

I didn’t mean all the thing I said.

我刚才说的那些话不全是当真的。

They can’t tract down all the cheaters any more.

他们再也查不出所有的作弊者了。

The intent is not to catch everyone but rather to catch enough to spread the world.

目的并不是要捉拿所有的人而是抓住足够的作弊者以便把信息传开去。

2.用 “表全体意义的词+not”表示:

But all this hasn’t made a dent, not a dent, in the situation.

但是一切努力收效很少。

All of us couldn’t fit in there.

那儿容不下咱们所有的人。

3.用 “not+表全体意义的词”表示:

We’re not always as perceptive as we might be about-applying the rule.

然而对于运用这一规律我们的感觉并非一直都很敏锐。

Not every winter is critical for deer of course.

当然了, 并非每个冬天鹿都处于危难之中。

Not everyone can interact with such persistance and over long hours.

不是每个人都能以这样的韧性与人周旋的。

A good many patients gain renewed selfconfidence when gainfully employed and lose some, if not all, of their most acute symptoms.

许许多多病人一旦受聘从事有一定收益的工作, 便重新获得失去部分, 如果不是全部的话, 最严重的症状。

4.用little, few, hardly等部分否定词:

Unfortunately, he discovered that he had little aptitude for programming. (Book III Unit7)

遗憾的是, 他发现自己在编程方面没有什么天分。

四、转移否定 (Transferred Negation)

Transferred Negation指的是形式上与逻辑上否定的不一致, 《大学英语综合教程》中主要有以下三种形式。

1.从谓语否定转移到宾语否定。

I don’t think it’s because they don’t know how, Ithink it’s because counter productive. (Book III Unit 6)

我想这样不是因为它们还知道怎么做, 而是因为这么做会适得其反。

I don’t believe I’ve the pleasure of knowing you.

我想我和你并不相识。

But the two policemen didn’t think that would be much help.

但那两名警察却认为这对破案不会有多大帮助。

His friends and doctors didn’t think he could do it, as he had lung cancer.

由于他患有肺癌, 朋友们和医生们都认为他不能做那事。

2.合成谓语内部从谓语动词否定转移到不定式或从句否定。

But it doesn’t seem to the economy.

但它似乎经济没有什么联系。

I didn’t seem able to do anything tight.

我仿佛什么事情都没法干好。

But he doesn’t seem to understand and kept trying to coins into her hand.

但他却好像没有听懂, 只管把硬币往他手里塞。

And I’m positive that he didn’t for a moment feel that he was in anyway cheating the store.

我也确信他觉得自己一点也没有在欺骗商店。

3.从谓语否定转移到状语从句。

I don’t teach because teaching is easy for me.

我之所以教书不是因为我觉得教书轻松。

We didn’t set up the cooperation merely because we wanted to make profits.

我们建立公司不仅仅是为了攒钱。

John didn’t marry Alice because she was rich, nor she was pretty.

约翰之所以与艾丽斯结婚不是因为她富有而美丽。

I didn’t leave college because I was tired of learning.

我离开大学不是因为我厌倦了学习。

五、排除否定 (Excluded Negation)

Excluded Negation指的是句中含有排除连词和排除介词 (but, except, besides, beyond, unless, as well as等) 的否定句。

My doctor won’t let me drink anything but champagne.

我的医生让我喝香槟。

To Betty Van Meter, this man was not an enemy but rather a suffering human being.

在贝蒂·范·米特眼里, 这个伤兵不是敌人而是个受苦受难的人。

It was so far beyond my means that I had never thought of going there.

这远远超过我的经济实力, 所以从来我连想都没有想过去那种地方。

Of the guests, none except the American noticed this.

在座的客人中除了那位美国人以外谁也没有注意到这一幕。

Unless you do , you are not likely to do the most efficient kind of reading.

不这样做, 你的读书就不可能是最有效的。

Technology includes techniques, or ways to do things, as all as the machines that may or may not be necessary to apply them.

除机器外技术还包括技艺即制作方法, 而这些技艺方法的运用并不一定都要机器。

参考文献

[1]英语天地.1966, 12.

[2]21世纪大学实用英语综合教程1.上海:复旦大学出版社.

[3]21世纪大学实用英语综合教程2.上海:复旦大学出版社.

[4]21世纪大学实用英语综合教程3.上海:复旦大学出版社.

3.实用英语综合教程下册教案 篇三

【关键词】商务英语 英语知识 商务知识与文化

一、商务英语专业特点

随着经济全球化进程加快和我国对外交流的迅速发展，商务英语已成为新型的英语专业。到2015年为止，全国200多所不同类型和层次的高校设立商务英语本科专业。商务英语本科专业人才的培养过程中，商务英语综合教程的教学尤为重要，代表着专业的水平和质量。《高等学校商务英语专业本科教学质量国家标准》规定：高等学校商务英语专业旨在培养英语基本功扎实，具有国际视野和人文素养，掌握语言学、经济学、管理学、法学（国际商法）等相关基础理论与知识，熟悉国际商务的通行规则和惯例，具备英语应用能力、商务实践能力、跨文化交际能力、思辨与创新能力、自主学习能力、能从事国际商务工作的复合型、应用型人才。商务英语教学应立足语言基本功、商务知识与文化素养，把握好语言、商务与文化的有机融合，合理分配各方面教学内容的量，保证商务英语综合教程的教学效果。

二、商务与文化知识学习对商务英语学习的重要性

商务英语专业的人才培养不止是强调听、说、读、写、译的语言知识和技能，同时应具有较强的商务专业知识和丰富的文化知识。商务英语人才不但要具备熟练运用英语沟通和完成工作的能力，而且应具有国际视野，熟悉中外文化和对外交往礼仪，处理各种关系，还必须了解国际经济基本理论知识，熟悉经济、商务和贸易领域的专业术语，能用英语熟练地按国际惯例进行商务活动。因此，商务英语专业培养的人才应能在国际国内经贸、金融、银行以及相关产品进出口领域从事业务操作、管理和商贸谈判等工作。

