大学英语TEACHING PLANS

English Teaching PlanZhuanghe No.9 Middle SchoolLi Miao2012.3Module 7 Unit 3Topic:Language in useTime:AprilTeaching aims and demands:1.To summarise and consolidate superlative and “by+ meansof transport” .2.To learn about the longest railway journey . Teaching focal point:W ords and grammars. Difficult Point:The superlative adjectivesKey:Grasp the superlative adjectives .Teaching aids:Tape recorder , pictures.Teaching course:nguage practice1.Read through the example sentences with the class .2.Go over the grammer points and ensure that they canuse them all correctly .3.Revise anything that seems problematic .Step2.Write questions.1. Read the example and make sure the Ss know whatto do .2. Ask the Ss to make the questions individually , thencheck with a partner .3. Collect the answers from the class .Step3.Work in groups.Answer the questions in Activity 1 .Ask the students to follow the conversation in theirbooks while they listen to the recording .Play therecording,pausing after each expression for them torepeat chorally and individually .Ask the Ss to get intogroups of four .Step4.Work in groups.Answer the questions.1.Get the Ss to work out the questions individually , thencheck with a partner .2. Call back the answers from the whole class .Step5.Homework .Do exercises in Wb. Exx.1~4.。

教学工作计划计划英语1. IntroductionTeaching is a noble profession that requires dedication, passion, and constant improvement. In order to ensure effective teaching and learning, it is essential to have a well-thought-out teaching work plan. This plan will outline the goals, objectives, strategies, and activities that will be implemented throughout the academic year.2. Goals and ObjectivesThe primary goal of this teaching work plan is to provide high-quality education to students and to help them achieve their full potential. To achieve this goal, the following objectives will be pursued:- To create a positive and engaging learning environment for students.- To develop and implement innovative teaching strategies that cater to the diverse learning needs of students.- To foster critical thinking, problem-solving, and creativity in students.- To track the progress of students and provide timely feedback and support.- To collaborate with colleagues, parents, and the community to enhance the overall educational experience.3. Curriculum PlanningThe curriculum plays a crucial role in shaping the teaching and learning experience. Therefore, it is important to carefully plan and design the curriculum to ensure that it aligns with the overall goals and objectives of the teaching work plan. This involves:- Identifying the key learning objectives for each subject and grade level.- Selecting appropriate instructional materials, resources, and technologies.- Developing lesson plans and assessments that are in line with the curriculum standards and learning objectives.- Integrating real-world applications and interdisciplinary connections into the curriculum.4. Teaching StrategiesEffective teaching strategies are essential for engaging students and promoting meaningful learning. In this teaching work plan, the following strategies will be utilized:- Differentiated instruction: Tailoring teaching methods and content to meet the individual learning needs of students.- Inquiry-based learning: Encouraging students to ask questions, explore topics, and develop their own understanding.- Cooperative learning: Fostering collaboration, teamwork, and peer-to-peer support among students.- Project-based learning: Engaging students in hands-on, experiential projects that promote critical thinking and problem-solving skills.- Use of technology: Integrating digital tools and resources to enhance teaching and learning.5. Assessment and FeedbackAssessment is a critical component of the teaching and learning process. It provides valuable insight into the progress and achievements of students, as well as areas that require further attention and support. In this teaching work plan, the following assessment and feedback strategies will be implemented:- Formative assessment: Ongoing, informal assessment methods such as quizzes, discussions, and observations to monitor student progress.- Summative assessment: Formal, end-of-unit or end-of-year assessments to evaluate student learning outcomes.- Authentic assessment: Assessing stu dents’ knowledge and skills in real-world contexts through performance tasks, projects, and presentations.- Providing timely, constructive feedback to students to help them improve their learning and performance.6. Professional DevelopmentContinuous professional development is essential for teachers to stay informed about the latest educational trends, methodologies, and practices. In this teaching work plan, the following professional development activities will be pursued:- Attending workshops, conferences, and seminars to enhance teaching skills and knowledge.- Participating in peer observations and instructional coaching to receive feedback and support.- Engaging in collaborative learning communities and professional learning networks with colleagues.7. Collaboration and CommunicationEffective communication and collaboration with colleagues, parents, and the community are crucial for promoting student success. In this teaching work plan, the following communication and collaboration strategies will be employed:- Regular communication with parents through newsletters, emails, and parent-teacher conferences to keep them informed about student progress and classroom activities.- Collaboration with colleagues to share best practices, resources, and ideas for improving teaching and learning.- Engaging with the community through partnerships and involvement in educational initiatives and outreach programs.8. ConclusionIn conclusion, this teaching work plan is designed to provide a comprehensive and structured framework for delivering high-quality education to students. By focusing on curriculum planning, teaching strategies, assessment and feedback, professional development, and collaboration, it aims to create a positive and effective teaching and learning environment. With ongoing reflection, evaluation, and refinement, this plan will support the continuous improvement of teaching practices and student learning outcomes.。

