新编英语教程第二册教案
新编大学英语第二版教案book2 unit6 food
sentence study
1. For example, broccoli is first on a list of the most nutritious common vegetables, but it is twenty-first on a list of vegetables that Americans like most to eat. (Line 12) 2. There is some evidence that some ancient Egyptians did not eat pork. (Line 47)
我想尝尝地方特色食品。 我想尝尝地方特色食品。 请给我菜单。 请给我菜单。 我可以点餐了吗？ 我可以点餐了吗？ 餐厅最特别的菜是什么？ 餐厅最特别的菜是什么？ 你的牛排要如何烹制？ 你的牛排要如何烹制？
全熟( 全生) Well done (medium/rare), please. 全熟(五分熟 / 全生)。
她是在哪儿长大的？ 她是在哪儿长大的 长大
Where was she raised? Raising that kind of sheep needs some professional knowledge.
Other reasons of people’s food likes and dislikes.
nutrition taste ways of life
African termites (para.2)
broccoli; tomato. (para.3)
insects, beef; pig, dog. (para.7)
可不可以不要甜点改要 水果？ 水果？
请告诉我如何食用这道菜？ 请告诉我如何食用这道菜？ Could you tell me how to eat this？
《新编大学英语》第二册电子教案2
Book II Unit 2 Communication ProblemsTeaching Objectives:In this unit students are required to:1)get to know some useful information concerning the topic of the reading passages in this unit .2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill andcommunicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4) read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.Student Level: Grade 2005 level 1 2005-2006 II termUseful Information: (10MIN)Learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures.All languages have obligatory categories of grammar that may be lacking in other languages. Russian---unlike English---has an obligatory category for gender which demands that a noun, and often a pronoun, specify whether it is masculine, feminine, or neuter. Another obligatory category, similarly lacking in English, requires a verb state indicating whether or not an action has been complicated. Therefore, a Russian finds it impossible to translate accurately the English sentences “I hired a worker” without having much more information. He would have to know whether the “I” was a man or woman, whether the action had a completive or non-completive aspect ( “already hired” as opposed to “was in the process of hiring” ), and whether the “worker” was a man or a woman.Likewise, when translating an English story into Chinese in which a character identified as cousin appears, a Chinese translator requires to know whether it refers to a male or a female, whether the character is older or younger than the speaker, and whether the character belongs to the family of the speaker’s father or mother. Therefore biaomei ( 表妹)can be translated into English only by the awkward statement “a female cousin on my mother’s side and younger than I ”. of course, the translator might simply establish these facts about the character the first time she appears and thereafter translate the word as “cousin”, but that would ignore the significance in Chinese culture of the repetition of these obligatory categories.The Russian/English and Chinese/English examples illustrate the basic problem in any translation. No matter how skilled translators are, they cannot take the language our of the speech community that uses it.Translation obviously is not a simple two-day street between two language. Rather, it is a busy intersection at which at least five thoroughfares meet------the two languages with all of their peculiar characteristics, the cultures of the two speech communities, and the speech situation in which the statement was uttered.The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting linguistic gender difference among native speakers of English is the likelihood of women using these color terms to differentiate between shades of purple, whereas, men will be satisfied with the one word “purple”. This is true of other color words too. Words like “beige”, “ecru”, “aquamarine”, “off-white”, etc. are quite common in a woman’s active vocabulary but absent from that of most men. Similar sorts of differences exist elsewhere in the English vocabulary. There is, for instance, a group of adjectives which have, besides their specific and literal meanings, another use of indicating the speaker’s approval or admiration for something. Some of these adjectives are neutral as to the sex of the speaker: either men or women tend to use them. But another set seems, in its figurative use, largely confined to women’s speech.Thus, when learning a language, we sometimes need to pay attention to which sex uses which words, particularly when we reach an advanced stage where we are adding many new words to our vocabulary and want to use them accurately. We also need to pay attention to some of the multiple meanings that words have, as well as to their connotations.Part One