新编大学实用英语教程第二册教案unit 1.docx

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1、新编大学实用英语教程第二册教案unit 1 新编高校好用英语教程其次册教案unit 1UNIT1 Teaching Plan序号1课程1班级老师周次课型日期主任签字Unit 1LoveListening , Speaking practicesTeaching Objectives:1. talking about their relationships at school2. listening short dialogue and conversationTeaching Important and Difficult Points1. listening a dialogue and m

2、onologues2. diction and answer questionsTeaching MethodsCommunicative Teaching Method; Audio-visual Teaching MethodTeaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(4mins)Match the following pictures to the sentencesStep II. (5mins)discus

3、s 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)1. Listen to the dialogue and fill in the blanks.2. Listen to the dialogue again and decide whether the following statements are

4、 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

5、 to the radio and read the words and phrases loudlyStep 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?

6、 Discuss with your classmates and share your opinions in the class.Step IIX.(5mins)1. Listen to the radio about Functional-sentence Bank and repeat loudly.2. Use the words and phrases in the Brainstorm and Functional-sentence Bank to prepare a dialogue or brief speech with your partner, and then pre

7、sent it in your class. You may refer to the following situation prompts for ideas.序号2课程1班级老师周次课型日期主任签字Unit 1LoveLead-in; New Words and Text AnalysisTeaching Objectives:1. retell the main idea of the passage2. to comprehend the new words and phrases of text A3. use the suitable forms of words or phra

8、ses to fill in the blanks in sentences4. have 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; Communicati

9、ve 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 rea

10、ding 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

11、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 Reading1. Students read the text again and find out the answers to the while-reading questions2. Teacher and students read the words and expressions

12、together3. Teacher explain the sentence structure and grammar of text AWords Expressions of Text AVocabulary of student book1. mystery n.谜；神奇的事物；推理小说e.g. They decided to turn the machines on this mystery virus.他们确定用新机器测试这个神奇的病毒。2. gardenia n.栀子花；栀子属植物e.g. I love the beauty of gardenia, and the smell

13、 of fragrance.我喜爱栀子花的漂亮，喜爱它的香味。3. deliver v.交付，发表，递送e.g. On the other hand when you do align business and IT and deliver solutions that are used, every one wins.另一方面，当你使业务与IT结合在一起，交付可用的解决方案时，就获得双赢。4. purchase v.n.购买；赢得购买e.g. So in this case, we only model browse, select, purchase and pay.因此，我们在本例中，只

14、为阅读、选择、购买和支付建模。purchase . n.竞争者；购买e.g. I hit the purchase button.我点击了购买按钮。5. identity n.身份；同一性，一样；特性e.g. Passports are usually used to prove the identity of the traveller.护照往往用来证明旅游者的身份。6. magical adj.魔术的；有魔力的e.g. In nature, those are magical moments.那是大自然中最迷人的时刻。7. daydream vi.做白日梦；幻想e.g. Let yours

15、elf daydream, but try to stay conscious as you do it.让自己做做白日梦，但在这过程中要保持醒悟的意识。8. contribute v.捐献，捐助；促成e.g. In fact, they do contribute money to the community which is as it should be.事实上，他们的确向社区捐钱，这也是他们应当做的。9. appreciation n.观赏，鉴别；理解；感谢e.g. My mum gave me an appreciation for the underdog, he said.我的妈

16、妈给了一颗让我观赏失败者的心，他说道。10. unload v.卸；摆脱之负担，倾诉e.g. Unload jobs can be grouped together with load jobs in the same project.卸载作业可以和同一项目中的加载工作组合在一起。11. grocery n.食品杂货店e.g. My sisters and I loved to go to grocery shopping with our mother when we were little.小时候，我和姐姐妹妹常常喜爱和妈妈一起去食品杂货店购物。12. lovable adj.可爱的；讨人

17、喜爱的e.g. As I see it, pandas are more lovable than monkeys.我认为，熊猫比猴子更可爱。13. imaginative adj.富于想象力的，有创建力的e.g. The youngest children were unable to make the imaginative leap into someone else’s mind.年幼的孩子们不能做出富有想象力的跳动进入另外某个人的想法。Useful Expressionsbe delivered to some place被送到，被交付到e.g. If you subsc

18、ribe to the newspaper, it will be delivered to your door.假如你订了这种报纸，就会给你送报上门。in vain徒劳，无效果e.g. I tried in vain to get Sue to come with us.我试着让苏和我们一起来，但失败了。contribute to有助于，促成；捐献e.g. Your hard work contributes greatly to your success today.你今日的胜利归功于你的努力。prefer to更加喜爱，宁愿e.g. The important point is that

19、 many drivers prefer to parallel park themselves.重要的一点是很多司机更喜爱平行停车。much like特别像e.g. A good reader is very much like a driver. He must change his reading speed to fit what he is reading.会读书的人就像一个司机，他必需依据所阅读的材料来变更阅读速度。Step IV.(3mins)Introducing Secrets of flowersStep V.(14mins)Sentences and Grammar Fo