Unit 2 Jobs and CareersObjectives:After learning this unit, students are expected to make progress in the following five aspects:1.Culture: After learning the passages, students can learn something about online jobapplications and first job experiences.2.Listening and speaking: Students first listen and then learn to talk about jobopportunities and go for job interviews.3.Reading: Students should master some important new words and expressions listedfrom P175-178. Learn the reading skill “scanning”.4.Translation: Students learn to translate some compound and complex sentences.5.Writing: Students are expected to grasp the Unreal Condition, and learn to write yourown résumé;Time Arrangement:Unit 2 (8 periods)1) Preparation (warm-up activities) (15 mins)2) Learning new words, expressions and discussing Passage A: Your Dream Job: A Click Away (85 mins)3) Doing the exercises from P36-39 (30 mins)4) Discussing and doing exercises of Passage B: “My First Job” (100 mins)5) Practical writing and culture salon (70 mins)6) Listening and speaking practice (100 mins)Teaching Methods:Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation.Instructional proceduresI. Lead in:Listen to the passage (at least 3 times) and try to fill the missing words in the blanks.1. Classify: arrange in classes or groupsThe books in the library are classified according to the subjectn. classificationa. classifiableclassified2. Make up for: compensate for:补偿，赔偿，弥补Hard work can make up for a lack of intelligence勤能补拙Make up: 编造；组成；化妆3. qualificationWhat sort of qualification do you need for the job?资格V. qualify (for sth. /as)The training courses qualifies you to be/as a driving instructora. qualified有资格的，合格的(for)II. DialogueDialogue 1: Asking About a Job Openinga job openingpaid vacationdrop bypick sb. uppersonnel officeDialogue 2: Interviewing for a Joba home health aidelay offa nurse assistantmiss one day of workIII. Communicative tasksA simulated job opening is held to broaden students’ vision and make them attach greater importance to English learning.Task 1:Topic: Asking about a job openingRoles: An applicant and a personnel clerk in ABC CompanySituation: An applicant calls ABC Company asking about a job for a gardener.Tips: Suggested questions for asking about a job openingWhat are the qualifications for the job?Is the job still open?Is the job permanent or temporary?Is the job full-time or part-time?What are the hours?What is the salary?How can I apply for the job?Key for reference:Reference Dialogue for Task 1-Asking about a job openingPersonnel: ABC Company. May I help you?Applicant: Yes, I'd like to inquire whether the job for a gardener advertised in the paper is still open.Personnel: Yes, the job is still open. We will accept applications until Friday. Applicant: What are the qualifications for the job?Personnel: You must have your own tools.Applicant: Is the job temporary or permanent, and what are the hours?Personnel: It's a temporary part-time job with working hours from 9 A.M. to 5 P.M. on Saturdays.Applicant: Can you tell me what the salary is?Personnel: Fifty dollars a day.Applicant: Sounds good. How can I apply for the job?Personnel: You may come in and get an application, then make an appointment for an interview.Applicant: Thank you for your information.Task 2:Topic: Interviewing for a jobRoles: An applicant and the personnel managerSituation: The personnel manager interviews the applicant about his application for a position in Public Relations.Tips: Suggested questions for a job interviewTell me some key facts about yourself.Do you have any experience in this type of work?Why did you leave your last job? Did you like it?Why do you think you would like to work for this company?What are your future career plans?What salary do you expect?Do you prefer working with others or by yourself?How long did you work for your last employer?How much education have you had?Key for reference:Reference Dialogue for Task 2- Interviewing for a jobInterviewer: Why do you think you would like to work for this company?Applicant: The research I have done leads me to believe that this company has the best reputation for quality.Interviewer: It sounds like you have done your homework. What experience do you have in this type of work?Applicant: I worked as a sales representative for two years where I received training in reception strategies.Interviewer: Why did you leave your last job?Applicant: I was laid off because our office closed.Interviewer: How would you evaluate your last firm?Applicant: It was an excellent company that afforded me many fine experiences.Interviewer: Why haven't you found a new position before now?Applicant: Finding a job is easy but finding the right job is more difficult.Interviewer: What are your weak points?Applicant: I am sometimes impatient and I get overly upset when we are late meeting a deadline.Passage A Your Dream Job: A Click AwayI. Warm-up activities to arouse students’ interest in learning the unit1. Do you often log on the Internet? What do you usually do online?Many students log on the Internet frequently. They may use the Internet to search for useful information they need, visit a chat room, email messages to their friends, or play video games.2. What is job application online? Have you ever tried it?Job application online means doing all the application on the Internet. One can fill in the application form and send it in an email form to potential employer's website, together with all necessary materials about oneself.3. Do you think the Internet will be used more extensively in your lifetime?Yes, it will continuously play more important role in the future.4. What is JOB-TRAK?It is an Internet website that lists as many as 45,000 job opportunities.5. How can you locate a potential job vacancy you are interested in online?You need to, first of all, punch击in a few keywords and start the searching machine.6. Does one need to have a lot of knowledge about the Internet before using it?Not necessarily so. According to Smith, the Internet was very easy to use. She found her job online with no training.7. How did Tools get the job as a marketing manager?He got the job because of his curiosity about the employment site named CareerBuilder.8. Why did Gragg apply to teach English in Japan?Because she wanted a change in her life.9. What is Dozlic's job now?He is now a driver at a local car dealership.10. What preparations did Mello make before she went for her interview?She searched the Internet for information about the financial performance of the company she was interested in, the salary she should ask for, and the possible living accommodations available to her there.11. Compare e-shopping and the shopping you do at a shopping mall. What are the strengths and limitations of each?There is no set answer for this question. You may answer it according to your own understanding.II. Summary of Passage ASince most students will choose to work after graduation, job-hunting is of great importance to them. They will write plenty of résumés about their education and send them to the companies they want to work for. It takes both time and energy to do so.Now, thanks to the development of the Internet, job-hunting becomes much easier. Job-hunters can find a job just by clicking a mouse on the computer. Many of them make their dream come true through the Internet.This article describes the experiences of several people who used online sources to look for new jobs. They turn to JOB-TRAK, CareerBuilder or Yahoo! to find desirable jobs.III. Related Information1）Northwestern UniversityNorthwestern University is a private, coeducational institution with campuses in Evanston and Chicago, Illinois. Illinois. The school was founded in 1851. It opened for instruction in 1855 with only ten students. Women were first admitted in 1869. The university confers bachelor's, master's, doctoral, and professional degrees in a wide range of fields.2）IllinoisIllinois is a state in the north central United States, in the heart of the Midwest. Illinois was little more than a vast wilderness 200 years ago. Since entering the Union on December 3, 1818, as the 21st state, the economy of Illinois has expanded until today. Illinois is one of the most productive agricultural and industrial states in the Union, and its economic influence now extends far beyond the Midwest.3）Jobtrak is a largest and popular job listing website for college students. Through its exclusive partnerships with career centers nationwide, allows you to reach job-seeking students from your choice of more than 1,000 colleges and university career centers.4）CareerBuilderCareerBuilder provide s online recruiting and service. Job seekers are exposed to more than 300,000 updated jobs, representing more than 25,000 of the top employers in almost every industry and field.CareerBuilder also makes it easy for employers to reach the audiences they want and hire the talent人才they need to.More than 6 million who visit CareerBuilder each month. In addition, employers have access to more than 4 million active resumes in CareerBuilder's extensive resume database.5）ChicagoThe city of Chicago is located in northeastern Illinois, on the shore of Lake Michigan and at the mouth of the Chicago River. The presence of numerous waterways and one of the nation’s busiest airports helps mak e Chicago a major shipping and transportation center. 6）Houston ChronicleHouston is an integrated website for daily information, including news, sports, entertainment, AD 广告search, classified, etc.7）Yahoo!Yahoo is a web site that features a search engine and directory that helps users navigate the Web. It also aggregates content from a variety of sources, including news, financialinformation, and streaming media and offers registered users personalized Web pages, free e-mail, etc. The company has localized Web sites in 25 countries.8）MarylandThe Maryland colony was founded in 1634 and was named for the wife of English King Charles I, Queen Henrietta Maria. Colonial Maryland attracted many settlers and, as its economy prospered, so did its social, political, and cultural life. Maryland entered the Union on April 28, 1788, as the 7th of the original 13 states.IV. Language points:While discussing the text, teacher can refer to the following notes and choose from them when necessary.1. career: a job or profession for which one is trained and which one intends to follow for the whole of one's lifeThere are many more careers open to women now than fifty years ago.Florence Nightingale made nursing her career.2. placement. n. the act or an example of placing someone in position 安置The university offers a placement service for its graduates. ( = a service to find jobs for them)这所大学为毕业生提供就业服务。