文化差异对商务交流活动有着至关重要的影响。商务英语人才的语言能力培养离不开对社会文化知识的了解。语言不能脱离文化而存在，不能脱离社会继承下来的传统和信念。不了解英语语言所承载的文化，也就无法真正学好英语。商务英语教学不仅要着重语言知识和语言技能的训练，打牢语言基本功，更应该把语言知识学习与能力训练置于商务和文化背景之中。要想使学生深层次地了解西方文化，在教学中要有目标地扩大知识范围，多角度了解英语国家的文化，如经济、政治、宗教、伦理、道德规范、法律制度、史地、风俗习惯、艺术等各种文化现象。深入了解这些文化知识，不仅会扩大学生的知识面，拓宽国际化视野，还有利于培养学生辩证的思维。

三、商务英语综合教程教学中语言知识和商务与文化教学的内容

《商务英语综合教程》是由对外经济贸易大学和上海外语教育出版社共同策划，按照商务英语专业本科教学要求全力打造的第一套供商务英语本科一、二年级使用的英语教材。该教程着重打牢语言基本功，强调语言、文化与商务三者的有机融合，语言技能、商务知识、文化知识按比例分配，培养学生的跨文化交际能力，兼顾同其他商务英语技能课程和商务专业课程的衔接。《商务英语综合教程》共分4册，每册共8个单元，每个单元围绕一个紧扣社会热点的话题，围绕该话题选取3篇不同难度和文体的课文，兼顾语言学习、商务通识、中外文化，课文选材语言地道，思想内涵深刻，体现经济全球化时代特点，可读性强。1-4册中的语言、商务、文化按比例分配，第一册，语言知识、商务知识、文化知识比例为语言70%，商务、文化30%；第二册为语言60%，商务与文化40%；第三册为语言50%，商务与文化50%；第四册为语言40%，商务与文化60%。

本套教材的编写特色在于注重商务知识和商务术语的导入、语言知识的输入与巩固、以及文化意识的培养。每个单元为五个部分：Part One：Activation，包括重要术语、人物背景、品牌公司等知识准备。Part Two：包括Warm-up Activities 和 TextI。Part Three：包括Pre-reading Questions、Text II和视听材料；Part Four：Text III和Group Assignment。Part Five：语言训练，包括重点词汇巩固与练习、理解练习、学习技能和写作。每单元五个部分围绕单元中心话题为教学提供了丰富的素材和任务，适合于运用任务教学法，通过丰富多彩的学习任务，训练学生的语言交际能力、阅读能力、自主获取信息的能力和合作学习的能力。以第一册第七单元为例，本单元话题为：Is There a Golden Rule in Business？

第一篇课文讲述嘉信理财的创始人查尔斯·施瓦布诚实地与客户做生意的商业伦理的重要性。第二篇课文讲述杜克大学工商管理硕士学生违反道德准则的事件，以此说明道德规范的重要性。第三篇课文涉及中国文化中思想方法、观念模式和面子的特征，展现了中西方文化的不同特点。在单元教学过程中，教师结合单元教学内容，精心设计每一教学环节，采用任务教学法，引导学生完成学习任务。下面是笔者对本单元主要教学环节的处理策略：

1.引入单元话题时，通过对照 “In everything，do to others what you would have them do to you..."（the precept in the Gospel of Matthew）和 "Never impose on others what you would not choose for yourself （己所不欲，勿施于人）."，以此引出话题，引导学生积极参与语言交流，激发学生去思考商务活动中的金科玉律。

2.要点词汇、关键术语教学时，要求学生借助词典、wikipedia等工具，查阅预习本单元所要涉及的关键术语，教师在课堂上检查预习效果，同时帮助学生准确理解术语概念。

3.要求学生利用英语网络资源（wikipedia）查阅Charles Schwab、Johnson and Johnson、KFC、Nestle、P&G和Sony等公司的主要产品和服务等基本信息，形成简介，课堂上由学生展示公司简介。

4.课文教学中，通过整体快速阅读把握主旨、细节阅读深入理解、重难点讲解、归纳要点、理解商务、文化信息等方式训练阅读技能、提升阅读理解能力，掌握语言知识、拓展词汇量、获取商务、文化知识。

5.单元第5部分内容为语言知识训练，包括词汇练习、语法要点、综合练习、学习技巧和写作，教学中要突出语言训练的基础作用。

6.单元的小组任务（group assignment）采取学生以4-6 人一组的合作小组形式完成小组合作任务。本单元小组任务为Case Study（案例分析），教师指导学生明确案例分析的概念、形式、和方法，每个小组学生按照老师的具体要求（结构、内容、语言），小组成员合理分工完成任务。学生完成任务后，再进行小组成果交流，教师给予评价。小组任务的完成过程也是英语知识和商务能力相结合的语言实际运用能力的训练过程。

7.每一单元都有视听说环节，教学中充分利用多媒体技术，通过单元相关的音、视频材料，加大语言学习的趣味性和语言输入的有效性，调动学生课堂参与的积极性。

四、商务英语综合教程教学感悟

1.把握人才培养方向，选用合适的教材。商务英语综合教程是商务英语专业课程中至关重要的课程，所选教材必须体现商务英语专业本科教学要求的培养目标，着重语言基本功，商务专业素质和人文素质并重，以语言为核心，商务为背景，兼顾文化信息，突出知识与技能训练，语言学习技能和商务沟通技能训练，尤其是商务背景下的跨文化交际意识和交际技能，体现商务英语专业特点，选材新颖，具有经济全球化时代特点，符合学生学习需要。

2.因材施教，采用灵活的教学方法。商务英语综合教程应符合当代外语教学思想和方法，采用讨论式、案例式，交际型、任务型等“以学生为中心”的教学方法，通过丰富多彩的学习任务强化听、说、读、写、译等基本语言技能训练，培养学生英语交际能力、多渠道获取信息的能力。指导学生优化学习策略，掌握科学有效的学习方法，提高学习效率。有效利用多媒体教学资源，运用相关音频、视频材料，丰富语言体验形式，为学生提供个性化学习空间，促进教学模式的转变。

3.不断学习，提升教师综合素养。商务英语综合教程的教学需要教师处理好商务英语语言知识技能和商务文化知识教学之间的关系，在语言知识技能教学中渗透商务文化知识，努力培养学生商务素质与文化素养，培养学生能在商务实践中运用语言的能力。如何有效地实现商务英语综合教程的目标，教师自身要有强烈的责任心，虚心进取，勇于迎接挑战，树立终生学习的思想，广泛涉猎商务知识，积极参与相关商务活动观摩、学习和体验，深入研究英语国家文化，掌握中西方文化差异，熟练掌握现代网络技术和信息技术，与时俱进地适应新型的教学发展需要。

参考文献：

[1]陈准民，王立非.解读《高等学校商务英语专业本科教学要求》（试行）[J].中国外语.2009（4）：4-11.

