Chapter2 Using Proper Words 教案1
英语基础写作1授课教案
Chapter Four Composing Essays
ChapterFiveManuscript Form and Punctuation4periods
ChapterSixPracticalWriting(1)2 periods
2.1 What is writing
The dictionary defines writing as “relating or communicating by forming symbols on a surface with a pen, pencil, or other tools.” The key words here are relating and communicating. Written ideas are usually meant to pass on a message.
《英语基础写作1》
教案
教材：《英语写作手册》（丁往道主编）
授课人：
Contents
A BriefIntroduction of the Course1 period
Chapter One Using Proper Words5 periods
Chapter Two Making Correct and Effective Sentences6 periods
2.Being clear: don’t puzzle your readers.
3.Being brief: don’t waste your reader’s time.
4.Seeking variety: to vary sentence length; to work on liveliness.
Unit2Usinglanguage教案- 高中英语外研版(2019)必修第一册
【感知句子，生成双基】Self-study(10
’)
英语的构词法主要有三种：转化法、派生
法和合成法。
一、转化法
一个单词由一种词性转化为另一种或几种
词性。
转化词 例词
动词→名词 walk v．行走→walk n．散步
swim v．游泳→swim n．游泳
......
二、派生法
即在词根之前加前缀或在词根之后加后缀
it is not ________ (suit) for the
beginners.
2．Is English an ________(option)
lesson，or does everyone have to
learn it?
3．With so many people
________(focus) their eyes on him，he
学部 课型 课题
现代学校教、学案活页 备课日期： 年 月 日
高一
学科
英语
年级
高一
New Lesson
上课时间
Unit 2 GRAMMAR POINTS
班级 教师
批准人
学习目标
1： 构词法定定义 2：常见几种构词法举例
学习重点
学习难点
教学手段 及方法
教学环节 时间分配
理解构词法的定义 理解构词法中单词词性的转变
4．My parents have always encouraged
me in my choice of ________ (职业).
5．You shouldn't ________ (忽视) your
step4sho w+Group work20'
《Unit 2 Using Language》第1课时示范课教案【高中英语人教版】
Unit 2 Bridging CulturesUsing Language Period 1 教学设计教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。
本单元的语音训练的内容是语流中的弱读现象，通过一段对话展示了中国学生在弱读方面存在的常见问题、口语中使用弱读的原则以及训练弱读的有效方法。
教学目标在本课学习结束时，学生能够：1. 充分利用听力内容中的有效信息判断对话发生的场景。
2. 把握访谈对话的特点及常用语。
3. 了解并谈论世界上其他国家和地区学习汉语的情况以及孔子学院在传播中国文化中所起的作用。
教学重难点【教学重点】1. 能够充分利用听力内容中的有效信息判断对话发生的场景。
2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。
【教学难点】运用所学知识和词汇谈论外国友人学习汉语的情况以及孔子学院在世界上的影响。
教学过程Step 1 Warming-upHow do we Chinese study English?设计意图：讨论问题，引导学生思考自己学习英语的经历引出外国人学习中文的话题，为听力活动作铺垫。
Step 2 Pre-Listening1.Discuss the two questions with your partner.(1) What do you know about Chinese language learning abroad?(2) How do people from other countries get to know Chinese culture?设计意图：引导学生就世界上其他国家和地区学习汉语的情况展开讨论，激活学生的背景知识。
新生代英语高级教程2Unit1_电子教案
教案课程名称新生代英语高级教程2课时班级专业教师系部教研室教材《新生代英语高级教程2》1教学计划教学单元单元主题教学内容Unit 1 “My schedule is crazy”.StudyingShow Time“ My schedule is crazy.”ReadingHow to stop procrastinating?Chat TimeI aced my chemistry test.WritingA scheduleGrammarTagquestionsMy StorySchedules and routines课时8安排教学目标Warm-up To get students to talkabout the main topic ofthis unit in acomfortable andrelaxed manner教学活动建议Focus students’ attention onlearningthegoals for the unit and explain that thefocus of this unit is on time management.Ask students to look at the picture and todescribe what they see. (A student isworking on an assignment very late atnight. ) Read the words in the boxes aloud,modeling the correct pronunciation andeliciting their meanings. Give studentsseveral minutes to complete the passage.2Vocabulary Builder A and BTo teach students newvocabulary related tostudyingCTo improve studentslistening andcomprehension skillsNominate students to read the passagearound the class. Ask students: Do youhave a schedule as busy as this? What ’ s yourschedule like?Have students listen and repeat the wordsand the expression, teaching thedefinition for each one. You can checktheir comprehension by asking questions,such as: What is another word forhomework? (assignment) What is the verbwe use to describe missing a class? (skip)What is another word for studentaccommodation? (dormitory )Once students seem comfortable with thenew words and the expression, have themcomplete Exercise B and then switchbooks. Go through the answers, calling ondifferent students each time. Correct anyerrors.If you want to, you can start eachclass with a short spelling test, whichworks quite well as a warm-up.Tell students they will hear a conversationbetween a man and a woman who are’discussing their semester schedules. Thereare a few words in the conversation youmay need to teach. They are physics,elective and Shakespeare. Write thesethree words on the blackboard. Askstudents: Which one is a famous writer?(Shakespeare) You can also ask studentsto tell you the names of some famousShakespeare plays. Then ask students:Which one is a kind of science? ( physics)You may want to add that Newton is themost famous figure in the history of physics.Students will probably have heard of thestory of an apple falling on his head.Tell students that we use elective to talkabout subjects that we choose. Askstudents if they have any elective classes.Play the audio, twice if necessary. Pausethe audio so that students have time to fill3DTo improve studentsspeaking andcomprehension skillsShow Time ATo teach studentsspeaking skillsthrough the use ofpicturesB, C and DTo improve studentslisteningcomprehensionthrough the use ofvideoReading A and BTo improve studentsreadingin the blanks.Read the rubric aloud and checkthat students understand the task.’Organize students into pairs. Challengethem to see who can be the first tocomplete the puzzle, but don ’ t allow fast finishersto reveal their answers to their classmates.As a possible extension task, get studentsto write sentences about themselvescontaining the words from this activity. Tellstudents to look at the pictures and asksome basic comprehension questions,such as: Who are these people? Whereare they? What are they doing?Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.Have students watch the video in itsentirety. Ask them to check theiranswers with a partner.For Exercise B, ask students to readthrough each statement and to decide if it’is true or false.For Exercise C, play the video again. Havea pair of students read out the conversationwith one student playing the role of Hectorand the other as Naomi. For an extensionactivity, you can also have studentsrewrite the conversation, using the wordsand expressions learned in this unit.For Exercise D, have students readthrough each sentence and choosethe correct word or expression.Check the answers for Exercises B, C, andD. Students can exchange books and listenas you go through the answers.Exercise AAsk students to describe the picture. Then’read the headline aloud. If students don ’ t know themeaning of the word4comprehensionC, D and ETo review the useful words and expressionsprocrastinating , tell them to guess whatthey think it means. Elicit thatprocrastinate means putting off doingsomething until a later date. Ask studentsto tell you whether or not theyprocrastinate and get them to describethe situations in which they are most likelyto procrastinate.Give students several minutes to read thetext. Encourage students to refer toWORDS & EXPRESSIONS.Ask students to complete the exercise.Allow them to check their answers with apartner before conducting class feedback. Exercise BGet students to look at the statements.They should then read the text again, anddecide whether the statements are true orfalse.Check answers around the class. Exercise CChallenge students to see who can bethe first to match the words to thedefinitions. Fast finishers should writesentences containing the words in the leftcolumn. They should then blank out thewords and read the sentences aloud toanother fast finisher, who should listenand provide the missing words.Check answers orally, focusing on correctpronunciation of the words.Exercise DRead the words and expressions in theboxes aloud. Ask students to complete thesentences. Allow them to check theiranswers with a partner before reading thesentences around the class.Personalize the new language by askingstudents questions, such as: What best-selling books have you read? When youmake a plan, do you find it difficult to stickto it? When were you last tempted toprocrastinate?5Beyond the TextTo improve studentscritically thinkingability and encouragethem to learn a lessonfrom the textChat Time To improve studentslistening, speaking,writing and actingskills through the useof conversationExercise EFocus students ’ attention on the Bingo gridand check that they understand the rules ofthe game.Ask students to write the words into theblanks.When everyone is ready, play the audioof the definitions.When someone calls out“ Bingo” , see if he/she can remember the definitions for thewords in their row.Exercise ARead what Olivia says to the class. Then’get a student to read the advice aloud. Askstudents whether or not they agree with theadvice, and whether they have anydifferent or better suggestions.Focus students on what Nick says.Organize students into pairs and get themto discuss what advice they would giveNick. After they have shared their ideas,get a few students to report back.Encourage the rest of the class to givefeedback on each other’ s advice. Exercise BGive students several minutes to read thequotes and sayings. Allow them to askquestions about any new or unfamiliarwords.Organize students into pairs to completethe task. Monitor as students share theirideas, offering support where necessary. Exercises’ A & BFor Exercise A, explain to students thatthey will hear a conversation in which aman and a woman discuss midterm tests.Introduce the key words and expressionsfor this conversation.Tell students to listen carefully and to writedown what they hear in the blanks. Ifnecessary, pause the audio so that studentshave time to write.Have students practice talking about6Writing To improve studentswriting skills and learnto write a schedulestudying using the questions in Exercise B.Have students read through LANGUAGENOTE, which teaches the idiom “to turnover a new leaf. Ask students: Have youever turned over a new leaf? What did youwant to change? Were you