21世纪大学实用英语综合教学教程2Unit3.ppt

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1、Unit1-main1,I. Objectives,II. Suggested Teaching Plan,III. Background Information,IV. Class Presentation,Unit1-main2,Part IListening,Part II Reading,Part III Speaking,Part IV Translation 2. understand the main idea of Text A and Text B, master the useful sentence structures, words and expressions fo

2、und in the relevant exercises of the texts; 3. know how to use parallel structures to add balance, rhythm and clarity to the sentences;,Objectives,I. Objectives,4. be able to read a passage about how to advertise on a website; 5. be able to write a letter of accepting/declining an offer.,Objectives,

3、I. Objectives,II. Suggested Teaching Plan for Unit 3,II. Suggested Teaching Plan for Unit 1,Theme- related Listening,Objectives3,B. handles Useful Language in a unique way, e.g., asking students to come up with their own equivalents to replace the items in the box; C. plays the first dialogue once,

4、or twice if necessary, and asks students to do the T/F exercise as required to explore the main idea; D. plays the first dialogue once more for the details so that students will have no trouble answering the questions; E. plays the second dialogue once, or twice if necessary, and then asks students

5、to do the listening comprehension exercises; F. checks the answers in a meaningful way, e.g., putting the key word effort on the chalkboard, encouraging the students to around it with the relevant information from the dialogue.,Objectives3,Text A B. makes a meaningful transition to Text A.,doing thi

6、s, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.,Objectives4,Time,

7、B. gives the students 10 minutes to read Text A and find out the cause of the problem for the car in the story and asks them to tell what lessons can be drawn from the story.,Text A The teacher A. discusses the whole text with the students; B. guides the students through the exercises, focusing on c

8、ertain items or leaving some exercises as the students homework according to the students levels.,1.5 periods,Text B B. while discussing the text with the students, calls the students attention to the use of parallel structures and their functions; C. lets the students do the vocabulary and language

9、 use exercises either in class or after class.,Objectives5,Objectives5,0.5 period,Practical Reading,The teacher A. explains the passage about how to advertise on “Paperboy;” B. gives the students 5 to 10 minutes to do the exercise.,1 period,Speaking,The teacher A. fully understands what the exercise

10、s are intended to do; B. in Ex. 1 initiates a discussion on each statement of the list to ensure a better understanding on the part of students, and then help students know what two categories are before they do the exercises as required;,Objectives6,C. asks class to read loud the dialogue in Ex. 1

11、before doing the role-play either with the script used by turns or with it completely free; D. in Ex. 2 has a brief review of the core theme of Text A to elicit the important statement: I am possible, and then asks one student to read loud the example monologue before encouraging some students to ca

12、rry out the task.,Translation and Writing, Time to Relax ,1 period,B. tells the students how to write a letter of accepting/declining an offer by doing the first exercise in Practical Writing, and then requires them to do the next two exercises after class; C. has the students read the story “Blue S

13、uit” in class and lets the students work out what makes the problem- solving humorous (This can be done as students homework if there isnt much time left in class); D. if possible, plays the video in the Workbook in class and lets the students do the exercise based on the video.,Objectives7,General

14、Motors 通用汽车,General Motors is an American multinational automaker based in Detroit, Michigan and the worlds second largest automaker. Founded in on Sept. 16, 1908, GM now employs 209,000 people in every major region of the world and does business in some 157 countries. General Motors produces cars a

15、nd trucks in 31 countries, and sells and services these vehicles through the following divisions: Buick, Cadillac, Chevrolet, GMC, Opel, Vauxhall, and Holden. GMs OnStar subsidiary(子公司) provides vehicle safety, security and information services.,III. Background Information1,通用汽车公司（GM）成立于1908年9月16日，是

16、美国跨国汽车制造商，总部在底特律，现在是全球第二大汽车生产商。通用汽车公司在全球的雇员为约209,000人，在157个国家开展业务，在31个国家从事汽车和卡车生产，通过别克、凯迪拉克、雪佛兰、奥兹莫比尔、庞蒂亚克等分部从事销售与维修工作。,III. Background Information1,Pontiac 庞蒂亚克,Pontiac was an automobile brand that was established in 1926 as a companion make for General Motors Oakland. Pontiac was sold in the Unite

17、d States, Canada, and Mexico by General Motors (GM). Pontiac was relatively more popular in Canada, where for much of its history it was marketed as a low-priced vehicle. On April 27, 2009, amid ongoing financial problems and restructuring efforts, GM announced it would discontinue the Pontiac brand