[2]胡文仲.文化与交际[M].北京：外语教学与研究出版社，1994.

[3]王立非.商务英语综合教程1[M].上海：上海外语教育出版社2010.118-137.

[4]王福祥，吴汉樱.文化与语言[M].北京：外语教学与研究出版社，2000.

4.实用英语综合教程下册教案 篇四

Section A: College life in the Internet age 1.Teaching Objectives: To talk about digital education To further understand the text To apply the phrases and patterns To master the paragraph writing skill 2.Time Allotment: Section A(3 periods): 1st---2nd period: Pre-reading activities(theme-related questions for warming up;)While-reading activities(cultural notes;useful words and expressions;

difficult sentences)rd3period: While-reading activities(text structure;main ideas)Post-reading activities(comprehension questions;exercises)4th periods: Practice of the reading skill(reading for the key idea in a sentence);T checks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences Section B(1period):

3.Teaching Procedures: Pre-reading Activities Step 1.Greetings Greet the whole class warmly.Step 2.Lead-in and preparation for reading Look at 3 pictures and answer the questions based on these pictures.1.What are the advantages and disadvantages of each way of teaching and learning? 2.Which way do you prefer? Give your reasons.3.Do you think the Internet is indispensable in teaching and learning nowadays? Why or why not? Step 3.Fast reading Ask the Students to read the passage as quickly as they can and then answer the questions on the screen.Let them get the main idea of each paragraph and make clear about the text structure.Text structure:(structured writing)The passage can be divided into 4 parts.Part1(para.1)Introduction Part 2(para.2-6)How the transformation influences student’s campus life Part 3(Para.7-11)How the transformation influences college Part 4(Para.12)Conclusion Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method: Read the text individually and talk in groups;Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4.Preparation for details of the text on the screen Students are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:

Purpose: Train the Students’ ability of understanding and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1.(Para.2)access享用权；享用机会

Access to up-to-date information is essential to our research.利用最新信息对我们的研究至关重要。

2.(Para.2)instant-message: v.exchange written messages over the Internet with people what you know 发送即时消息

She doesn’t like instant-messaging.When she has something to say, she will make a phone call.他不喜欢发即时消息。有话要说时，她就打电话。

3.(Para.3)accessible： a.easy to obtain or use 易得到的；易使用的

He has made some attempts to make opera accessible to a wider public.他做了一些尝试，想让歌剧能有更多的受众。

4.(Para.5)add to sth.: make a feeling or quality stronger and more noticeable 增加；增添

Her rejection of our request has added to the uncertainty of the situation.她拒绝了我们的要求，这使得形势更加不确定。

5.(Para.6)indispensable: a.difficult or impossible to exist or do sth.without 不可缺少的；必不可少的

Good dictionaries are indispensable in English learning.对英语学习来说，好词典是必不可少的。

6.(Para.6)visit with sb.: talk socially with sb.叙谈；闲谈 He is so busy that he hardly has time to visit with his friends.他忙得几乎没时间和朋友聊天。7.(Para.7)take the lead树立榜样，带头

The chairman always takes the lead in everything and is deeply trusted by the masses.主席做事总是一马当先，深受广大群众信任。8.(Para.7)account for解释，说明，引起

Many countries are trying to find out what accounts for the disappearance of MH370 airplane.很多国家都在尽力弄清楚MH370失踪的原因。

9.(Para.7)bank balance: n.[C] the amount of money sb.has in their bank account 账户余额；银行存款余额

I check my bank balance about once a month.我大约每个月查一下我的账户余额。10.(Para.8)inferior差的，次的

It is stupid to think that women are inferior in intelligence to men.认为女性的智力低于男性的想法是愚蠢的。11.(Para.9)focus on（把„„）集中（于）

Millions of people focus their attention on commodities which are good in quality and low in price.优质价廉的商品令万众瞩目。

12.(Para.9)wired: a.connected to, and able to use the Internet（指计算机系统)联网的，连线的

Many colleges now have high-tech libraries and wired dormitories.许多大学现在都有高科技图书馆和联网的宿舍。

13.(Para.9)keep up with.①跟上；保持同步；②和（朋友）保持联系 Young people now have more and more means to keep up with their friends.现在的年轻人可以通过更多的方式和朋友们保持联系。14.(Para.10)stand out①出色；②显眼；突出

Her long, blonde hair and bright pink dress made her stand out in the crowd.她那长长的金发和鲜亮的粉色裙子使她在人群中显得很突出。15.replace with用„„替换, 以„„接替

Many people believe that it will be a matter of time before they completely replace cash with credit cards.很多人相信信用卡替代现金只是个时间问题。

16.(Para.12)in large part: mostly, or in most places 多半；在很大程度上；大多数地方 The state is becoming stronger, thanks in large part to the emergency measures taken to guard against economic collapse.这个国家正在变得日益强大，这主要归功于采取了预防经济崩溃的紧急措施。Step 5: While-reading Activities Language Points: 1.In her dorm, she instant-messages her roommate sitting just a few feet away.(Para.2)Meaning: In her dorm room, she even sends instant messages to her roommate, who is sitting only a few feet away from her.2.“ I always feel like I have a means of communication-in class and out of class,” says engineering major.(Para.4)Meaning: “I always have the feeling that I have a way to communicate with others, whether in class or out of class,” says a student majoring in engineering.3.“It’s adding to students’ sense of excitement about the subject.”(Para.5)Meaning: “It makes students feel more excited about the subject.”