successful?Why (not)?Exercise CRead the rubric aloud and direct students’attention to the clues. As a class, readthrough the expressions in Usefullanguage, focusing on the correctpronunciation, sentence stress andintonation.Organize students into pairs and get themto work on their role-plays. Circulate asstudents do this, listening and makingnotes of any examples of good languageyou hear or any issues students need helpwith.Nominate a couple of confident pairs toperform their role-plays to the rest of theclass. Conduct class feedback, taking timeto discuss any issues you have observedand any examples of good language andcommunicative skills.Exercise’ATell students that they are going to putsome of the skills they have learned in thisunit into practice, by writing a schedule.Give students several minutes to skim thenotes and to match them to the scheduleentries.Allow students to check their answers witha partner before conducting classfeedback.Exercise BFocus students’ attention on the headingsand elicit their meanings.Read the rubric aloud and challengestudents to see who can be the first tocomplete the task.Check answers orally. For each heading,7Grammar To teach students howto use tag questionsask students to suggest a couple morepossible schedule entries.Exercise CGet students to look at Kara’ s schedule.Read the rubric and make sure studentsknow they should only write the mostimportant information.Do the first schedule entry in Exercise Btogether, as an example. Students shouldcomplete the rest of the task alone.Monitor, offering support wherenecessary.Bring the class together again. Go throughthe schedule, asking students to tell youwhat they wrote and where they wrote it. Exercise DAsk students: What do you need to do thisweek? Ask them about their daily life,school and their part-time job. Tellstudents about some of the things you needto do this week.Get students to make notes under theheadings. Ask a couple of students toreport back on what they have written.Exercise EGet students to put their notes intothe schedule. Remind them that theyonly need to write the most importantinformation.Monitor as students complete the task,offering support where necessary. Whenstudents have completed the task, displaythe schedules on the screen and getstudents to look at each other ’ s schedule. Askstudents: Who has the busiestschedule?Exercise AStart by explaining that tag questions areused in two situations. In the first situation,you are not sure something is true, butwant to make sure. In this case when youspeak, your voice will rise. Write anexample on the blackboard, such8as: You aren ’ t my student, are you?↗Explain that we also use tag questionswhen we want to confirm something weknow is true.In this case, your voice will go down whenyou speak. Write an example on theblackboard, such as: You don’ t have asister, do you? ↘Once students seem comfortable with thegrammar, have them complete the exerciseand then switch books to correct theirmistakes.Exercise BAsk students to look at the picture and todescribe what they see. (A sleepy boy whois finding it difficult to get up for school.His mom is making breakfast for him.)Elicit when we use tag questions. (Whenwe want to check conversation or elicit aresponse from our conversational partner.)Read the rubric aloud. Complete the firsttag question together with students as anexample.Get students to complete the rest of theconversation. Allow them to check theiranswers with a partner before choosingtwo confident students to read theconversation aloud to the rest of the class.9My Story To improve studentslisteningcomprehension andspeaking abilitythrough the use ofvideo Exercises’ A & BTell students that they will see a video inwhich real people talk about what theydo in their free time.Play the video and have studentscomplete the true or false statements inExercise A. In some cases, you may needto pause the video to help students.Have students tell you the answers,correcting any mistakes. Play the videoagain and have students answer thequestions in Exercise B, pausing the videoif necessary.Check students ’ answers, correcting anymistakes.Exercise CGive students several minutes to read thequestions and to think about their answers.Organize students into pairs. They shouldtake it in turns to ask and answer thequestions.Circulate, encouraging students to usesome of the new words and expressionsthey have learned in this unit.Ask a few students to report back on theirdiscussions. Write down any newlanguage on the blackboard.课后学习设计作业Finish all the exercises in Unit 1.Read the text in this unit again and try tosummarise its content.Write a schedule.课后总结与反思10补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
Unit 2 Using Proper Words
Words that are often used may be divided, from a stylistic point of view（按文体分）, into three types: formal, common, and colloquial(有正式的、一般的、口语的）.