大学英语课程学习计划书I. IntroductionEnglish is one of the most widely spoken languages in the world. It is the official language of many countries and is used as a second language in many others. Therefore, mastering the English language is important for communication, education, and career opportunities. In this study plan, I will outline my approach to studying the English language during my college years.II. Goals and ObjectivesMy goals for studying English in college include improving my speaking, listening, reading, and writing skills, as well as expanding my vocabulary and understanding of grammar rules.I also hope to gain a deeper appreciation for English literature and culture. Additionally, I aim to achieve a high level of proficiency in English so that I can use it effectively in my future career.III. Study Materials and ResourcesI plan to use a variety of materials and resources to enhance my English language skills. These include textbooks, online courses, language apps, audio and video materials, and literature works. I will also make use of language learning websites, English language exchange programs, and conversation partners to practice speaking and listening.IV. Study ScheduleI will divide my study time into four main areas: speaking, listening, reading, and writing. Each week, I will allocate specific time for each area, as well as review sessions, to ensure balanced improvement in all aspects of the language.- Speaking: I will practice speaking English by participating in language exchange activities, attending conversation clubs, and speaking with native English speakers. I will also give presentations and participate in debates to improve my public speaking skills.- Listening: I will improve my listening skills by watching English movies, TV shows, and TED talks, as well as listening to English podcasts, news broadcasts, and music. I will also take note of the different accents and dialects used by English speakers.- Reading: I will read a variety of English books, newspapers, magazines, and online articles to improve my comprehension skills. I will also explore different genres of literature, including fiction, non-fiction, poetry, and plays.- Writing: I will practice writing in English by keeping a journal, writing essays, and composing emails, reports, and other forms of professional communication. I will also seek feedback from teachers and peers to improve my writing style and grammar.V. Assessment and FeedbackTo track my progress, I will regularly take quizzes, exams, and writing assignments. I will also seek feedback from instructors, peers, and language exchange partners. This will help me identify areas for improvement and adjust my study plan accordingly.VI. Extracurricular ActivitiesI plan to participate in extracurricular activities that will further enrich my understanding of the English language and culture. These include attending English language workshops, cultural events, and literary festivals. I will also consider joining English language clubs, drama groups, and volunteering opportunities that involve English communication.VII. Long-term GoalsIn the long term, I hope to achieve a high level of proficiency in the English language, as well as gain a deep understanding and appreciation for English literature and culture. I plan to use my English language skills in my future career, which may involve international communication, translation, or education. I also hope to continue using English in my personal life, such as traveling to English-speaking countries and forming friendships with English speakers.In conclusion, studying English in college is a vital part of my education and personal development. By following this study plan, I am confident that I will achieve my goals and become proficient in the English language. I look forward to the journey of language learning and the opportunities it will bring.。

Teaching Plan of unit 2 What’s the matter?一. 本周教学内容：Unit 2 What’s the matter?二. 单元目标：1. 能够辨认身体部位。

（好一些的学生应该有所延伸，除了课本上的基本词汇，还应该掌握内脏器官等扩充词汇。

）2. 能够谈论健康状况3. 能够救别人的健康情况提供建议，并能活用提供建议的句型。

4 能够掌握更多更实用的生活常识极其英文表达。

让英文真正成为生活中的一种工具。

三. 重点单词：（这些词汇要求所有的学生都能掌握，在并把教受这些词汇的工作溶解在教学过程中，通过朗读，游戏来完成。

）1. nose n. 鼻子2. eye n. 眼睛3. ear n. 耳朵4. mouth n. 嘴巴5. tooth n. 牙齿6. neck n. 脖子7. stomach n. 胃8. back n. 后背、背脊9. leg n. 腿10. arm n. 手臂11. head n. 头12. foot n. 脚13. cold n. 伤风，感冒14. headache n. 头痛15. backache n. 背痛16. toothache n. 牙痛17. stomachache n. 胃痛18. sore throat 咽喉痛19. dentist n. 牙医20. fever n. 发烧21. tired adj. 累的22. hungry adj. 饥饿的23. thirsty adj. 渴的24. stressed out 紧张的、有压力的25. matter n. 事情、问题26. idea n. 主意、想法四. 重点短语1. see a doctor / dentist 看医生/牙医2. get / have a cold 感冒3. have a toothache 患牙痛4. have a headache 患头痛5. have a fever 发烧6. lie down and rest 躺下休息7. drink lots of water 喝大量水8. drink hot tea with honey 喝热蜂蜜茶9. be stressed out 有压力10. get tired 累了11. stay healthy 保持健康12. on the other hand 在另一方面五. 重点句子：1. I have a headache.我患有头痛。

Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。

teaching plan 口语课英文全文共四篇示例，供读者参考第一篇示例：Teaching Plan - Spoken English ClassIntroduction:- Class Level: Intermediate- Class Duration: 2 hours- Class Size: 10-15 students- Class Frequency: Once a weekObjectives:By the end of the class, students should be able to:1. Hold simple conversations in English on various topics2. Pronounce English words accurately and fluently3. Understand and respond to common English phrases and expressions4. Improve their listening skills and comprehensionMaterials Needed:Teaching Plan:第二篇示例：Teaching Plan for Spoken English ClassIntroduction:Goals:1. To improve students' ability to speak confidently and fluently in English.2. To expand students' vocabulary and improve their pronunciation.3. To enhance students' listening skills and ability to understand spoken English.4. To provide students with opportunities to practice speaking in various real-life situations.Course Outline:Week 3-4: Vocabulary BuildingWeek 5-6: Pronunciation PracticeAssessment:第三篇示例：Teaching Plan for Spoken English ClassIntroduction:Speaking is an essential part of language learning, as it allows students to communicate effectively in real-life situations. This teaching plan is designed to help students improve their spoken English skills through a variety of activities and exercises.Course Content:第四篇示例：Teaching Plan for Spoken English CourseCourse Objectives:1. Improve students’ ability to express themselves clearly and confidently in English.2. Enhance students’ listening comprehension skills.3. Bu ild students’ vocabulary and improve their pronunciation.4. Develop students’ ability to engage in conversations ona variety of topics.5. Increase students’ confidence in using English in practical situations.Module 3: Conversational SkillsWeeks 7-9- Discussing and expressing opinions on various topics. - Practicing turn-taking and active listening.- Group discussions and debates.。