20、cus1. Teacher lists the language points that should be grasped by Students.2. Teacher gives more examples to illustrate the new words or sentence patterns.Language Points:Explanation of the first paragraph 1Every year on my birthday, from the time I turned 12, a white gardenia was delivered to my ho

21、use in Bethesda, Md.Every year on my birthday、from the time I turned 12两个时间状语，前一个表示a white gardenia was delivered详细时间；后一个表示整句发生的时间起点。After a while I stopped trying to discover the sender’s identity and just delighted in the beauty and heady smell of that one magical, perfect white flower.整句为I

22、stopped doing. and just delighted in ., 是and并列句。the beauty and heady smell of-亦为and并列短语。e.g. To my teacher I dedicate this dictionary in token of affection and gratitude.我谨以此词典献给我的老师，以表示对他的爱戴和感谢之情。Explanation of the second paragraph 2But I never stopped imagining who the giver might be.But I never s

23、topped doing .句型。who the giver might be为imagining的宾语从句。e.g. She is a girl who loves unwisely. 她是一个恋爱轻率的姑娘。Some of my happiest moments were spent daydreaming about someone wonderful and exciting but too shy to make known his or her identity.本句主体是Some moments were spent doing .。 someone wonderful and

24、exciting为定语wonderful and exciting后置修饰someone。 . too shy to make .为too . to .句型太而不能。e.g. Now if he was too stupid to have it, then of course he would have been liberated into the realm of action.假如他因为太愚昧而不能有这种幻想，那么当然他能自由行动。Explanation of the third paragraph 3She would ask me if there was someone for

25、whom I had done a special kindness who might be showing appreciation.ask me if ，if从句做ask宾语从句。而there was someone for whom I had done a special kindness who might be showing appreciation.句中，for whom做someone的定语从句中I had done a special kindness for whom.,因而用宾格whom；而someone.who might be showing appreciati

26、on用主格who。As a teenager, I prefer to imagine that it might be a boy I had a crush on or one who had noticed me even though I didn’t know him.主体句型： I prefer to do that ( 从句 )。that引导的宾语从句it might be a boy. or one who. who 引导一个定语从句 who had noticed me even though I didn’t know himExplanation

27、of the fourth paragraph 4In truth, my mother wanted her children to see themselves much like the gardenialovely, strong andperfectwith a quality of magic and perhaps a bit of mystery.主体句型：. my mother wanted her children to see themselves much like .。Explanation of the fifth paragraph 5That was the y

28、ear the gardenias stopped coming.强调句型That was the year（that）。. the year (that) the gardenias stopped coming. 中the year是先行词，the gardenias stopped coming是定语从句。强调句型引导词可以是it也可以是that；定语从句引导词that经常省略。e.g. That should be the mother who raised five great sons including two generals, two professors and an ar

29、tist.那是哺育了五个孩子的宏大母亲，包括两个将军，两名教授和一名艺术家。e.g. We will never forget the days that we spend together, singing and dancing.我从来都不会遗忘我们一起唱歌、跳舞的日子。Step VI.(3mins)Activity 1 Reading comprehension: Choose the best answer according to the text.Key: 1. D 2. A 3. C 4. A 5. D序号3课程1班级老师周次课型日期主任签字Unit 1LoveExercise,

30、 Grammar and TranslationTeaching Objectives1. Fill in the blanks with the proper form of the words given in the brackets.2. Choose the best answer to complete each sentence.3. Translate the following sentences into English with the expressions given in the brackets.Teaching Important and Difficult P

31、oints1. The conversion of nouns, verbs, and adjectives2. Sentence structure and words forms;3. The Usage of words' multiple meanings in translationTeaching MethodsPresentation; Communicative Teaching Method; Audio-visual Teaching MethodTeaching AidsMulti-media teaching ,such as audio and video f

32、iles.Teaching ProcessTeaching process designStep I.(10mins)Exercise of Text A (The student book P12)Activity 2 Fill in the blanks with the proper forms of words given in the brackets .1. Nowadays, more and more restaurants offer free _( deliver) for takeawaysordered online in China.2. Believe it or

33、not, but it was true that the boy with poor hearing grew up to bean_ (imagine ) artist.3. Have you_ (load ) the car after you got back from the supermarket?4. Her kindness makes her a_ (love ) person in the neighborhood.5. The_ ( mystery) flower delighted the girl for days.Key to Activity 2 1. deliv

34、ery 2. imaginative 3. unloaded 4. lovable 5. mysteriousActivity 4 Translate the following sentences into English with the expressions given in the brackets.1. 给我们打个电话，我们就会把花送到您的家门口。（be delivered to)_2. 他的努力没有白费，最终他获得了硕士学位。（in vain)_3. 和平、安定、统一能极大地促进一个民族的发展。（contribute to)_4. 很多住在城市的人更喜爱住在农村。（prefer