PreparationI.Saying Things Sincerely or Sarcastically (10)The students divide themselves into several groups, choose a group leader, then they each say one sentence about another. The rest of them will judge if the sentence was made sincerely or sarcastically.The sentence may be about any aspects: appearance, interest, opinions, life, etc.II.Telephone Chains. (15)The class will be divided into many groups. The first student of each group will be given a massage by the teacher. The message should be whispered from one person to the next. The last person should repeat the message loud. The group that gets the message through with the least changes wins.samples:1)John’s mother bought him a lovely cat.2)There are thirty boys and twenty-two girls in our class.3)I cannot understand why you get so angry with me.4)I was talking to a girl I just met several days ago.III. Enjoy a joke. (10)Read the following joke and discuss in groups what made you laugh and what caused the problem in communication in the joke.A city man had a new car and decided to try it out by driving in the country. He was so happy with his car that he didn’t notice where he was going, and he soon became lost.He stopped when he saw a farm boy walking along the road, and he said, “Hello, boy.”The boy replied, “Hello yourself,” and scratched his head.The man asked, “Where does this road go?”Th e boy answered, “It doesn’t go anywhere. It’s always been right here.”The man then answered, “Don’t know, I’ve never measured it.”The man was disgusted and said angrily, “You don’t know anything, and you’re the biggest fool I’ve ever met.”The boy replie d, “I know I don’t know much, and I may be a fool, but at least I’m not lost.”In this joke, the problem is that the boy always took what the man said literally. In fact, when the man asked “Where does this road go?”, he expected that the boy would tell h im that the road went to a certain place. But instead, the boy didn’t catch what the man meant and his answer seemed irrelevant. The same thing happened with the question “How far is it to the next town?”. Therefore, the reader may think the boy is stupid. But surprisingly, the boy’s last remark was very clever: “I know I don’t know much, and I may be a fool, but at least I’m not lost.” This made the man seem stupid.Part Two Reading-Centered ActivitiesPre-Reading (30 MIN)Discuss the following questions with your partner.1)Do you agree that men and women seldom mean the same things even when they use the same words?Are there any examples in your daily life that may support your point of view?---Yes, I agree. Male students are more direct, and female speakers are more indirect or tactful. For instance, if a man says “You don’t look good in that dress”, he means what he says. In contrast, a woman might say “That’s an interesting dress you’re wearing”, when she actually means she doesn’t like the dress. She is trying to be tactful.----Usually, when people say something, they try to make themselves understood by expressing the literal meaning. But on some occasions, the same words can have different meanings. For example, when a woman falls in love, her words to her lover may imply something special. What she says that she feels cold, she might actually man that it’s time for the man to move closer to her. In that case, it is an invitation to the man to hold her hands, or to put his arms around her.2)Besides the gender difference, are there any other differences that may cause people to speakdifferently?---I think, besides gender differences, differences in social position, education background, culture, occupation and age may also cause problems in understanding each other.---In my opinion, those who speak the same language may express themselves differently because they have different personalities, likes and dislikes, or value systems. All these work together to lead to different personal styles or ways of communication.Passage reading (20MIN)This passage is taken from the very popular book, Men Are from Mars, Women Are from Venus, by John Gray. In this passage, Dr. Gray explains the source of miscommunication between men and women.The main idea of the whole text should be discovered by the students by scanning the text and finishing the exercise 1 in the reading comprehension part on page 45.I.New words and phrases in the passage.1. encounter(l.1): v. 1) experience something, especially problems or oppositionEg. I）We encountered serious problems when two members of the expedition were injured.II）The more dangers we encounter, the harder we should push forward.III) The young scientists encountered many difficulties