4.Professors have been encouraged to tape their lectures and post them online.(Para.5)Meaning: Professors have been encouraged to record their lectures and put them online.5.More than just toys, thes instruments are powerful tools for the storage and management of virtually every kind of information.(Para.6)Meaning: These instruments are not just toys.They are powerful tools to store and deal with almost any kind of information.6.In the past few years, schools have taken the lead by turning their campuses into bubbles of Wi-Fi networks.(Para.7)Meaning: In the past few years, school have been the first to transform their campuses into places connected with Wi-Fi networks.7.Other colleges are straining to stand out from their peers(Para.10)

Meaning: Other colleges are trying very hard to do better than their fellow colleges.8.For those who prefer to travel laptop-free, colleges supply several computer labs.(Para.11)Meaning: For those students who do not like to take a laptop with them, colleges provide several computer labs for them.9.The anywhere-anytime access has already yielded amazing benefits in education.(Para.12)Meaning: The fact that the Internet is available anywhere and anytime on campus has produced surprising benefits in education.Step 6: Typical patterns: Purpose: Further understand the text（Train further reading ability）to find out some difficult sentences and details of the text.Method: Read the text together;Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.Typical patterns：

1.The college campus, long a place of scholarship and frontiers of new technology, is being transformed into a new age of electronics by a fleet of laptops, smartphones and connectivity 24 hours a day.大学校园长久以来都是学术之地，也是新技术的前沿。现在随着手提电脑和智能手机的大量出现，加上每天24小时不间断的网络连接，大学校园正在转而进入电子设备的新时代。sth., long a … of …, is being transformed into …, and …用于形容“某物的变化”。

应用: 太空长久以来都是一个充满神秘色彩的地域，现在随着尖端技术和先进材料的大量出现，加上专业的宇航员，太空已经正在转为人类探索活动的战场。

The space, long a place of mystery, is being transformed into a battlefield of human exploration by a fleet of top technology, advanced material and professional astronauts.2.In fact, a recent study in the US found that information technology accounted for 5% to 8% of college budgets, up from an estimated 2% to 3% in the mid-1980s.事实上，美国最近的一项研究发现，信息技术的投入占高校预算的5%-8%，比20世纪80年代中期约2%-3%的投入有所增加。

A recent study/ research/ experiment found/ discovered/ indicated that … 用于表达“某些研究、实验等所发现的结果”。

应用：最近的一项研究发现，与动物进行积极的互动能降低一个人的血压。

A recent research discovered that interacting with animals in an active way may lower a person’s blood pressure.3.With the widespread application of laptops and computer science, we are going to produce a generation of problem-solvers and intelligent thinkers, which is indispensable for the future of the world.随着计算机技术的广泛应用，我们将培养出善于解决问题和善于思考的一代人，这对于世界的未来是至关重要的。

With the widespread application of …/With the fast/rapid development of …用于表达“某事或某物的发展或应用”。

5.大学体验英语综合教程3课文翻译 篇五

最近发生了几桩怪事儿。

我在北威斯康星州的树林中有一座小木屋。是我亲手搭建的，前面还有一间花房。住在里面相当惬意。实际上我是在户外做音频制作和环境方面的工作--作为干这一行的工具，我还装备了一间带电脑的工作室。

还有一只树蛙也在我的工作室中住了下来。

去年十一月，我第一次惊讶地发现他（只是这样称呼罢了，事实上我并不知道该称“他”还是“她”）坐在电脑的音箱上。我把他放到花房里去，认为他呆在那儿会更舒服一些。可他又跑回来呆在原地。很快我就习惯了有他做伴，清晨我上网查收邮件和阅读新闻的时候，他也在一旁关注这个世界。

可上周，我突然对这个爬上爬下的 “小绿人或小灰人”产生了好奇心。

于是有一天，我正在工作室里干活，电脑嗡嗡作响。当树蛙从我面前爬过时，我不得不停止工作。他停下了并转过身来，坐在那儿看着我。好吧，我也干脆停下来望着他。五个月了，他一直这样陪着我。我突然有一股强烈的欲望想了解他：为什么他要呆在这儿而不乐意呆在花房里？我认为对树蛙来说，花房显然要舒适得多。

“你为什么呆在这儿？”我情不自禁地问他。

我目不转睛地盯着他，他也直视着我。然后我听到一种叮咚声。这种声音似乎一下子就进入了我的大脑中枢，因为它和电脑里发出来的声音十分接近。在那个声音里我听到树蛙对我“说”：“因为我想让你明白”。唷，太不可思议了。“明白什么？”我脑海中突然跳出了这个问题。然后经过短暂的体验这种交流之后，我觉得我已经理解了树蛙待在这儿的原因。我开始理解树蛙只是想听到其他同类的叫声并并与之交流。或许他误以为计算机发出的声音就是其他树蛙在呼唤他。

真是有趣。

我继续工作。我正在写一个关于全球气候变化的故事。有个朋友刚好发过来一份传真，说地球的温度正以每十年1.9度的速度上升。我知道，照这种速度下去，每年春天我都爱去提取树浆的这片枫林，到我孩子的那一代就将不复存在。我的故乡美丽的威斯康星州也会在下一代变成一片草原。

此刻，树蛙从我脚背跳过去站在电脑前的地板上。然后他伸出手来从后面拢起左耳凝神倾听，接着他又站在电脑前伸出右手拢起另一支耳朵。他这样转动着脑袋，聆听那个声音，非常专心致志。他的皮肤起了微妙的变化，呈现出一种亮丽的绿色，然后他就用尽全力跳到电脑上。

我猛然想起去年在收音机里听到的一则关于青蛙的消息，说是全世界的青蛙正在死亡。消息说因为青蛙的皮肤就像是一个内里朝外的肺，所以正在受到污染和全球气候变化的影响。据说已经发现有些青蛙的皮肤已变得像纸一样干瘪。还说青蛙是一个“物种指示器”，由于对环境敏感，这个物种会先遭灭顶之灾。

这时我明白了。

青蛙向我们传递了一个信息。一些头脑清醒的人士也曾向我们传递过同样的信息，那就是“我们别无选择。”我们已经进入了关键时刻，为了人类的子孙后代，也为青蛙，我们必须对这个星球负起主人的责任。

因为我们休戚相关。

我还明白了我们之间没有界限，明白了时间的紧迫。

为了我们的亲人，我们必须马上行动起来。

于是我明白了这只青蛙此行的目的，也知道自己在这儿该做些什么。

Unit4

且慢，神奇医生

塞韦里诺·安蒂诺里是一个富有的意大利医生，在他名下有一连串治疗不育症的私人诊所。他喜欢观看足球比赛，自称为天主教的忠实信徒，然而梵蒂冈对他的研究却不感兴趣。

在他的诊所里，安蒂诺里已能给患者提供天下所有的试管受精治疗，但对某些夫妇，他仍然无能为力。因此，这个被意大利人称作神奇医生的人现在打算克隆患者本人来帮助他们得到迫切想要的孩子。