18、 by the end of 2010 and focus on four core brands in North America: Chevrolet, Cadillac, Buick, and GMC. The last Pontiacs were built in late 2009, with the final dealer franchises expiring October 31, 2010.,III. Background Information1,庞蒂亚克创建于1926年，是美国通用汽车公司旗下品牌之一，国内也称为庞蒂克，其前身是奥克兰汽车公司。庞蒂亚克在美国、加拿大和墨

19、西哥销售，在加拿大因一向价格低而深受欢迎。2009年4月27日,因为财政问题和结构重组，通用正式宣布砍掉庞蒂亚克这个品牌,拥有102年历史的庞蒂亚克从此消失。此品牌于2010年10月31日倒闭。,III. Background Information1,Dessert 甜点,In Western culture, dessert is a course that typically comes at the end of a meal, usually consisting of sweet food. The word comes from the French language as de

20、ssert, “to clear the table” and “to serve.” Common desserts include cakes, cookies, pastries, ice cream, pie, and candies. Fruit may also be eaten with the dessert. The word dessert is most commonly used for this course in U.S., Canada, Australia, New Zealand and Ireland, while sweet and pudding may

21、 be alternative terms used in the UK and some other Commonwealth countries, including India. In England, the term pudding is usually used among the upper and upper-middle classes, with dessert only used if the course consists of fruit or sweetmeats, after the cheese and biscuits course.,III. Backgro

22、und Information1,在西方文化中，甜点通常是饭后享用的一道食物，一般是甜的食物。该词来源于法语，原意是“收拾桌子”和“端上食物”的意思。甜点包括蛋糕、曲奇饼、油酥点心、冰激凌和馅饼等。水果可以和甜点一点享用。 在美国、加拿大、新西兰、澳大利亚和爱尔兰，人们用dessert 一词来指称饭后的甜点，但在英国和包括印度的其他英联邦国家人们用sweet和pudding。在英国的上层和中产阶级中间，人们通常用budding这个词，只有在这道食物含有水果并且是在奶酪和饼干端上来以后才被称为dessert。,III. Background Information1,Part IListenin

23、g Listentotheupcomingshorttalkandfillintheblanksinthesummarybelowwithtwoorthreewords.Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.,Useful Language abbreviation / n. 缩写 intend / vt. 意欲 critically / ad. 批判地 tough / a. 艰难的 seemingly / ad. 看来似乎 challenge / n. 挑战 solution / n. 解决方法 hows and

24、 whys 缘由，道理,Part IListening,1,PBL is intended to train students to be 1) . To be a problem solver is to learn how to raise a question, how to use information, how to 2) , and how to make a decision. Of course, it is not easy to be a problem solver. But it is no good to say something is impossible wi

25、thout 3) , even though it can seem so at first. Only when you give yourself completely 4) is nothing impossible.,Script,problem solvers,_,think critically,_,making an effort,_,to the possible,_,Script: Hello class, Does PBL ring a bell? It is an abbreviation for problem-based learning, an education

26、model that intends to train students to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving a particular problem. Do you think this is what is supposed to be happen

27、ing at college? Or is the goal to stay passive receiving knowledge from the instructor all the time?,Of course, it is not easy to be a problem solver. A particular problem can be difficult and tough, at first seemingly impossible to solve. Yet lets not forget that the toughest challenge can also off

28、er the greatest opportunity. So dont just say something is impossible without making an effort. Give it a try and you might find out you can go much farther than you expected. In short, theres no way to get to solutions without first exploring the hows and whys of the problem. What happens happens f

29、or a reason. Only when you are open to the possible is nothing impossible.,Hello class, Does PBL ring a bell? It is an abbreviation for 1) , an education model that intends to 2) to become problem solvers. This means that students learn how to think critically, how to raise important questions, how

30、to use the information gained, and how to make decisions when solving 3) . Do you think this is what is supposed to be happening 4) ? Or is the goal to 5) receiving knowledge from the instructor all the time?,Listen to the short talk again and fill in the blanks below with the missing words.,Objecti

31、ves22,2,problem-based learning,_,train students,_,a particular problem,_,at college,_,stay passive,_,Of course, it is not easy to be a problem solver. A particular problem can be 6) , at first seemingly impossible to solve. Yet lets not forget that the toughest challenge can also offer 7) . So dont

32、just say something is impossible without 8) . Give it a try and you might find out 9) much farther than you expected. In short, theres no way to get to solutions without first exploring the 10) of the problem. What happens happens 11) . Only when you are open to the possible is 12) .,Objectives23,di