English Teaching Plan (全英文版)第一章：Introduction to English Grammar1.1 Objective:To introduce basic concepts of English grammar, including nouns, verbs, adjectives, adverbs, and prepositions.1.2 Teaching Content:1.2.1 Define each of the above-mentioned grammatical terms.1.2.2 Expln the function and usage of each grammatical term in a sentence.1.2.3 Provide examples to illustrate the use of each grammatical term.1.3 Teaching Methods:1.3.1 Lecture method: Explning the concepts and providing examples. 1.3.2 Practice method: Conducting exercises to reinforce learning.1.4 Teaching Aids:PowerPoint slides, exercise handouts, and textbooks.1.5 Learning Activities:1.5.1 Students will be able to define and identify nouns, verbs, adjectives, adverbs, and prepositions.1.5.2 Students will practice constructing sentences using these grammatical terms.1.6 Homework:Complete exercises related to the lesson on nouns, verbs, adjectives,adverbs, and prepositions.第二章：English Vocabulary Building2.1 Objective:To expand students' vocabulary introducing new words and phrases related to dly life.2.2 Teaching Content:2.2.1 Introduce new words and phrases related to dly life, such as "family," "food," "hobbies," and "weather."2.2.2 Expln the meaning and usage of each new word or phrase.2.2.3 Provide examples to illustrate the use of each new word or phrase.2.3 Teaching Methods:2.3.1 Audio-visual method: Using pictures, flashcards, and videos to introduce new words and phrases.2.3.2 Group work: Encouraging students to work in groups to practice using the new vocabulary.2.4 Teaching Aids:Flashcards, pictures, videos, and textbooks.2.5 Learning Activities:2.5.1 Students will be able to define and use the new words and phrases related to dly life.2.5.2 Students will practice using the new vocabulary in sentences and conversations.2.6 Homework:Complete exercises related to the lesson on new vocabulary words and phrases.第三章：Listening and Speaking Skills3.1 Objective:To improve students' listening and speaking skills through interactive activities and practice.3.2 Teaching Content:3.2.1 Introduce different listening and speaking activities, such as role-playing, group discussions, and question-and-answer sessions.3.2.2 Provide instructions and guidance on how to effectively listen and speak in English.3.2.3 Conduct various listening and speaking exercises to practice these skills.3.3 Teaching Methods:3.3.1 Interactive method: Engaging students in active discussions and role-playing activities.3.3.2 Group work: Assigning students to work in groups to practice listening and speaking skills.3.4 Teaching Aids:Audio materials, handouts, and textbooks.3.5 Learning Activities:3.5.1 Students will participate in role-playing, group discussions, and question-and-answer sessions.3.5.2 Students will practice actively listening and speaking in English. 3.6 Homework:Listen to audio materials provided and practice speaking with classmates.第四章：Reading Comprehension4.1 Objective:To improve students' reading prehension skills analyzing and interpreting English texts.4.2 Teaching Content:4.2.1 Introduce different reading strategies, such as scanning, skimming, and careful reading.4.2.2 Provide instructions and guidance on how to effectively read and understand English texts.4.2.3 Analyze and discuss a given text to practice reading prehension skills.4.3 Teaching Methods:4.3.1 Direct instruction method: Teaching reading strategies and providing guidance.4.3.2 Group work: Assigning students to work in groups to analyze and discuss the given text.4.4 Teaching Aids:Textbooks, handouts, and multimedia resources.4.5 Learning Activities:4.5.1 Students will learn and practice different reading strategies.4.5.2 Students will analyze and discuss the given text to improve reading prehension第五章：Writing Skills5.1 Objective:To enhance students' writing skills teaching different writing techniques and styles.5.2 Teaching Content:5.2.1 Introduce different types of writing, such as narrative, descriptive, and persuasive.5.2.2 Provide instructions and guidance on how to effectively structure and organize a written piece.5.2.3 Conduct writing exercises to practice these skills.5.3 Teaching Methods:5.3.1 Demonstration method: Modeling effective writing techniques and styles.5.3.2 Peer review: Encouraging students to exchange and provide feedback on their writing.5.4 Teaching Aids:Handouts, textbooks, and multimedia resources.5.5 Learning Activities:5.5.1 Students will learn and practice different writing techniques and styles.5.5.2 Students will write a short piece on a given topic and participate in peer review.5.6 Homework:Complete writing exercises related to the lesson and revise their written pieces based on peer feedback.第六章：Cultural Awareness6.1 Objective:To enhance students' cultural awareness exploring English-speaking cultures.6.2 Teaching Content:6.2.1 Introduce English-speaking countries, such as the United States, United Kingdom, and Australia.6.2.2 Discuss cultural aspects, such as traditions, customs, and social norms.6.2.3 Explore the impact of culture on language and munication.6.3 Teaching Methods:6.3.1 Cultural presentation method: Using visuals, videos, and guest speakers to present cultural information.6.3.2 Group work: Assigning students to work in groups to research and present on a specific English-speaking country.6.4 Teaching Aids:Visuals, videos, guest speakers, and textbooks.6.5 Learning Activities:6.5.1 Students will learn about different English-speaking countries and their cultures.6.5.2 Students will research and present on a specific English-speaking country, highlighting cultural aspects and their impact on language. 6.6 Homework:Complete research on an English-speaking country and prepare a presentation.第七章：Grammar Review7.1 Objective:To reinforce students' understanding of English grammar through review and practice.7.2 Teaching Content:7.2.1 Review previously taught grammatical concepts, such as tenses, moods, and sentence structures.7.2.2 Identify and correct mon grammar mistakes in written and spoken English.7.2.3 Provide exercises to practice and solidify grammar knowledge.7.3 Teaching Methods:7.3.1 Interactive method: Engaging students in activities that require correcting grammar mistakes.7.3.2 Worksheet method: Providing students with grammar exercises to practice.7.4 Teaching Aids:Handouts, textbooks, and multimedia resources.7.5 Learning Activities:7.5.1 Students will review and understand previously taught grammatical concepts.7.5.2 Students will practice identifying and correcting grammar mistakes in sentences and paragraphs.7.6 Homework:Complete grammar exercises related to the lesson and revise their written pieces based on feedback.第八章：Exam Preparation8.1 Objective:To prepare students for an English exam reviewing key concepts and practicing test-taking strategies.8.2 Teaching Content:8.2.1 Review all topics covered in the course, including grammar, vocabulary, listening, speaking, reading, and writing.8.2.2 Discuss and practice test-taking strategies, such as time management and answering multiple-choice questions.8.2.3 Conduct mock tests to familiarize students with the exam format.8.3 Teaching Methods:8.3.1 Review method: Summarizing key concepts and providing examples.8.3.2 Practice method: Conducting mock tests and discussing answers.8.4 Teaching Aids:Mock test papers, answer keys, and textbooks.8.5 Learning Activities:8.5.1 Students will review all topics covered in the course.8.5.2 Students will practice test-taking strategies and take mock tests. 8.6 Homework:Review course materials, plete mock test papers, and analyze answers. 第九章：Project Work9.1 Objective:To provide students with an opportunity to apply their English skills in a practical context.9.2 Teaching Content:重点和难点解析1. 第五章：Writing Skills难点解析：写作是一种复杂的认知过程，涉及创意、组织、语言选择等多个方面。