当然这就引起了轩然大波，宗教领袖群起而攻之，认为这是对人类尊严的玷污，同时其他科学家也出来抨击他的克隆计划。尽管在此之前安蒂诺里已多次提到过他的远大志向，但这次不同的是他好像是要动真格的了。与安蒂诺里志趣相投的美国科学家加入了他的克隆冒险试验。上周在罗马举行的一次新闻发布会上，他们宣布已有上百对夫妇自愿成为实验对象。

七年前，安蒂诺里由于使用捐赠的卵子帮助高龄妇女成功生育，顿时名声大噪。随后，他率先使用老鼠为生殖力低下的男子培育精子。很显然，他不是一位普通的科学家，而是一个爱出风头的人。他靠论争而成名，并将生殖学推到了极限。为此他便理所当然地被视为危险人物。

然而，他利用克隆技术来战胜不育症的想法并不是想象的那样不可理喻。很多人还难以理解利用克隆进行生育的意义，但对某些夫妇而言，他们想要一个携带自己基因的孩子，克隆技术是他们唯一的希望。就这点而言，与安迪诺瑞观点一致的科学家或许是正确的，他们指出我们没有充分的理由来反对作为医疗手段的克隆生育技术。将来我们也许会改变观点并允许在特殊的情况下使用克隆技术.但前提条件是要等到科学发展成熟之后，而这才是问题的实质。克隆羊多利出生五年了，克隆技术却一直见不到曙光。克隆的失败率令人震惊，高达97%，畸形婴儿屡见不鲜。即使克隆成功了，也无人能理解其究竟。所以我们先别去争论复杂的伦理道德。在最基本问题得到澄清之前就开展人体克隆，简直就是浪费时间和精力。

这并不是说安蒂诺里定会失败，问题仅仅在于即使他成功了，代价也许会高得让人难以接受。将会浪费大量的卵子和胚胎，很多妇女将经历怀孕的艰难过程，而结果却是流产或堕胎。从现在算起几年以后，技术将会有长足的进步，无谓的损失就会极大地降低。然而，在现阶段要想阻止生育克隆，似乎任何人对此都几乎无能为力。

这不仅仅是安蒂诺里和他的团队热衷于这项研究，还有一个叫做雷利安的宗教组织相信克隆是实现永生的关键，并声称已经拥有了必要的卵子捐赠者和自愿接受移植胚胎的人。

那末，制定更加严厉的法律又将如何呢？虽然目前在很多国家移植克隆的人类胚胎是非法的，但是绝不是所有的地方都会禁止。禁止克隆很有可能会使其转入地下，而不是将其根除。因为秘密研究会引起问题，安蒂诺里和他的团队拒绝透露他们将把哪个国家作为研究基地。不管人们喜欢与否，克隆研究仍将进行下去。迟早我们将要做出抉择：对克隆研究进行规范是否比强行禁止更为有利。

当然安蒂诺里会主张对克隆进行规范。他相信人们定会摆脱由克隆生育带来的情感冲突，将其作为另一种试管受精技术，这只是时间上的问题。上周他说道，一旦第一个克隆婴儿呱呱坠地，全世界一定会欢迎他的到来。

但是，如果第一个克隆婴儿不健康、畸形，或者只是千百个克隆胎儿中的唯一幸存者，世界绝不会接受他。过早抢先开始克隆实验，神奇医生和他的同事们的确面临着极大的风险。如果他们的直觉出错，对克隆技术乃至对整个科学事业的冲击将是灾难性的。

Unit5 无言以对

几周前我乘坐出租车，司机通过后视镜看着我说：“对不起，小姐，能帮个忙吗？”

精明老练的城里人都知道，对诸如“能帮个忙吗？”这样的问题，回答永远应该是“那要看是什么忙了。”而我却高声地说：“当然可以。”

“谢谢！”他说，并向后排座递过来一张黄纸条。

我盯着纸条，疑心顿起：难道他在开玩笑？抑或是威胁？纸条上是手写的工工整整几个小字：proverb，peculiar，idiomatic。

“请问，这几个字是什么意思？”

我沮丧地看着纸条上的字，就好像在晚会上你盯着几个以前曾经见过的面孔，却怎么也想不起他们的名字。Proverb？Peculiar？Idiomatic？我怎么会知道？会用一个词是一回事儿，会解释可是另外一回事儿。于是我故意转移话题。

“这些字是哪儿来的？”

司机解释说他是巴基斯坦人，开车时喜欢听收音机，经常把不熟悉的、精彩的词随手记下来，然后向乘客询问他们的意思和拼法。

“Peculiar，这个词什么意思？”他问。

这个我知道。“指奇特、古怪，经常带点儿怀疑的意味，”我说。

“谢谢您，小姐。那么，idiomatic呢？”

我清清嗓子，说：“嗯，它是指，嗯，它是语言的一种独特运用。”

我自以为“独特”一词用得很妙，他却一脸的迷惑。这是在提示我，如果对方没有明白，这词儿就不能算用得妙。

“啊，这么说吧，idiomatic和idiom有关，而idiom是指一个国家的某一特定地区或一个民族的某一特定人群使用的词，该地区以外的人，不属于这个群体的人一般不用或不明白它的用法。”

看着他迷惑不解的样子，我不知用什么恰当的词才好，只好继续解释下去，似乎一千个模糊的词加起来可以等于一个准确的定义。

“你能举个例子吗？”

我绞尽脑汁地想：“围观塞车，”这是个独特的芝加哥惯用语。

可这算得上名副其实的惯用语吗？我不得而知。我越想惯用语，就越没有把握说清楚惯用语到底是什么？

“那么proverb呢？”

我本该当时就告诉这个可怜的人，我的解释也许会误导他对谚语真正含义的理解，但我却说：“我觉得谚语就是一种警语，但又不完全是。”

“一种什么？”

“算了，别管它，谚语是给人们以警示的短小精悍的句子。”

“比如说……”

当我在脑海里拼命地搜索时，记价器上的数字又跳了20美分。最后我低声说：“欲速则不达？”

但它算是谚语吗？且慢，谚语是否应该是些小故事而并非短语呢？我还在掂量谚语可能就是小故事时，他又问：“那惯用语是谚语吗？”

这我可以回答，但不是在此时。因为此时这一回答至关重要，一个好奇聪明的外国移民以为他所期待的答案会从一个本国人的口中自然而然地脱口而出，就好像十月的树叶会自然地落下来一样。因此我退却了。

“你请乘客给你解释词意的时候，他们大多都会给你答案吗？”