33、fficult and tough,_,the greatest opportunity,_,making an effort,_,you can go,_,hows and whys,_,nothing impossible,_,for a reason,_,MartinandLisaaretalkingaboutpossibilityand impossibility.Listentotheirconversationand thendecidewhether theconversation-based statementsbelowaretrue(T)orfalse(F).Getting

34、toknowthefollowingusefullanguagefirstmightbehelpful.,Useful Language,Objectives24,3,negative / a. stuck / a. belief / n. The point is simply that Couldnt have said it better. billboard / n. You betcha!,否定的；消极的 被困住 信念 其要点是 说得太好了。 (户外)广告牌 那还用说!,1) According to Lisa, it is impossible to make some thing

35、s possible. 2) As Martin says, it is your attitude and effort that cause you to make something possible. 3) Both Martin and Lisa believe there is possibility in every impossibility.,F,T,T,Objectives25,_,_,_,Script:,Script: Martin: What do you mean when you say, “when you are open to the possible, no

36、thing is impossble”? Lisa: I mean we ourselves make things possible by our attitude. Martin: All depends on our attitude and effort? Lisa: Exactly. On whether we are ready and available for the new, not negative and stuck. Thats our belief in possibility. Martin: Ah, I think now I understand better

37、what you mean when you say only when you are open to the possible is nothing impossible. Lisa: The point is simply that there is a possibility in every impossibility. Martin: And when you let go of what seems impossible, the possible arrives, right?,Lisa: Couldnt have said it better myself. Martin:

38、Really? Lisa: Yeah. Hey Martin, read that billboard over there! Martin: You mean “NOTHING IS IMPOSSIBLE”? Lisa: Right. Do you see what I see? The words “Im possible” inside the word “Impossible”! Isnt that funny? Sort of like if you just look at something a little differently what looked impossible

39、suddenly becomes possible! Martin: Wow, thats cool! Youve got x-ray vision! You can do anything! Lisa: You betcha! Im possible! Martin: Come to think of it, didnt Adidas run an ad campaign along those lines? Lisa: Probably. As you know, great minds think alike!,1) What does Lisa mean when she says “

40、be open to the possible”? 2) What does Martin better understand now? 3) What point is Lisa trying to make?,Listen to the conversation again and then answer the following questions.,She means that if you are positive and dont jump to negative conclusions, solutions arrive.,The statement: Only when yo

41、u are open to the possible is nothing impossible.,There is a possibility in every impossibility.,_,_,_,4,4) What does Lisa say about attitude and effort? 5) What does the billboard read?,We have to be ready and available for the new, not negative and stuck.,It reads: NOTHING IS IMPOSSIBLE.,_,_,Lisa

42、andMartin are talking about effort and success. Listen to theirconversation,andthenanswerthequestionsbelowbychoosingthebestresponse.Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.,Useful Language saying / n. 格言 on the mark 说到点子上，正确，精确 Nothing could be any truer. 千真万确。 patent /, / n. 专利 s

43、weat /swet/ v. (使)出汗,Script:,5,Script: Lisa: The key word is effort when we talk about possibility and impossibility. Martin: Thats for sure. Everybody knows the saying “no pain, no gain.” Lisa: No kidding. Have you heard that “genius is 1% inspiration and 99% perspiration”? Martin: No, who said it?

44、 Lisa: Do you know of Thomas Edison? Martin: Yes, I do. He is a famous American inventor. Lisa: Well, hes the one who said that. Martin: Have to say, hes certainly right on the mark. Nothing could be truer.,Objectives28,Lisa: You know how many inventions he made? He set a world record: 1,093 patents

45、 for inventions. Martin: Wow, I didnt know that! What are you getting at? Lisa: The point Im trying to make is that he stopped at nothing. Look how far he went with his 99% perspiration, how many failures he must have faced just to reach each success. And all because he stayed open to the possible.

46、Martin: Yeah, talk about effort and belief! What it takes to make something possible Lisa: The impossible doesnt count. Only the possible does. But you only get there if you sweat through whatever comes up, always keeping your eye on the mark. Martin: You sound just like Mr. Edison himself! Any poss

47、ibility youre related? Just kidding!,Objectives29,1) What is the key word mentioned in the talk? A) Gain. C) Genius. D) Invention. 2) Why does Lisa mention Thomas Edison? A) To talk about a world record. B) To prove Martin wrong. C) To explain American history.,Objectives30,B) Effort.,D) To highlight on the value of effort.,3) What is