2. Denotative Meaning and Connotative Meaning
The meaning of a word has two aspects: denotative and connotative. A word’s denotation is what it literally means, as defined by the dictionary; its connotation is the feeling or idea suggested by it.（词 义有两个方面：原义和涵义。原义即词原 来的意思，如词典中所注明的；涵义指词 所暗含的感情或想法。）
It is easy to see that the specific words on the right are much more concrete and colorful than the general ones on the left; they seem to make the reader see, hear, or feel what the writer wishes to describe. 很明显，右边的具体词汇比左边的一般词 汇更细致，更精彩；它们似乎使读者看到、 听到或感到作者所要描写的事物。
Sometimes he may use the wrong words, but more often the words he uses are not entirely wrong, but inappropriate（不恰 当）, inexact（不准确）, unidiomatic（不 地道） or uninteresting（不生动有趣）. A basic knowledge of diction may be of help to him（因而对选词的方法有基本的了解是 会有帮助的）.
大学英语2教案unit1
⼤学英语2教案unit1Unit 1 Growing upTeaching hours: 6-8 hours totalI. Teaching aims and demands:1.To master the new target words and useful phrases;2.To comprehend the whole text;3.To summarize the main points of the text.II. Background information.1.The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:kindergarten: under 5 years oldjunior high / middle school (grades 7~8): 12~13 years oldelementary / primary school (grades 1~6): 6~11 years oldsenior / high school (grades 9~12): 14~17 years oldcollege, institute, academy (学院), university2.A Brief Introduction to John Lennon3. Definition of SpaghettiSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).III. Warm-up1.English Song — Beautiful Boy2.Questions about the Song and the Texts1). In your opinion, what is the song Beautiful Boy going to tell us?2). What does Lennon think of growing up? Is it easy or full of adventures?3). Can you guess what the texts in this unit are going to be about?IV. Language points1. take hold: become establishedEg. The idea of one child has taken hold in many Chinese families.⽼习惯是很难摆脱的。
新视野大学英语读写教程(第三版)第二册unit 1教案
授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, body andconclusion”;5.To read wi th the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read with the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body and conclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning?—I always feel it difficult to…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning?—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a man absorbed in therules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3)She is unable to describe her excursion to Europe with the right words.4)What conclusion did the writer draw from the example of his student?(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency? (Paras.6-7)6)The learning environment is misleading.7)Why should students not be blamed for their language deficiency?(Paras.6-7)8)They are not learning the language adequately and efficiently in school.9)How should grammar be taught as far as the writer is concerned?(Paras.8-10)10)Grammar must be handled delicately, step by step. An effective way ofteaching could arouse children’s interest in learning English grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)BodyExplains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ thecar engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新视野大学英语第三版第二册第一课教案
新视野大学英语第三版第二册第一课教案☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.Task 2 Text studyLanguage focus活动：Reading comprehension and discuss these questions in groups1) What does the son think of the father? (Para. 1) A tediousoddity: a father he is obliged to listen to and a man absorbed in the rules of grammar.2) Why was the writer shocked by his student’s answer? (Paras.2-4) She is unable to describe her excursion to Europe with the right words.3) Why should students not be blamed for their languagedeficiency? (Paras. 6-7) The learning environment is misleading.4) How should grammar be taught as far as the writer isconcerned? (Paras.8-10) Grammar must be handled delicately, step by step. An effective w ay of teaching could arouse children’s interest in learning English grammar. An example: a grammar lesson with my sonDifficult sentences1.If I am the only paren t who still corrects his child’s English, thenperhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistakes in English. To my son, I am a boring and strange father, who he has to listen to; I am also the one who pays lots of attention to grammar rules, which he doesn’t seem to like.2.The civilization of Greece and the glory of Roman architecturewere captured in a condensed non-statement. (Para. 4) Meaning: The civilization of Greece and the glory of Roman architecture were just described in one word rather than a complete statement because of her inability to choose appropriate words to express herself.3. Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. (Para. 11)Meaning: Maybe, you should regard language as a road map and avery precious property you have. You should often look at the road map (review grammar) and make small changes to your car engine (improve vocabulary).Task 3Assignment：How to write a college essay:An essay normally has three main parts: Introduction, body and conclusion.Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic. Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, argumentation, etc.Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end o f the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning. Writing practiceDirections: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow.Topic: Grammar, a headache to meIntroduction:Thesis statement: English Grammar is a big headache to me. Body: Example: The difference between used to and be used to Conclusion: I’m allergic to learning English grammar.More topics: • Learning English through imitation / repetition • Learning English with / without grammarUnit 5 Relax and explore教学重点：1.Talk about different kind of holidays and interesting places2.Introduce a town/city in China教学难点：1.Listen for people’s preference of holidays by indentifyingcomparatives2.make and take orders in a restaurant教学过程：Opening-up1.Read the statements. Then underline the alternatives which aretrue for you or fill in the blanks according to your own experiences.2.Work in pairs and compare your answers.Listening to the world1.Sharing1)Watch a podcast for its general idea.2)Watch part 1 and choose the thing you hear3)Notes: New England (Northeastern corner of United states,consisting of six states of Maine )2.Listening: fill the blanks in the chart3.Viewing1)Notes: Buenos Aires2)Notes: ArgentinaQuestions:1 What difficulties you encountered while learning English?1) I have a limited vocabulary2) I have difficulty understanding authentic listening materials.2. In your opinion, what factors affect intelligence? Why?I prefer going to the cinema because it provides better sound effects.Besides, with more people around, the atmosphere is much betterthan when I watch movies alone at home.Role-playWork in pairs and role-play one of the following situations by using skills for taking orders in a restaurant.Situation 1: Making orders based on menu ASituation 2: Making orders based on menu BAssignment:Work in groups of four. Share briefly with your group members a recent event you went to, e.g. a festival, a concert, a sports event, an exhibition, a play, a party, or a film.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Nonstandard words→informal style
2. Let several students to read the following sentences and point out the kind of words used in it and the style of the sentences
1. Formal style
2. Informal style
3. Medium style
教后记
这部分内容非常基础，也非常重要。授课重点在于帮助学生区分词的各种类别并加以区分。提高较多的例文帮助学生分析，培养学生学以致用。
教学课题
Types of words
施教时间earn classification
知识：Types of words
能力：Distinguish different kinds of words
教学难、重点
Specific sentences
教学准备
Discussion
formal words, used for formal speech
IV. Deal with Task 1
1. Give the students 5 minutes to read the essay and then ask someone to identify the style of the essays.
a. Used by people who are not well educated or by people of special group (eg:Scotland, Negro)
b. Changeable: some may be not understandable to the general and disappear, some may become acceptable and join the common words
Answer: speaking, gesture, writing…
2. Writing is very important: for some formal purpose (thanks, business, letters, etc), something not easily be expressed by mouth (apologies, love letter, etc), and most practically: examination…
c. We need to understand them but avoid using them unless in special situations.
III. Identify the style of one paragraph by the words used in it.
1. Common words→informal style, medium style
c. We should know some of them, especially those related to the field we will work in or be associated with
4. Nonstandard words (eg: ain’t, neat, hot, etc)
a. Used by ordinary people for ordinary purposes
b. Most useful and is the core of English vocabulary
c. Words we must learn and remember
3. Formal and technical words
b. When the trolley came it was full. … reached the post office. (by William Faulkner)
common words, used to describe sth about daily life
Five score years ago, … to end the long night of their captivity. ( by Martin Luther King)
a. Jist, tryin’, out’n, youngin’, you’s, huntin’.
b. different, wrong, result, hits, hears, head, pull, another, hit, listening, talk, give, make, family
2. a. Nonstandard words, informal style
b. Common and formal words, kind of medium style
c. Common words, medium style
3. Let the students fill in the blanks and then check the answer
a. Used by people of special professions or fields on special occasions or for special purposes
b. Including political words (eg: the Foreign Secretary外交大臣), legal words (eg: legislation), technical words (eg: millennium bug千年虫, e-bank电子银行)…
II. Types of words
1. Give the students 5 minutes 5 minutes to read and try to find out words can be divided into how many types.
2. Common words (eg: talk, write…)
a. I saw a ghost, and I was frightened to death.
common words, informal style
I saw an apparition, and it reduced me to a condition of mental terror.
formal words, formal style
c. happy, problems, proper, little, early
V. Homework
Do Task 2
板书设计
I. Types of words
1. Common words
2. Formal and technical words
3. Non-standard words
II. Styles
教学过程
I. Introduction: Let the students know the importance of writing.
1. Ask students a question: When you communicate with others what kinds of methods would you use?