新编大学实用英语教程第二册教案unit 1 UNIT1 Teaching Plan序号1课程1班级教师周次课型日期主任签字Unit 1LoveListening , Speaking practicesTeaching Objectives:talking about their relationships at school listening short dialogue and conversation Teaching Important and Difficult Points listening a dialogue and monologues diction and answer questionsTeaching MethodsCommunicative T eaching Method; Audio-visual Teaching Method Teaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(4mins)Match the following pictures to the sentencesStep II. (5mins)discuss what love is with partner.Step III.(3mins)Watch the short video The Other Pair. Answer the following question.Letting it go or holding on, which is better?Step IV.(5mins)Listen to the dialogue and fill in the blanks.Listen to the dialogue again and decide whether the following statements are true (T) or false (F)Step V(5mins)Listen to the monologue and answer the following questions by students.Step VI.(3mins)Listening the monologue again and give the keys to students.Step VII.(3mins)Introducing Festival knowledgeIntroducing Qi Xi Festival and Valentine's DayStep VIII.(2mins)Listen to the radio and read the words and phrases loudly Step IX.(5mins)SpeakingDiscuss what do the students do for their first date. Step IIX.(5mins)BrainstormWatch the video The Other Pair. What is your choice? Leaving the only shoe to the poor boy, or keeping the only shoe as a kind of regretful memory? Discuss with your classmates and share your opinions in the class.Step IIX.(5mins)Listen to the radio about Functional-sentence Bank and repeat loudly.Use the words and phrases in the Brainstorm andFunctional-sentence Bank to prepare a dialogue or brief speech with your partner, and then present it in your class. You may refer to the following situation prompts for ideas.序号2课程1班级教师周次课型日期主任签字Unit 1LoveLead-in; New Words and Text AnalysisTeaching Objectives:retell the main idea of the passageto comprehend the new words and phrases of text Ause the suitable forms of words or phrases to fill in the blanks in sentenceshave a idea of some grammar which had appeared in the text ATeaching Important and Difficult PointsWords and Phrases of A and B level;Sentence structure and words forms;Difficult Sentence Analysis and main idea of textTeaching MethodsPresentation; Communicative Teaching Method; Audio-visual Teaching MethodTeaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(3mins)Pre-reading QuestionsChoose students to answer the pre-reading questions.Step II. (7mins)Step I Lead in of text ALet students fast reading the text and summary the main idea of whole passage and each paragraph,Main Idea of whole passage: the passage will tell about the orientation week.ParagraphsMain Ideas1The author receives a gardenia every year.2The author guessed what the giver of flowers might look like.3The author hopes the flower giver is as she thinks.4Mother wants her child to be like a gardenia.5That was the year the gardenias stopped coming.Step III.(18mins)Intensive ReadingStudents read the text again and find out the answers to the while-reading questionsTeacher and students read the words and expressions togetherTeacher explain the sentence structure and grammar of text AWords & Expressions of Text AVocabulary of student bookmystery n.谜；神秘的事物；推理小说e.g. They decided to turn the machines on this mystery virus. 他们决定用新机器测试这个神秘的病毒。