“会的，小姐，很有意思的解释。”

直到那时，我一直在为这位司机学习英语的执著而感动，陶醉于能有机会与一个充满好奇心的人一起来满足自己对语言词语的好奇心，却未能充分意识到在这辆出租车上可能犯下的语言欺诈错误。我几乎不敢想象这位司机听到的是什么样的蹩脚英语，因为像我这样的懦夫不敢坦白地承认：“我对自己的母语并不懂。”

我只能希望像他这样好奇的人会有一本字典，希望他能明白，不论乘客如何解释，发生围观塞车时，欲速则未必不达。

Unit6 开罗的女出租车司机

她叫娜格特。

我第一次见到她是在开罗机场。一个女出租车司机——在一大群男伙伴中唯一干这一行的女性。

你知道在深夜到达一个陌生的城市是一种什么感受吗？没有任何人，甚至没有一缕阳光来迎接你。当我步出机场时，迎面而来的是成群的出租车司机——在全世界所有的机场都有众多出租车司机四处转悠。在开罗，出租司机人更多，更喧闹。“出租车！”“你要出租车吗？”我耳边充斥着这些声音。

我感到一只有力的手抓住了我的左臂。“你需要出租车，跟我来！”那个女人说。她什么都没有问，只是拉着我穿过人群。我顺从地跟着她。一个旅游者，特别是一个妇女，有些时候就不得不信赖某个人。我们来到一辆破旧的小车前。这辆车的风光已过——如今车身上有不少擦伤，轮胎磨得光秃秃的，挡风玻璃上还有一道裂缝。但它的确是一辆出租车。而且这个女人将亲自开车送我。她把我的包搬进行李箱，上好锁，然后坐在驾驶座上。这时我才松了一口气。“我会开车送你。别担心，”她说。

娜格特向我解释说，她每周开几个昼夜的出租车。她另有一份工作，在办公室任职，但语焉不详。这辆破旧的小车不是她的，而是一个老板的。只要有可能，她就向他租来开。自从十来年前她丈夫撒手人寰，留下两个十多岁的孩子和她的双亲之后，她就一直开出租车养家糊口。

她熟知开罗的每一个角落——这并非一日之功。开罗迷宫般的大街小巷、居民区、集市所构成的复杂体系，宛如古代说书人编造的迷津。数百座清真寺——其中许多是伊斯兰建筑的精华，紧紧挤在一起的的老街区，郊外巨大的公寓楼群，静静流淌的尼罗河穿城而过——所有这些组成了这座过于拥挤的城市。

娜格特熟谙人情，略带幽默。她全权负责我的观光日程安排。每天早上9点正，我都能看见她矮壮的身影准时出现在旅馆大厅外。每当她瞥见我走下楼梯，她圆圆的脸上马上会绽放出灿烂的笑容。几乎每天她都穿着一件土黄色的带风帽的斗蓬。她动作利索，从不浪费任何时间。她做事果断似乎是由于经济条件所迫而养成的习惯，不得不尽可能多做些事情。

随着她开车带我从博物馆到金字塔，从城市的一端到另一端，我很快就发现她卓尔不群。每当我们停下来，喝一杯茶小憩或到达一个历史景点--在这些地方的停车场总是男出租车司机云集之处--无论何处，她总是引人注目。男人们走向她的车，脸上充满了疑惑。正如她告诉我的那样，他们首先都会问?quot;你是开出租车的吗？“经过她简短的解释，我看见那些男人脸色缓和下来，微笑着，尊重而和善地与她聊天。这种场面多次出现。我感觉到，她总是能赢得遇到她的人的友情。

娜格特自尊并自立。有一天，我看见她在博物馆外等我的时候，从出租车行李箱里取出备用轮胎--有一个磨秃的轮胎终于瘪了--准备自己换轮胎。几个好奇的旁观者围上来，还有人愿意帮忙--但是不，她不需要任何人帮忙。她麻利而从容地换好了轮胎，用瓶装水洗过手，然后坐进车里，问我：”现在去哪儿？"

6.实用英语综合教程下册教案 篇六

Unit 1

5.1.forbade 2.mourning 3.charge 4.accumulate 5.begged 6.declared 7.narrow

8.penniless 9.unloading 10.stolen 11.absence 12.faithfully

6.1.a good deal of 2.speak of 3.leaning on 4.stood on his feet 5.at(the)most

6.both…and 7.counted out 8.with the help of 9.heard of 10.be blessed with

10.1.Driven by a strong will, he eventually fulfilled the task he had undertaken.2.He promised to write to me as soon as he got there, but nothing has been heard of him so far.3.The boss has never been so pleased with any employee before.The young man is a real find.4.With the help of the doctors and nurses, the patient was able to stand on his feet once more and soon resumed working.5.The old man’s wrinkled face spoke of the hardships he had endured in his life.6.When she recovered somewhat, she leaned on the window watching the children play on the lawn.Unit 2

5.1.statistics 2.versions 3.legal 4.adventurous 5.fate 6.indeed 7.chatting

8.online 9.owed 10.Internet 11.Hopefully 12.expenses

6.1.insisted on 2.gave…notice 3.base…on 4.from the beginning 5.in the middle of

6.take…off from work 7.every so often 8.fell asleep 9.conform to 10.leave for

11.1.He failed the test but it was his own fault;he never did any work.She told me she had been deceived by a young man who claimed to be the son of a banker.3.Mary left her husband because she couldn’t stand his cruelty any longer.4.One thing that Mom insisted on was that John finish his homework before watching any TV programs.5.When Bill became overly obsessed with online chatting, things began to change.No longer was he the hard working student he was when he first came to college.6.I told you from the beginning that there was a world of difference between online dating and actually living together.Unit 3

5.1.concert 2.virtually 3.genuine 4.applaud 5.performance 6.conclude

7.distinguished 8.instrument9.instructed 10.absorb 11.Evidently 12.favorite

6.1.At last 2.be capable of 3.was fond of 4.came to its feet 5.be turned off 6.in panic

7.go on to 8.work out 9.was…engaged in 10.reach for

10.1.After the performance, the audience all came excitedly to their feet with genuine applause that lasted for quite a few minutes.2.Seeing me in panic, the hostess reassured me that what I was instructed to do next was something I was definitely capable of.3.He was completely absorbed by a fraction problem the whole afternoon.No wonder he was overjoyed when he finally worked the problem out.4.“Once Henry is submerged in his own thoughts, he’s virtually deaf.” Thus remarked Mrs.Smith.5.Don’t you think it’s unsafe to conclude hastily when we are not sure about the accuracy of the statistics?