during their exploration.3)meet, especially unexpectedly; come uponeg. I) Yesterday, I encountered an old friend on the street.II) I first encountered him when studying at Cambridge.n. a meeting, especially one that is unplanned, unexpected, or briefeg.I) She didn’t remember our encou nter last summer.II) A bus ride from New York to Miami brings encounters with all kinds of people.2. mis-(l.13) prefix1) bad or badlyEg. Misfortune (bad luck)/misbehave (behave badly)2) wrong or wronglymisinterpret, misunderstand, mislead, misguide.3) show an opposite or the lack of something eg. mistrust3. emerge (l.4) v.1) appear or come out from somewhereEg. I) The sun emerged from behind the clouds.II) The ship emerged from behind the fog.2) If facts emerge, they become unknown after being hidden or secretEg. I) Eventually, the truth emerged.II) Later it emerged that the boss had been employing an illegal immigrant.4. means (l.43)/mean (l.18)Means: n. a method, system, object, etc. that you use as a way of achieving a resultEg. I) Are there any means of getting there?II) The quickest means of travel is by plane.Some other words are similar, such as “way”, “method” etc.Eg. I) Some like the older ways of doing things.II) Our teacher is showing us a new method of writing.Mean: v.1)intend a particular meaning when you say somethingeg. I) I meant you’d better be careful.II) So what he means is that we’ll have to start the whole thing again.2)Have or represent a particular meaningeg. I) the red light means “Stop”.II) “What does ‘Konbanwa’ mean in English?” “It means ‘good evening’.”3)Intend to so something or intend that someone else should do somethingEg. I) I didn’t mean to interrupt your work.II) I never meant him to watch all those TV programs.5. tend (l.23)/ intend(ll.25-26)Tend: v. (to) have a tendency or disposition to do or be something; be inclinedEg. I) The machine does tend to overheat.II)She tends to be nervous before her lectures.Intend: v. have in mind; planEg. I) Today, I intend to finish reading this book.II) We intend this news report as teaching material for freshmen.6. as if (l.22)/ as though (l.50)1) in a way that suggests that something is true or not true.Eg. I) You look as if you’ve had a good time.II) It so unds as though she’s been really ill.III) Many felt as if they were all ganging up on her.2) used to suggest a possible explanation for something although you do not think that this is the actual explanationEg. I) That news reporter always sounds a s if he’s caught a cold.II) You make it sound as if you have to go without water for days on end.nguage points1)Everyone knew that people from Mars and people from Venus spoke different languages, so when therewas a conflict they didn’t start jud ging or fighting but instead pulled out their phrase dictionaries tounderstand each other more fully. (para 2)Here “judge” means “form an opinion about someone, especially in an unfair or criticizing way.”Eg. He just accepts people for what they are and he doesn’t judge them.2)If that didn’t work they went to a translator for help. (para.2)Here, “work” is an intransitive verb meaning “be effective or successful”.Eg. How long does a sleeping pill take to work?3)You see, the Martian and Venusian languages had the same words but different meanings depending onthe way they were used. (para 3)The word “see” means “understand” or “realize” and the expression “you see” is used when the speaker is explaining something.Eg. Well, you see, that is what I want to say.4)For example, when a woman says, “I feel like you never listen,” she does not expect the word “never” tobe taken literally. (para 4)The word “take” means “consider, understand”Eg I take from what you say that you don’t feel well today.5)Because they misunderstand the intended meaning, they commonly react in an unsupportive manner.(para 5) “intended meaning” 想要表达的意思6)“I want to forget everything.” (para 5)Here，“forget” means “deliberately put something out of one’s mind and do not think about it any more.”7)“I want more romance.” (para 5)“romance” here means “love or a feeling of being in love.Eg. The romance had gone out of their relationship.’8)You can see how a “literal” translation of a woman’s words could easily mislead a man who is used tousing speech as a means of conveying only facts and information. (para 6) “means” 单复数同形，谓语动词应该根据句子的具体含义选择适当的形式。
新编大学实用英语教程练习册第2册课程设计
新编大学实用英语教程练习册第2册课程设计一、课程设计背景新编大学实用英语教程练习册第2册是根据大学英语四、六级考试目标和大纲要求编写的，是一本针对大学生英语口语、写作、听力、阅读等全面提高能力的教材。
这门课程主要是为了帮助学生提高英语实践能力，掌握英语语言运用的基础知识和技能，以提高学生的英语应用能力。
二、教学目标1.通过这门课程，学生可以掌握基本的英语语法，包括动词时态、语态、语气和句子结构等。
2.学生将会学习到基本的词汇，从而能够进行简单的英语对话和写作。