Unit EightI. Objectives✧To learn to appreciate a narrative piece of writing;✧To learn some useful vocabulary and expressions presented through the text.✧To familiarize students with a narrative piece of writing involving successful use of (a).effective comic exaggeration through similes and metaphors, and (b). contrast and parallelisms.II.. Teaching Emphases and Difficulties: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 crannyRead the following quotes and tell your classmates which one is your favorite. State your reasons.Education is what remains after one has forgotten everything he learned in school.— Albert EinsteinThe great aim of education is not knowledge, but action.— Herbert SpencerEducation is learning what you didn’t even know you didn’t know.— Daniel J. BoorstinIt is a thousand times better to have common sense without education than to have education without common sense.— Robert Green IngersollThe direction in which education starts a man will determine his future in life.— PlatoThe difference between school and life? In school, you’re taught a lesson and then given a test. In life, you’re given a test that tea ches you a lesson.— Tom BodettNothing that is worth knowing can be taught.— Oscar WildeIf you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.— Chinese ProverbEducation is not a preparation for life; education is life itself.— John DeweyEducation is not a product: mark, diploma, job, money in that order; it is a process, a never ending one.— Bel Kaufman1.ListeningListen to the recording and answer the following questions.1.What do students attending cyber charter schools need?A computer, an Internet connection and a residence in the same state as the school.2.In what way or ways is a cyber charter school similar to a traditional school?They serve children from kindergarten all the way through high school and require the same core classes taught in public schools. Their students are required to take the same state assessment tests as children in traditional public schools.3.What’s the biggest difference between virtual schools and traditional schools?Virtual school students learn at their own pace.4.How do cyber charter students interact with their teachers or supervisors?They can take classes online or get in-person instruction at learning centers to interact with their teachers or supervisors.5.How can virtual education work best?It can work best when a child’s learning coach takes an active role.ScriptCyber Charter Schools: Public School at Home?If the idea of cyber schools seems futuristic, consider this fact: around 200,000 American students attend school full-time online. Most of these kids are attending what’s known as cyber schools. These schools exist in 27 states and Washington, D.C., according to the most recent national report. Kids who learn through cyber charter schools need little more than a computer, an Internet connection and a residence in the same state as the school. And since these schools are public, the school usually provides the computer and helps pay for Internet access.“Essentially, it’s public schooling at home,” says Matt Arkin, head of Georgia Cyber Academy, which serves more than 4,000 kids statewide. “Our students are held to all public school standards.”Like traditional schools cyber charters serve children from kindergarten all the way through high school. They require the same core classes taught in public schools, like English, science and even physical education. Since virtual charter schools are public, their students are required to take the same state assessment tests as children in traditional public schools. Some classes take place at specific times, while others are self-paced so students can work them into their own schedules.The biggest difference between virtual and traditional schools is that cyber charter students learn at their own pace, since they’re not assigned to a classroom with a bunch of other kids. A fourth grader might take fourth-grade English classes and third grade math, for example. As in traditional schools, students can pick more of their own classes as they get older, choosing from subjects like epidemiology, British literature and graphic design.Arkins says students aren’t entirely on their own just because they don’t hop on a school bus every day. At PA Cyber, kids interact with their teachers and an instructional supervisor who is sort of like a guidance counselor. “We actually surround the students with as many one-to-one interactions as we can,” says Andy Petro, supervisor of virtual classroom technology for PA Cyber, which has more than 8,000 students across Pennsylvania. In addition, some virtual charters are developing programs where students can take classes online but also get in-person instruction at learning centers.Since cyber charters are public schools, they can’t turn kids away. That means they’re to serve all kinds of children. “We believe that every student can be successful in this program,” Arkin says. “But in some cases, it’s more of a challenge.”Virtual education isn’t going to work unless the student, parent or both is committed to making it work. Because virtual education is so individualized, it works best when a child’s learning coach takes an active role. “Learning coaches” can be children’s parents, grandparents or guardians. And the nature of virtual schools means students must be able to motivate themselves and work independently.2.Speaking Practice1.Give an oral presentation on the summary of the main points of the listening passage.ReferenceThe key points:-the cyber schools in America-the similarity and differences between cyber schools and traditional schools-how cyber school kids interact with their teachers and supervisors-virtual education and the nature of virtual schools2. Dis cuss and comment on the effectiveness of each other’s oral presentation.3. Work in pairs and take turns to ask and give answers about the following topics:a. What’s your attitude towards virtual education?b. How can cyber charter schools help solve some problems in current education?c. What are the disadvantages of virtual education?Text I1.Pre-Reading QuestionsThink over the following questions or discuss them in small groups before you read the text.1. What is meant by keep somebody under one’s thumb? If you don’t know, look up the phrase in a dictionary.2. What relationships does the phrase usually apply to? That between the officers and men in the armed forces? Between the teacher and the pupils in a school? Between the employer and the employees in a factory or on a farm? Which of these relationships might this text be about?3. What contradictions are there generally between the governing and the governed? Which of the three qualities do you expect of the governing: authority, laxity, a compromise between the two? Which of the three qualities do you expect of the governed: obedience, defiance, indifference?4. Is it right for anybody to keep somebody under his thumb? Would you like to be kept under somebody’s thumb?(These are all open questions.)2.General ReadingKey: An inexperienced teacher failed to deal with an unruly class of top year boys.3.BackgroundGeoffrey Chaucer (c. 1343 —1400), known as the Father of English literature, is widely considered the greatest English poet of the Middle Ages and was the first poet to have been buried in Poet’s Corner of Westminster Abbey. While he achieved fame during his lifetime as an author, philosopher, alchemist and astronomer, composing a scientific treatise on the astrolabe for his ten year-old son Lewis, Chaucer also maintained an active career in the civil service as a bureaucrat, courtier and diplomat. Among his many works，he is best known today for The Canterbury Tales. Chaucer is a crucial figure in developing the legitimacy of the vernacular, Middle English, at a time when the dominant literary languages in England were French and Latin.Words and phrases:(1) cudgel: n. a short thick stick used as a weapone.g. The yellow man carries his bundle and his cudgel in his hand.All of a sudden the enemy dealt him a blow with his cudgel.(2) pale: a. having a skin colour that is very white, or whiter than it usually ise.g. The man looked at him and saw that he was deathly pale.Harry saw Sam’s face go pale, his eyes glitter with rage.(3) succession: n. a number of people or things of the same kind following each other; a seriese.g. The revolutionary movement has passed through a succession of distinctive phases.A succession of visitors flow out of the cinema.(4) startled: a. feel surprised and slightly shockede.g. He is startled by her close resemblance to Tigress.The startled boys were frozen with fear and afraid to speak.(5) substitute: n. a person or thing that you use instead of the one that you usually havee.g. Vegetable oil is a good substitute for animal oil.As the saying goes, there is no substitute for victory in war.(6) wince: v. to suddenly feel very uncomfortable or embarrassed about something; cringee.g. I still wince at the thought of that stupid evening.I could see him wince when I told him how much the repairs would cost.(7) awful: a. very bad or unpleasante.g. The awful weather made him in bad mood.Since the awful moment that afternoon, life has seemed timeless.(8) tremble: v. to shake slightly in a way that you cannot control, especially because you are upsetor frightenede.g. At the very thought he felt a tendency to tremble.Your are watching the stars that tremble with hope and love.(9) tell sb. off: to speak angrily to somebody for doing something wronge.g. The teacher used to tell me off for making so much noise.Don’t tell off your boss and co-workers, even if you think they deserve it.(10) placatory: a. to make people feel less angry by showing that you are willing to please theme.g. The potentially placatory government of the Democratic Party of Japan was alienatedby China’s aggressive behaviour.He gives me a placatory smile to ease my mind.(11) inwardly: ad. in your minde.g. Perhaps the leader inwardly cringes at the personality cult that surrounds him.Laughing, I inwardly answered it in the affirmative.(12) trace: v. to find someone or something by searching for them carefullye.g. Police finally traced the young man who was seen near the accident to an address inKorea.You can trace price indices by the use of the computer.(13) studious: a. spending a lot of time studying and readinge.g. She was an extremely serious, clever and studious young woman.The group says its studious robot may even improve our understanding of this research.(14) enormous: a. extremely largee.g. This movement provides an enormous amount of opportunities to create useful energy.We cannot ignore its enormous vitality for its simplicity!(15) indefensible: a. too bad to be excused or defendede.g. This is an illegal and morally indefensible action.Besieged by scandal, his government has squandered precious time staving offinquiries and defending indefensible ministers.(16) recall: v. to remember a particular fact, event, or situation from the paste.g. Do you recall when and where your husband acquired this book?When seeing it, he cannot help recalling his bitter past.(17) impropriety: n.behaviour or an action that is wrong or unacceptable according to moral,social, or professional standardse.g. There is no evidence of impropriety.Impropriety is the soul of wit.(18) nail down: fix something firmly; establish clearly and unmistakablye.g. It took us 3 hours to nail down our agreement.We had better nail down the time for our next meeting.(19) mountainous: a. very large in amount or sizee.g. Almost happily, the old man struggles with the mountainous waves.She faced a mountainous pile of presents still unwrapped.(20) sway: v. to move slowly from one side to anothere.g. The tree has swayed down to the wall.Hold me in your arms and sway me like the sea.(21) negligently: ad. not taking enough care over something that you are responsible for, with theresult that serious mistakes are madee.g. Losses caused intentionally or negligently by the lessee shall be borne by the lessee.Safety technology is willfully and negligently bypassed when there is a profit to bemade.(22) maliciously: ad.having or showing hatred and a desire to harm somebody or hurt theirfeelingse.g. There are strong indications that someone at the resort was acting maliciously.Like the ungodly they maliciously mocked; they gnashed their teeth at me.(23) indignation: n. feelings of anger and surprise because you feel insulted or unfairly treatede.g. The photo ignited a firestorm of indignation on Twitter.Nay, impatience kills the fool and indignation slays the simpleton.(24) mount: v. to increase gradually in amount or degreee.g. The death toll would rapidly mount into the tens of thousands.As their losses mount, they’re selling off securities to meet demands for cash fromlenders and investors.(25) puny: a. not effective or impressivee.g. The problem with this analysis is that the tail is far too puny to wag the dog.They laughed at my puny efforts to my work.(26) plead: v. to ask for something that you want very much, in a sincere and emotional waye.g. We plead with our members to remain calm and united at this testing time.She pleaded to be allowed to come back to her hometown once again.(27) obedient: a. always doing what you are told to do; willing to obeye.g. At first Lucas was obedient and followed close behind his father.The dog is obedient to its master’s orders.(28) sceptical: a. doubtfule.g. After hearing her reasons, he looked highly sceptical.I still remain sceptical of any predictions or claims in the Internet.(29) trail away: to become gradually quieter and then stope.g. Her voice trailed away to nothing for she was too nervous.The noise began to trail away when the speaker started an attractive topic.(30) toy: v. to think about an idea or possibility, usually for a short time and not very seriouslye.g. I briefly toyed with the idea of going to France to visit them.He needs to be reminded that it isn’t just a lab where he can toy with his fabulousideas.(31) thunderbolt: n. a flash of lightning which hits a person or thing and kills or destroys theme.g. He was killed by a thunderbolt from Zeus to prevent further disaster.A thunderbolt split up the wooden house.(32) indolently: ad. lazye.g. He lives indolently with his relatives.He draws out two bundles of jack straws from the pile and lies there indolently.(33) imposter: n. someone who pretends to be someone else in order to deceive peoplee.g. Anyone who speaks in the name of others is always an imposter.That nice looking red snapper you ordered at a restaurant may be an imposter.(34) blush: v. to become red in the face, usually because you are embarrassed or ashamede.g. Some boys are like shy Daphne. When they meet girls, they blush.Do good by stealth, and blush to find it fame.(35) bawl: v. to shout in a loud voice, especially in an unpleasant or angry waye.g. Who are you to bawl and whinge that they are wrong?Petty began to bawl suddenly, loudly, the sound adding to Cindy’s own uneasiness.(36) pandemonium: n. a situation in which there is a lot of noise because people are angry,confused or frightenede.g. Then the first blast went off, and the grim quiet erupted into pandemonium.When pandemonium broke out, it was impossible to hear what others were discussing.(37) gramophone: n. a record playere.g. The voice of the Edison gramophone was first heard by visitors in World Expo.She wound up the gramophone and put on a record of some merry music.(38) brawl: n. a noisy quarrel or fight among a group of people, especially in a public placee.g. A meeting of surviving Taliban commanders was said to have ended in a brawl andgunfight.A massive brawl reportedly broke out between workers of two different nationalities.(39) alas: interj. used to express sadness, shame, or feare.g. Alas! You only remind me of what I have lost.Alas, for his own soul, if these were what he sought!(40) falsetto: n. an usually high voicee.g. The incongruous falsetto voice took on a musing note.The combination of jazz flute, falsetto voices and lyrics has the audience in a laughriot.Notes1. a succession of startled substitutesteachers who took the place of their own teachers and who got shocked came one after another. Succession meaning “the coming of one person/thing after another in time or order” may refer to both people and events.e.g.:A succession of unexpected visitors came to our department on the first day of school.Last summer there was a succession of uncomfortably hot days.2.No one quite knew where the class had got in any subject.No one quite knew how much progress the class had made in any subject. To get somewhere and to get nowhere mean “to make progress” and “not to make progress” respectively.e.g.:The class got nowhere in their studies.She practised the piano so hard that she was really getting somewhere.Are you getting anywhere in computer science?3.It was plain the headmaster thought they had got nowhere.plain: easy to see; cleare.g.:I was a plain impostor.plain: nothing less than, out-and-outThe word plain in the above sentences has the same spelling and pronunciation but it has different meanings in different contexts.More examples to show another word with two different meanings: 点击该行出现下面两行They are all standing quietly.I simply couldn’t stand the heat here.4.all white flagaccepting defeat completely5.these improprieties couldn’t be nailed downit was impossible to say exactly what the inexcusable things they did were. Nail down means literally “fix something firmly”, and figuratively “establish clearly and unmistakably”.e.g.:Let’s nail down the lid of the wooden box.An agreement has been nailed down by the partners of the firm.6.make outsee or understand with difficultye.g.:Can you make out his handwriting?She spoke in such a soft voice that I could hardly make out what she said.7.Too negligently or maliciously treated, one would ... crash to the floor.The past participle construction too negligently or maliciously treated is used in place of the subordinate clause of the passive construction “when it was too negligently or maliciously tr eated”.8.an awful pointless indignation mounted in mea dreadful unreasonable anger on my part intensified/increased; I became more and moreangry with hardly any reasons. Pointless means “done for no reason; meaningless”.e.g.:It is quite pointless to raise such a question when everyone has agreed on the decision.9.They took no noticeThey did not pay any attention. Notice meaning “attention” can be used in various ways.e.g.:It has come to my notice that she is making great progress.We shouldn’t take any notice of idle gossips.It has not escaped my notice that the children are up to some mischief.10.a sceptical onea doubtful one. Sceptical is pronounced as / 'skeptikəl/. It is spelt skeptical in American English.11.in cold blooddeliberately; (thinking things over) carefully12.Shocked, stung, and frightened.This sentence, consisting of three past participles, is used as a rhetorical device to give an emphatic effect to the preceding sentence.13.it was beyond methe situation was impossible for me to handle14.It struck me that ... It seemed appropriate.It suddenly occurred to me that I had with me a book on Geoffrey Chaucer (1340–1400), a great English author. There are many records of events of Chaucer’s time in the book, including stories of noisy quarrels in the street. It seemed to be in keeping with what was happening in the classroom.15.CorThis is a slang word in British English, used for showing great surprise.16.The last paragraphThis is a description of the pupils’ reaction when they saw the i mpressive-looking book taken out by their teacher.ments on the TextText II (45 minutes):Letter to a B StudentNotes1. a zero-sum gamea game in which whatever is gained by one side is lost by the other2.Winning is not the most important thing; it’s the only thing.T he original version is “Winning isn’t everything; it’s the only thing”, a well-known quotation in sports. Its assertion about the importance of winning has been touted as a basic tenet of the American sports creed. The quotation is widely attributed to American football coach Vince Lombardi. Lombardi is on record using the quotation as early as 1959 in his opening talk on the first day of the Packers’ training camp. The quotation captured the American public’s attention during Lombard i’s highly successful reign as coach of the Packers in the 1960s.3.put something in perspectivecompare something to other things so that it can be accurately and fairly judged; correctly regard in terms of relative importance4.face valuethe superficial appearance or implication of something5.the servicesthe armed forces; the army, navy and air force6.make a point of doing somethingalways do something or take particular care to do something; do something because one considers it important or necessary7.GI BillGI Bill provides education benefits to veterans and their dependents. 退伍军人福利法案8.break one’s strideslow or interrupt the pace at which one walks or movesComprehension (Refer to Workbook P )TranslationA. Translate the following sentences from Chinese into English.1. 很清楚，在粗鲁的顾客面前，一些售货员感到很难保持礼貌待客。