6.She sat uneasily in front of the piano and ventured a note.It was her first time to touch a musical instrument.Unit 4

5.1.article 2.savings 3.generous 4.adopted 5.conceited 6.functions 7.tape

8.headlines 9.donate 10.Entrance 11.press 12.monthly

6.1.turned around 2.talk into 3.got around to 4.his heart set on 5.in turn 6.give back

7.comes up 8.by hand 9.adds to 10.pack into

10.1.I have decided not to go to the interview because the job advertisement has made it clear that only a college graduate is eligible for the post.2.She makes her son practice the piano every day.It seems that she has set her heart on making a pianist of her son.3.When I was a child, I enjoyed doing errands for my mother.I could keep the small change.4.His excellent performance spoke to every member of the audience.No one made any sound throughout it.5.When I finally got around to visiting him in hospital, it was too late.6.Since he is so stubborn, I don’t intend to talk him into considering our suggestion, either.Unit 5

5.1.endless 2.revise 3.anticipate 4.voluntary 5.beforehand 6.income 7.inner

8.oral 9.eagerly 10.secure 11.financial 12.disposing

6.1.ended up 2.care for 3.make room for 4.was responsible for 5.by nature

6.find their voices 7.make the most of 8.step out of

10.1.As a result of a downsizing initiative and a major bank merger, my usually well-ordered life became fraught with changes.2.Although I am a rather reticent individual by nature, I made the most of the oral presentations in class.And soon my confidence level soared.3.Much to the amazement of his friends and relatives, the young man gave up his secure future, stepped out his comfort zone and rejoined the “rat race.”

4.No matter what life throws our way, having a positive attitude makes room for the future.5.Of course, having a fulfilling career is a personal goal I long to achieve.However, working towards materialistic things and personal glorification has never been my first priority.6.Having lost his job, he returned to college and ended up acquiring a diploma.Unit 6

5.1.custom 2.had intended 3.emphasized 4.method 5.appointment 6.election

7.paused 8.preparation 10.dislike 11.hobby 12.unite

6.1.am inclined to 2.disagreed on 3.on the other hand 4.have nothing to do with

5.made an effort 6.common ground 7.leave…with 8.no better than

10.1.The new agreement is based on the original United Nations proposal.2.I’ll take this English test even if it takes weeks or months of preparation.3.In order to sell anybody anything in five minutes or less, you have to find common ground on which you and your client can stand together.4.Yes, you must work harder in your studies.But it does not mean that you have to sacrifice your health for better grades.5.We’re not here to talk about what divides us.We’re here to find the things that bind us together.6.In some cases you have to stoop to conquer.But does it mean that you have to sacrifice your integrity? Certainly not.Unit 7

5.1.urgent 2.submit 3.noble 4.have deteriorated 5.immediate 6.discern 7.mix

8.former 9.summarized 10.unbearable 11.were voted 12.overturn

6.1.open to 2.participate in 3.on hand 4.From then on 5.up until then 6.en route

7.in…need of 8.as long as

10.1.While attending Columbia, Li Ming became good friends with Wang Ying, a twenty-year-old girl from Hong Kong.2.Encouraged by his instructor, John decided to make medicine his life’s career.3.Less than a month after he came to McGill University, Dr.Johnson submitted to the president a detailed plan for setting up a new laboratory in the biology department.4.After receiving the urgent cablegram from his former instructor, Dr.Drew immediately set to work and organized the “Blood for Britain” campaign.5.At the beginning of the following year, thousands of American soldiers were killed or injured on the battlefield.6.In a series of experiments, Dr.Drew discovered that plasma could be given to any patient regardless of blood type.Unit 8

5.1.international 2.atmosphere 3.afford 4.voyage 5.exhibition 6.Monument

7.sightseeing 8.destination 9.nowadays 10.remote 11.principal 12.employed

13.attracts

6.1.Apart from 2.Of course 3.set aside 4.caters to 5.made arrangements for

6.to name just a few 7.choose from 8.in addition to

7.实用英语综合教程下册教案 篇七

笔者认为, 对教学内容的有效研究, 首先要明白什么是有效教学内容。简而言之, 教学内容不等于教材内容, 但又是教学内容的重要组成部分, 同时也包括教学方法, 教学宗旨, 得根据学生的需求来不断改变教学内容, 达到最佳效果, 而不是一味地遵从教材上的内容呆板地照着来, 不做任何的创新, 不做任何的改进。而有效的教学内容中有效是指两方面:第一方面是指教学上的效率。这主要包括课堂组织的有效性, 课堂教学内容的筛选的有效性, 使课堂45 min得到有效的利用, 而学生又不觉得累, 不觉得烦。这也就是达到了有效的第二方面——教学效果上的有效性, 使学生真正学到, 在快乐中学习, 真正做到教师所教内容学生学有所值。

有效是通过教师在一段时间的教学后, 学生所获得的具体的进步或发展。也就是说, 学生有无进步或发展是教学有没有效益的唯一指标。教学有无效益, 并不是指教师有没有完成教学内容或教的认真不认真, 而是指学生有没有学到什么或学得好不好。如果学生不想学或者学了没有进步, 即使教师教得很辛苦也是无效教学, 同样如果学生学得很辛苦, 但没有得到应有的发展, 也是无效或低效教学。要求教师在准备教学时, 必须解决下列问题:教学目标的确定与叙写、教学材料的处理与准备 (包括课程资源的开发与利用) 、主要教学行为的选择、教学组织形式的编制以及教学方案的形成等。并规定了教学目标的四要素:行为主体、行为动词、行为条件、表现程度。行为主体是学生而不是教师;行为动词是可测量、可评价、具体而明确的, 如“过去的提高学生的写作技巧应具体为学生的写作技巧到底进步了多少”;行为条件指影响学生产生学习结果的特定限制或范围。由教学准备的结果所引发的是对教案的管理。教案应根据课堂情境进行调整, 它对新教师和欠胜任教师来说是必要的, 但对合格教师尤其是优秀教师却弊大于利。教案毕竟是带有主观性的设计蓝图, 实施时的灵活性非常重要, 新教师与专家的差别往往就在于此。