3.通过听力训练和阅读理解，学生将会增强英语的听说读写能力。
三、教学内容1.英语语法基础知识2.英语听力、口语、写作技巧3.基本词汇4.阅读理解技巧四、教学方法1.授课法：教师在听力、阅读、口语和写作等方面进行讲解，通过教师的授课，学生可以掌握基础的英语知识和技能。
2.互动式教学法：学生之间可以在课堂上互相进行英语讨论，以提高英语口语能力。
3.任务型教学法：在听力训练中，教师可以播放一段英语听力材料，然后要求学生完成一系列的任务，这种教学方法可以帮助学生更好地理解和掌握听力技巧。
五、教学评估方式1.课堂参与度：学生在课堂上积极参与讨论和互动，能够贡献自己的观点和意见。
2.作业完成度：学生按时完成作业并提交给教师。
3.小考成绩：学生在每个章节结束后，将会进行一次小考，测试学生的掌握程度和理解能力。
4.期末考试：以笔试的形式进行，测试学生在本门课程中的综合应用能力。
六、教学进度安排章节课时Unit 1：My family and I 2Unit 2：What do you do every da 2Unit 3：What are you going to do this weekend? 2章节课时Unit 4：What did you do yesterday? 2Unit 5：My school life 2Unit 6：Going shopping 2Unit 7：Hobbies and interests 2Unit 8：Festivals and special days 2Unit 9: Travel and adventure 2Unit 10: Work and jobs 2综合复习 2七、总结通过课程的学习，学生将可以掌握英语听说读写的基本技巧和知识，并提高英语应用能力。
新编大学实用英语教程第二册教案unit 1
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)。
新编大学英语教案新部编本(第二册)_Unit5Dreams
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit Five DreamsTeaching Objectives1.Be aware of different understanding about dreams;2.Acquire the awareness of some psychologists’ explanation about dreams;3.Some important new words and phrases should be mastered;4.Listening practice and skill training.Teaching allotmentSix academic hours.Focus Points1.Key words, phrases & usages:Analysis, ancient, conscious, frustrating, impulse, predict, recur, cancel, crack, impact, spot, tremble, upset, depressed, disturbing, neutral, relieve, vision, dream up, work through, call off, run into.2.difficult sentences:1. Is there such a thing as a dream in which the events seen by the dreamer come true?Paraphrase: Is there such a thing as a dream, in the dream the events which are seen by the dreamer happen just as one dreamed?2.Scientific advances in the past few decades have revealed more about the physicalprocess of sleep, but they still don’t offer any final answers to the many questions about dreams that continue to puzzle us.3. Everyone dream s—it’s just that some of us can’t remember doing so.4. Dreaming of walking on hot coals, for example, may well be caused by sleeping with yourfeet too close to a heater.Class ActivityI. Related Information:How much do we know about dream? We may know when dreams occur, we know they can be either “good dreams”or “bad dreams”, but there is still much disagreement about what significance dream have to our life while we are awake.The interpretation of dreams had been a favorite activity of people for as long as we have had recorded history. Some of these dream interpreters, like the European psychologist Sigmund Freud, felt that all dreams have meanings which relate to our personal relationships with family members and friends. Freud felt that many dreams have sexual meanings, but other dream experts reject this idea.Good dreams include those in which we see ourselves succeeding in some difficult or pleasant activity such as singing, dancing, talking with our friends, or experiencing the happiness which may not occur in our waking hours. Many persons report dreams of competing in athletic competitions or music competitions, or of acting in a dramatic production. Who among us has not dreamed of spending pleasant hours with our real or imaginary love, enjoying his or her company in ways known only to those who have loved? Many persons report dreaming of flying, jumping great distances or heights, or defeating enemies in battle. Interpreters of such dreams give varied meanings, most of which are probably not very reliable. But, we often awake from good dreams in a good mood, rested and ready to face the day.Bad or unpleasant dreams include those which frighten us, recall unpleasant experiences from our lives, or present problems for which there is no evident solution. Dreams of failing an exam at school, dreams of losing a job or a good friend, dreams of accidents or death of a loved one in our family, etc are unsettling and not easily understood. Some dream experts believe these dreams are now a threatening way to face a problem from real life. They give us a way to deal with the problem so that we may find it less stressful in our waking hours.In a sense, progress would not occur in life if it were not for the dreams of those who are responsible for solving problems in our society. Inventors, musicians, and many others say that they first dreamed of an idea, and then started plans which fulfilled their dreams and made them a reality.Whatever their significance, dreams are important events to the dreamer, and interest in them will continue as long as life continues.Information About Sigmund Freud and Carl Jung:1)Sigmund Freud(1856—1930): An Austrian doctor who developed a new system