英语学年教学任务计划范文Teaching Plan for an Academic YearCourse: English LanguageGrade level: 10thWeek 1-4:Objective: To introduce basic vocabulary and grammar concepts to students.- Introduce the alphabet and pronunciation rules.- Teach basic greetings and introductions.- Introduce vocabulary related to school and classroom objects.- Teach simple present tense and its usage.- Conduct drills and role-plays to practice vocabulary and grammar concepts.Week 5-8:Objective: To enhance students' listening and speaking skills.- Introduce vocabulary related to daily activities and routines.- Teach simple past tense and its usage.- Play audio recordings of dialogues and ask comprehension questions.- Engage students in pair and group discussions on various topics.- Conduct pronunciation exercises and encourage students to practice speaking in English.Week 9-12:Objective: To improve students' reading and writing skills.- Introduce vocabulary related to various topics such as family, hobbies, and travel. - Teach basic reading comprehension strategies.- Guide students in writing simple paragraphs and short essays.- Conduct reading activities and assign reading comprehension exercises.- Provide feedback on written work and encourage students to revise their writing. Week 13-16:Objective: To develop students' listening and speaking skills further.- Introduce vocabulary related to current events and global issues.- Teach more advanced grammar concepts such as conditional sentences and reported speech.- Play audio recordings of news articles and encourage students to summarize them. - Organize debates and discussions on contemporary issues.- Engage students in listening activities to enhance their comprehension skills. Week 17-20:Objective: To reinforce grammar and vocabulary concepts learned so far.- Conduct review sessions to revise vocabulary and grammar covered in previous weeks.- Assign quizzes and tests to assess students' understanding.- Provide opportunities for students to practice speaking and writing in English.- Assign projects and presentations that require students to apply their language skills.- Offer extra assistance to students who need additional support.Week 21-24:Objective: To prepare students for the end-of-year assessment.- Review all grammar and vocabulary concepts covered throughout the year.- Conduct mock tests and provide feedback on students' performance.- Assign practice exercises and encourage students to solve them independently. - Offer individualized support to students who require it.- Provide guidance on test-taking strategies and time management.Week 25:Objective: To wrap up the academic year and reflect on progress.- Have a class discussion about students' English language development.- Allow students to share their favorite English assignments and activities.- Reflect on personal growth and set goals for further improvement.- Distribute end-of-year certificates of achievement.- Conclude the academic year by expressing appreciation for students' efforts.Note: This is a sample teaching plan and can be modified according to the specific needs and curriculum requirements of the English language course.。