35、to )_5. 你很像我的英语老师，既和善又耐性。（much like)_Key to Activity 41. Give us a call and the flowers will be delivered to your door.2. His efforts were not in vain. He finally succeeded in gaining a master degree.3. Peace, stability and unification contribute most to the development of a nation.4. Many people li

36、ving in cities prefer to live in the country.5. You are very much like my English teacher, kind and patientStep II. (15mins)Step IIActivity 3 Grammar: Fill in the blanks with the proper forms of words given in the brackets.1. It is only through practice_one will be able to drive skillfully.A. what B

37、. who C. which D. that2. Not until many years later _ known.A. the whole truth became B. did the whole truth becomeC. the whole truth become D. the whole truth had become3. _ the first to use nuclear weapons.A. At no time China will be B. Never China will beC. At no time will China be D. Will China

38、never be4. It was not_ _ she took off her hat_I realized she was a famous movie star.A. When; that B. until; that C. until; when D. when; when5. It is the ability to do the job_ matters, not where you come from or what you are.A. what B. one C. that D. itKey to Activity 3 1. D 2. B 3. C 4. B 5. CGra

39、mmar knowledge complement强调句型（Emphatic Sentences ）一、强调的基本用法1. 采纳某个单词短语强调，如only, ever, just, alone, very, still, must, too, a great deal of, by far, a lot 进行强调。一般这些词位于被强调成分之前，very 一般在the, this ,that, my, her等限定词和名词间。e.g. Only when he had handed in his exam paper, did he realize he had forgotten to wr

40、ite down his name.当他交上试卷时才意识到他遗忘了写名字。2. 采纳助动词（do）表示强调，用did, do, does, 助动词放在谓语动词前强调谓语。e.g. He did tell all that had happened to him.她的确讲了在他身上发生的一切。e.g. She does get up early.她的确起得很早。e.g. Do be careful next time.下次肯定要当心。3. 某些有否定意义的词用作状语位于句首时，采纳倒装强调句子成分，如：never, seldom, little,not until, not onlybut al

41、so, at no time, no soonerthan, hardlywhen。e.g. Never have I found him in such a good mood.我从没见过他有这么好的心情。e.g. Hardly had he finished his work when the telephone rang.电话铃响起的时候，他恰好做完了工作。e.g. Seldom do I get invited into his office alone.我很少独自被邀请到他的办公室。4. 采纳强调句型（1）whatis / was;（2）It is / was + 强调成分 + th

42、at / who / whom + 句子其他成分；（3）if ever 用于引导从句，加强主语；（4）on earth, in the world 用于疑问句中强调，表示原委的意思。5. It is/was + 被强调成分 + that / who结构，被称之为it 强调句型，其中it 没有意思，只帮助变更句子的结构，使其中的一个成分受到强调，被强调的部分通常是主语、宾语或是表示时间、地点和缘由的状语。其用法可用下表简明表示用法例句强调句型可以强调的句子成分通常为主语、状语、宾语等，不能用来强调谓语、表语、让步状语及条件状语。It was in the railway station that

43、 I met my old classmate on Monday.我星期一是在火车站遇到老同学的。 （强调地点状语）It was on Monday that I met my classmate in the railway station.我是星期一在火车站遇到老同学的。（强调时间状语)It was my classmate that I met in the railway station on Monday.我星期一在火车站遇到的是我的老同学。（强调宾语）强调句型中连接词一般用that, 假如被强调的部分指人, 可以用who / that, 其他一律用that 不能用which, w

44、here, when 等。It was in the park that we met the inspectors this morning.今日早晨我们是在公园里遇到检察员的。在强调结构中， be 动词一律用is / was 形式，假如原句的谓语动词是一般过去式，就用 was。It is the monitor who wins the first prize in the competition.这次竞赛荣获第一名的是班长。until 引导的时间状语从句可以用在强调句型中，其结构为It is / was not until.that.It was not until the class

45、began that he came in.他直到上课时才来。当强调的是主语时，其谓语动词应和被强调的人和物保持人称、数的一样，假如被强调的主语是人称代词，可以用主格也可以用宾格。It was I / me who cleaned the classroom.是我打扫的教室。留意be的数和时态。be 在句中总是单数形式，没有复数形式。它的时态通常只有两种：is和was。若原句的谓语动词是各种现在或将来时态，则be 的形式应为is ；若原句的谓语动词是各种过去时态，则be 的形式应为was。e.g. It is a magazine that Mary will give me tomorrow.玛丽明天要给我的是一本杂志。e.g. It is tomorrow that we are going to have a meeting.我们要开会的时间是明天。e.g. It was John and Mike who/that saw Mary in the street last night.约翰和迈克昨晚在街上遇见了玛丽。只有强调作主语用的人时，才用It is / was.who., 强调其他形式的主语、宾语或状语时，都可用It is / was.that.