forunderstanding the way that people’s minds work, and a new way of treating mental illness called the psychoanalysis. He believed that the bad experiences that people have as children can affect their mental health as adults, and that by talking to mentally ill people about their past life and feelings, the hidden causes of their illness can be found. He wrote The Interpretation of Dreams and The Ego and the Id. His ideas, especially about the importance of sex, had a very great influence on the way that people thought in the 20th century.2)Carl Jung (1874—1961): A Swiss psychiatrist who studied the importance of dreams andreligion in problems of the mind, and divided people into two groups, introverts and extroverts. Jung developed the idea of the collective unconscious, the belief that people’s feelings and reactions are often based on deep memories of human experience in the past.He worked with Sigmund Freud until they had a serious disagreement.I.Suggested Class Activities:1. Warming-up activity: your understanding about dreamStep 1 Divide the class into several groups. Let the students talk about the advantages dream and give some examples for explanation .Step 2Let the students talk about the disadvantages of dream, and give some examples for explanation.Step 3The teacher summarizes and give a comprehensive knowledge of the dream from variousperspectives, especially the perspective of psychology.2. In-class reading activity: the interpretation of dreamPurpose: Make the students know more about dream.Step 1Sometimes we have good dreams. Ask the students their interpretations of good dreams. Step 2 Sometimes we have bad or unpleasant dreams. Ask the students their interpretations of bad dreams.Step 3 Ask the students their understanding of the relationship between dream and realityII.Further development: Does dream predict?Step 1 Do you believe that some dreams predict something?Have you ever gone to do sth or avoided doing sth just because of a dream?Step 2 The teacher can tell the class a story which is similar to the stories in the after-class reading passages.In-Class ReadingWords and phrases1.analysis: study of sth by examining its parts and their relationships pl, analysese.g. Textual analysis identified the author as Shakespeare.Idm: in the last/final analysis: after all due consideration 总之，归根结底e.g. In the final analysis, I think our sympathy lies with the heroine of the play.n, analyst: the person skilled in making analysesv, analyze (us analyse): 1) separate sth into its parts in order to study its nature or structuree.g By analyzing the parts of the sentence we learn more about English grammar.2) examine and explaine.g. We must try to analyze the causes of the strike.Exercises:1>. 总之，我们主张会议延迟。
新编实用英语综合教程2unit-1-教案
dance in oral English.students will fine tune their listening and comprehensionskills through exercises relating to inviting people out.with invitations, when one wants to accept or does not accept.and a reply to the invitation one gets.Patterns and expressions for talking about invitations:I’dliketoinviteyoutodinner.我想请你吃晚饭。
Why don’t you come and join us for disco?你为什么不和我们一起跳迪斯科？It’s very kind of you to invite me.谢谢你邀请我。
How nice of you! Many thanks.你真好！多谢。
I’dlove to. That wouldbe grea t.我很愿意去。
太好了！Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?哦，亲爱的，今晚我很忙。
明晚也许可以吧？Could you make it another time, perhaps next Sunday?你能改个时间吗，下个星期天怎样？It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。
可还是要谢谢你。
Wouldyoulike to … ?您愿意…吗?I’dlike toinvite youto …我想邀请你参加…?I would like to know if you could come to …?我想知道你是否能来…May I invite you to …?敬请光临…Wouldit be possible tojoinus for… ?请问你是否能光临…?Would it be convenient to take part in …?请问你是否方便参加…?I was wondering if you would be interested in …?不知你是否有兴趣参加…?Thank you. I’ll be happy to come.谢谢．我很高兴接受你的邀请．I’dlove to. That wouldbe grea t.我很愿意去．太好了．Thank you for invitation.谢谢你的邀请．I’dbe gladtocom e.我很高兴前往．I’d love to, but I can’t come.我很想参加，但是不能来．Thank you for your invitation, but I don’t think I can make it.感谢你的邀请，但我恐怕不能赴约．Unfortunately,I’malready busy that day.很遗憾，我那天事情太多了．It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
新编英语教程2(第三版)第3单元课件电子教案
新编英语教程（第三版）第二册
Unit 3 Pollution Control Lead-In LSP Dialogue Role-Play L&S Reading Writing Exercises
Waited on 24 hours a day by our fully automated crew while your captain and auto pilot try to chart a course for non-stopping entertainment, fine dining, and with our all-access hoverchairs, even Grandma can join the fun. There is no need to walk. The Axiom, putting the star in an executive star liner. BNL CEO: Because at BNL, space is the final fun-tier.