大学英语授课计划英文University English Instruction PlanI. IntroductionThis English instruction plan aims to provide a comprehensive and structured approach to teaching English at the university level. It focuses on enhancing students' language proficiency, cultural understanding, and critical thinking skills through a variety of classroom activities and assignments.II. Course Objectives1.To improve students' fluency and accuracy in speaking,listening, reading, and writing in English.2.To cultivate students' understanding and appreciation ofEnglish culture and literature.3.To develop students' critical thinking and problem-solvingskills through the analysis of English texts and discussions. III. Course Content1.Grammar and Vocabulary: Focus on the fundamentalgrammar structures and vocabulary essential for advanced-level English communication.2.Listening and Speaking: Practice through role-plays,debates, and discussions to enhance speaking skills and improve listening comprehension.3.Reading and Writing: Analyze literary texts, academicarticles, and other written materials to develop reading comprehension and writing skills.4.Cultural Understanding: Explore English-speakingcountries' cultures, traditions, and history through videos, discussions, and cultural activities.IV. Instructional Methods1.Interactive Lectures: Deliver content through engaginglectures, incorporating real-world examples and case studies.2.Group Discussions: Encourage students to engage indiscussions, share opinions, and debate ideas to foster critical thinking.3.Pair and Group Work: Facilitate collaborative learningthrough pair and group activities, encouraging students to work together and learn from each other.4.Assignments and Projects: Assign various tasks, such asessays, presentations, and research projects, to assess and enhance students' language skills and critical thinking.V. Assessment1.Regular Assignments: Evaluate students' progress throughregular homework assignments, quizzes, and tests.2.Class Participation: Assess students' active participation inclass discussions and activities.3.Final Project/Exam: Conduct a comprehensive finalproject or exam to assess students' overall understanding and application of the course content.VI. Course ScheduleWeek 1: Introduction to the course, overview of course objectives and content.Weeks 2-4: Focus on grammar and vocabulary building.Weeks 5-7: Emphasize listening and speaking skills through role-plays and discussions.Weeks 8-10: Analyze literary texts and develop reading comprehension. Weeks 11-13: Work on writing skills, including essay writing and critical analysis.Weeks 14-16: Explore English culture and traditions, culminating in a cultural project or presentation.Weeks 17-18: Revision, final project/exam preparation, and course wrap-up.VII. ConclusionThis English instruction plan provides a structured and engaging approach to teaching English at the university level. It combines traditional classroom teaching with interactive activities and assignments to foster a comprehensive understanding of the language and culture. Through this plan, students will not only improve their language proficiency but also develop critical thinking and cultural awareness.大学英语授课计划一、引言本英语授课计划旨在提供一种全面且结构化的教学方法，用于大学水平的英语教学。

英语教学计划及具体措施As an English teacher, it is important to have a well-thought-out teaching plan to effectively engage students and help them improve their language skills. 作为一名英语教师，拥有一个周密的教学计划对于有效地吸引学生并帮助他们提高语言能力至关重要。

First and foremost, it is crucial to set clear learning objectives for each lesson or unit. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). By clearly defining what students are expected to learn, teachers can better tailor their instruction to meet these objectives. 首要的是，为每节课或每个教学单元设定明确的学习目标至关重要。

这些目标应当是具体的、可衡量的、可实现的、相关的和有时间限制的（SMART原则）。

通过清晰定义学生预期学习的内容，教师可以更好地调整他们的教学内容以达到这些目标。

In addition to setting learning objectives, teachers should also consider the diverse needs and learning styles of their students when planning instructional strategies. Differentiated instruction, which involves tailoring teaching methods to accommodate individual learning preferences, can help ensure that all students have theopportunity to succeed in the classroom. 除了设定学习目标外，教师在制定教学策略时还应考虑学生多样化的需求和学习风格。