现笔者以对大学英语综合教程为例, 来谈谈对有效教学内容的一些理解及看法。

1本教程教学宗旨

大学英语综合教程旨在指导学生在深入学生学习课文的基础上, 从词、句、语篇等角度进行听、说、读、写、译多方面的语言操练, 着重培养学生的英语语言能力和综合应用能力。

2本教程总体框架

本教程共8个单元, 每单元设一主题 (theme) , 含同一主题的课文两篇 (正副各一篇) 。

每单元由4部分组成。

Part I课前准备活动 (pre-reading task) , 每单元都配有与主题相关的录音。

Part II正课文 (Text A) 。此部分由正课文, 词表和练习三部分组成。课文注释采用脚注。练习部分包括课文理解、课文结构、语感培养、语言操练, 其中语言操练部分包括词汇及短语, 结构, 句式, 语篇练习及翻译练习。

Part I II副课文 (Text B) (for home reading) 。此部分由副课文, 词表及练习三部分组成, 旨在加深学生对文章主题的理解。

Part IV与主题相关的语言操练 (theme-related language learning tasks。此部分旨在进一步深化学生的综合性口、笔译实践活动。

3对教材的具体分析——以Unit 1与Unit7为例

3.1 Unit 1 Ways of Learning

(1) 教学目标。

目标之一:掌握文章大意——如果能在中西方教育方式之间寻求平衡那将会是最理想的教育状态;理清文章结构——文章结构由作都在中国的所见轶事为开头, 然后通过对比及比较 (comparison and contrast) 分析了中西教育方式之间的差别, 最后以建议结尾, 结构严谨。在教学过程中注意给学生灌输英语写作文章结构其缜密性, 结构完整性。

目标之二:了解comparison and contrast之间的区别, 在具体写作中能加入运用。

目标之三:掌握主要的语言知识点及语法结构。这是为学生打基础的关键一步。

(2) 教学重难点。

教学重点:让学生掌握主要的语言知识点及语法结构, 为学生打下坚实的语言基础;了解文章大意及文章结构, 掌握英语的基本写作方法:

教学难点:中西方教育方式不同的本质学生可能很难理解透;教学重点中的英语文章的基本写作方法学生可能了解, 但要真正掌握需在以后的教学中不断地补充, 强调说明, 并要求学生加以适当的练习。

(3) 教学课时数。

此单元的教学课时数为12个课时, 分两周上完。

(4) 教学方法。

在处理这单元关于教育的话题上, 其实学生是最有发言权的。教师教得有无成效, 学生学得是否得到, 学生心理是最清楚的。况且经过高考这一独木桥的历练, 学生似乎更有话要说。在教授这一课时, 针对中西方教育问题上, 如今很多人都崇尚西方之开放教学, 其利之处在此也不多言, 但在针对课堂到是以学生为中心, 还是以教师为中心这个问题上, 笔者想从学生身上, 让学生自己寻求答案。故安排了一场辩论赛。学生刚开始都倾向于现在所流行的以学生为中心说, 都为自己这一方说话, 可到底谁胜谁负, 似乎未见分晓, 但自一个学生打了一个形象的比喻后, 笔者顿时恍然大悟, 学生也觉得有几分道理可言。这位学生将所有学生比喻成一个圆, 而一个圆必需要围绕着一个点才能转的, 而这个点就是教师。这样个比喻, 让我明白教师地位之重要。经过这场辩论赛, 到底是以学生为中心, 还是以教师为中心, 其实没有分谁胜谁负, 但学生似乎也真正参与到了, 说我是给他们设的一个陷阱, 让他们自己明白课堂的重要性, 其实, 这又何尝不是给笔者我自己设的一个陷阱呢。

3.2 Unit 7 Learning about English

(1) 教学目标。

目标之一:掌握本文大意, 会为对外来语的一种宽容才成就了今天英语的辉煌, 及文章的结构。

目标之二:理解文中一些地道英语的用法。

目标之三:对英国的历史——部侵略史要有清晰的了解, 才能对英语的发展史及其原因, 还有文章的主旨有所了解。

目标之四:掌握本文的主要知识点及语法结构。

(2) 教学重难点。

教学重点:理解英语外来语的发展历史, 及英国的历史, 为其发展史寻求一个历史根源;掌握本文大意;本文的词汇量对学生来讲比较多, 而且有可讲性, 需重点讲解。

教学难点:理解英国的历史, 这是理解本文的关键所在, 反之则会影响到对整个文章结构的理解。学生对世界历史知之甚少, 英国的中古时期的历史就更不用提, 学生了解这一块起来可能会有些吃力, 是教学之重点又是难点所在。

(3) 教学课时数。

此单元的教学课时数为12个课时, 分两周上完。

4结论

教学是一个由外部的实在世界、内部的心理世界以及行为世界三个层面所构成的结构系统。外部世界指客观教学设施等物质条件以及物化了的精神活动产品, 如教科书、教学软件等。内心世界指师生认知、情感、意志等精神活动状态的过程。行为世界指课堂内讲述与聆听、提问与应答、阐释与分辨、辅导与练习等具体可感知的师生活动方式与操作系统, 它既离不开一定的教学设施、手段为载体, 又集中反映出一定教学思想、内在素质, 是主客观相互作用的结果。研究表明, 教学行为对教学效果的影响比其它两个层面更直接。

国外关于有效教学的研究都提出了教学策略的问题, 可以说从备课到上课, 再到评价, 教学流程的各个环节都有相应的策略。对教师而言, 仅仅掌握零碎的教学技能已难以从整体上把握教学的有效性, 必须将具体的方法、技巧上升为策略。到底有多少种教学策略, 这难以统计, 比如数不尽的教师课堂提问策略、观察策略、决策策略, 学生学习的预习策略、练习策略、解题策略等等都是以专著或教材的形式出现的。对学生而言, 则关注学生的学习策略, 除听、说、读、写、算这些的基本技能外, 更强调解决问题的策略、选择方法的策略、合作学习的策略、科学利用时间的策略等等。

通过对以上两单元的具体分析, 我们可以看出, 本教程的教学目标与单元的教学目标是完全一致的, 将目标寄于不同单元的不同主题中实现。教学重难点相同之处都是语言知识点及语法结构的掌握, 所不同之处就在于对不同主题理解上的难度需根据不同主题的难度程度所决定的, 理解不同主题为提升学生的各方面的素质起着重要的作用。

参考文献