3) I intended to take part in the basketball match yesterday afternoon but I couldn’t because I had a bad fall yesterday morning. I would have liked to take part in the basketball match yesterday afternoon, but I had a bad fall yesterday morning.
这里用了双关的修辞手段一般我们认为太空是人类的frontier而bnl的总裁故意说成是funtier让人们相信太空是欢乐的边疆
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
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Book IIUnit OneI. Teaching Aims:In this unit students are required to :1. Master the Main language structuresa)the present perfect progressive indicating a finished actionb)the past progressive indicating a circumstance and the simple past indicating a past eventc)the past perfect progressived)the‖ I was wondering if‖… pattern as a polite form of request2. Practice listening comprehension ―An American sightseeing in Athens‖3. Learn dialogues ―A Time of Change‖―Requests and Offers‖4. Do some preparation activities such as discussion ,group work, pair work to practice theirspoken skill and communicative skills5. Grasp some new words and try to use these words which help them to enrich their vocabulary6. Read the in-class reading passages in a limited time and grasp some expressions andgrammatical points in the in-class reading passages to improve their reading comprehension7. Do some post-reading exercises in the Workbook to practice what they have got to know inclass to improve their four basic skillsII. Teaching procedures:1. Dialogue OneA. Listening to the recordingB. Ask some questionsa. How does Grandpa feel after watching the OL YMPIC games on TV? Why?b. Why did the Chinese athletes fail in the Olympic Games in 1932, 1936 and 1948?c. How do you feel after you have watched the Olympic Games or any other internationalsports competition on TV?C. Retell the dialogue from the three points: a. the reason why he was so emotional afterwatching the Olympic Games on TV b. what happened to the Chinese athletes when he was young, c. China’s participation in the 1932, 1936 and 1948 Olympic Games.2. Language points and practice(1). can’t help doing(2). It was not until…It was not until the second act began that she came.It was not until the beginning of the new term that I did my homework.(3). for no reason whatsoeverwhatsoever is used in negative or interrogative sentence for emphasisThe doctor stayed away for no reason whatsoever.He has no money whatsoever.(4).drop out: stop attending or taking partHe dropped out of college after only two weeks.The well-educated engineer dropped out of the working people simply because he wantedto try a different way of life.(5). due to: is used after the verb (to be)His absence was due to the storm.Also due to and owing to are used similarlyHe arrived late due to/owing to the storm.(6). qualify for (as): to cause to reach a necessary standard, knowledge, ability or performance.Her teaching experience qualified her for the job.Will our team qualify for the second round of the competition?She qualified as a doctor this year.Spending a week here doesn’t qualify you to talk it as an expert.3. Readings:A.Finish reading the passages within15 minutes, and point out the main idea of eachpassage.nguage pointsa.crowd into :enterThe eager students crowded into the lecture hall to hear the famous professorfrom Cambridge University.b.by comparison: By comparison, this machine is cheaper, that one is easier to operate.By comparison this house has the advantage of low price and that one has theadvantage of convenient transportation.c.be addicted to : dependent on something esp. a drug; unable to stop having,taking ..The children are addicted to the cartoon films.4. Post –Reading Activities:5. Interaction activities6. Finish the exercises in Work Book from page 4 to11.Unit TwoI. Teaching Aims:In this unit students are required to:1. Master the Main language structures2. Practice listening comprehension3. Learn dialogues4. Do some preparation activities such as discussion, group work, pair work to practice theirspoken skill and communicative skills5. Grasp some new words and try to use these words which help them to enrich their vocabulary6. Read the in-class reading passages in a limited time and grasp some expressions andgrammatical points in the in-class reading passages to improve their reading comprehension7. Do some post-reading exercises in the Workbook to practice what they have got to know inclass to improve their four basic skillsII. Teaching Procedures:1. Language Structures:The nominal clause used as(1). the subject complement introduced by that---The fact was that John Brown had a car accident.(2). the subject complement introduced by wh-word---The scissors are not what I need.(3). the appositive---Have you heard the news that all English students will have to pass a proficiency test before they can graduate?(4). the subject introduced by what---What I told him was that I would find him a good play.2. Dialogue I ―Friday Evening or Not‖A. Broad questions:(1)What do students usually do on Friday evening?(2)What do you usually do on Friday evening?(3)what are stand-ins in a play?(4)What will happen if a performance is a flop? What is the best way to avoid a flop?(5)Try to retell the dialogue.B. Language points :(1)put on: put on a show/play/film; put on clothes/coat/suit(2)theme: main subject(3)―What about…? If someone doesn’t like sea food, you may change something forhim and say ―what about meat then?‖(4)―Do/ don’t count …in‖A: You are a good player, why don’t you take part in the table tennis match?B: Oh, don’t count me in, I get nervous so easily.(5)available: can be got /foundWe don’t have any double room available this week.C. Role –play:a. Divide the whole class into 5 or 6 groups ,discuss the following situation given andthen report.b. Learn dialogue II and practice the following :c. Listen to reading I and answer some questions :d. Learn reading II and point out the main idea.3. Make sentences using these words:(1)mime: n. v. I couldn’t speak Chinese but I showed it in mime that I wanted a drink.The doctor was miming the movement of a bird.(2)punch: n. v. I’d like to give that man a punch on the nose.He punched the man on the nose/in the chest.(3)delay: n. v. Do it without delay.We decided to delay our holiday until next month.(4)crash: n. v. There was a serious crash this morning.September 11 crash was made by terrorists.The car crashed into the tree and burst into flamesThe plane crashed shortly after take-off.(5)risk: n. v. at the risk of one’s life , risk doing something4. Group work: discuss ― A friend in Need Is a Friend Indeed‖5. Practice all the exercises in Workbook from 15 to21Unit 3I. Teaching Aims:In this unit students are required to :1. Master the Main language structures2. Practice listening comprehension3. Learn dialogues4. Do some preparation activities such as discussion, group work, pair work to practice theirspoken skill and communicative skills5. Grasp some new words and try to use these words which help them to enrich their vocabulary6. Read the in-class reading passages in a limited time and grasp some expressions andgrammatical points in the in-class reading passages to improve their reading comprehension7. Do some post-reading exercises in the Workbook to practice what they have got to know inclass to improve their four basic skillsII. Teaching Procedures:1. Language structures: The passive voice(1)involving the modal auxiliary have to(2)converted from the active sentence with a direct and an indirect object(3)involving the verb phrase/phrasal verbs(4)formed by the They say/It is said… patterns2. Suggestions for the presentation of LS: Ask the students to change a short paragraph intopassive voice.3. Dialogue I ―Farewell to Rude Manners‖A. Listen to the recording and answer some questions:(1)According to A and B, what usually happens when the bus is late? Is it very crowded?(2)Does what A and B describe in the dialogue often happen in the city where you are?(3)What kind of behavior is considered as uncivil? Can you list some other examples?(4)How should young people behave? What is your opinion?B. Retell the dialogue:4. Language points practice:(1)fare to rude manners :get rid of, do away with, discharge(2)turn out: happen to be, be found to be, in the end e.g.It turned out nice and sunny again.The performance turned out to be a success.To our surprise the stranger turned out to be an old friend of my mother’s.(3)find oneself +prepositional phrase (p h part used as object complement)find oneself +doing sth.// done sth.Crying // surrounded(4)over: prefix means too much, over crowded/ over work/ overeat /overtake/ over do/ overcome / overdevelop/ over estimate/ overload/ overlook(5)unless: conj. except on the condition that , if… notDo not leave the building unless you are told/informed/instructed to do so.Unless the government agrees to give extra money, the theatre will have to close.a)Unless is not used of imaginary events 不能用于假设的事实。