第二册第一单元教案

Unit 1Periods 1-2Teaching Content: Listening & Speaking: Asking for and Giving Clarification Teaching Objectives:1. Knowledge Objectives:Master the basic language and skills necessary to ask for and give clarification. 2. Ability Objectives:Be able to ask for and give clarification correctly.3. Emotion Objectives:Be ready to ask for and give clarification when misunderstandings occur. Teaching Requirements:1. Being present when the lecture is given.2. Accomplishing the tasks assigned.3. Participating in the classroom discussion, role-play and team work spontaneously.4. Practicing orally what is learned in class after class as required.Teaching Important Points:The language and skills necessary to ask for and give clarification.Teaching Method:Communiction and discussionTeaching Time: 90 minsTeaching Steps:Step I Warming-up activity1. Ask students to say something about their winter vacation or Spring Festival.2. Have you ever misunderstood others or been misunderstood by others?.3. What should you do when a misunderstanding takes place?StepⅡPresentation1. The Language for Asking for and Giving Clarification1) Ask students what they say when they are not clear about what has been said or have become puzzled about a particular point just mentioned.2) Have the students listen to Ex.1 (2-3 times) and fill in the blanks with the missing words.3) Ask one student to read aloud the talk so that the students can check their completed answers.4) Ask students to read aloud the expressions for asking for and giving clarification. The language for asking for clarification--- I’m sorry, I don’t quite understand what you mean by market economy.--- I’m sorry, could you (possibly) explain what you mean by globalization?--- I don’t quite understand what you mean by black lie.--- What (exactly) do you mean by sick humor?The language for giving clarification--- (Well,) what I’m trying to say is (that) + SENTENCE.--- (Well,) I think what I mean is that + SENTENCE.--- What I mean is that + SENTENCE.--- What I’m saying is (that) + SENTENCE.--- All I’m trying to say is that + SENTENCE.--- (Oh,) it is + explanation to a word or phrase.2. Asking for and Giving Clarification1) Let the students go through the new words in the first dialogue in Ex.3.2) Have the students listen to the dialogue twice and fill in the blanks with the missing words.3) Ask some students to answer the questions about the dialogue.4) Have students look for the language used to ask for and give clarification.5) Practice in pairs.6) Study the second conversation with the same steps.StepⅢSpeaking Practice1. Role-playAsk some students to role-play the two conversations in Ex.3 .2. Pair workMake short dialogues about asking for and giving clarification, using the language learned in Ex.1.Tips : Students can ask for clarification with the new words in Text A.For example--What do you mean by bum?--Oh, it’s an American slang. It’s a wondering person who lives by begging.Step IV Assignments1. Read the expressions for asking for and giving clarification and learn them by heart.2. Preview Text A, study the new words and try to finish Ex.2 and Ex.4.Periods 3-4Teaching Content: Text A MisunderstandingTeaching Objectives:1. Knowledge Objectives:Understand the main idea of the passage.2. Ability Objectives:1）Be able to get the main idea and find out the topic sentences in each part.2）Be able to find supporting details for the topic sentences.3. Emotion Objectives:Pay speaical attention to the confusing words and speak and write correctly, try to avoid misunderstanding.Teaching Requirements:1. Being present when the lecture is given.2. Accomplishing the tasks assigned.3. Participating in the classroom discussion, role-play and team work spontaneously.4. Do the assignment given.Teaching Important Points:Understanding of the passage.Teaching Methods: Situation-based discussingTeaching Time: 90 minutesTeaching Steps:Step I Review and checkAsk students to make a short dialogue about asking for and giving clarification. Step II Warming-up activityHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use. List the words or expressions that may cause misunderstandings as much as possible.Words or expressions that are often misunderstood when used in spoken form thirteen/thirty fourteen/forty …nineteen/ninetycan/can’t (especially in American English)Oakland/Aucklandadapt/adoptWords or expressions that are often misunderstood when used in written form father/farther/furtheraffect/effectcapital/capitolmajor/mayorexcept/expect/excerptStep ⅢPresentationTask 1 New Words StudyGo through the new words and give some explanation to them.Task 2 Text AnalysisTask 3 Further Comprehension ActivityRead the text carefully again and answer the text-related questions in Ex.2.1) Why did the man with uncombed hair and dirty clothes head straight for therestroom when he got on the bus?He wanted to go to New York without paying for the ticket.2) What did the passenger at the back of the bus decide to do when she saw the manhiding himself in the restroom?She decided to tell the bus driver that a bum was hiding in the restroom.3) What was the original message the passengers were supposed to pass and what hadit turned into when it reached the driver?The original message was “There is a bum in the restroom,”but it turned into“There is a bom in the restroom.”4) What was the result of the wrong message?The bus driver radioed the police and a 15-mile-long traffic jam resulted.5) Where did the man in Los Angeles want to go and where did he arrive?He wanted to go to Oakland but arrived in Auckland.6) What was the cause of his mistake?He thought that he heard the word “Oakland”in the announcement, but in fact what he heard was “Auckland”.7) According to the writer, how often do misunderstandings take place amongEnglish-speaking people?According to the writer, it is common for misunderstandings to take place among English-speaking people8) Who are more easily confused by similar-sounding English words?Speakers of English as a second or foreign language are more easily confused. 9) Why did the Korean woman wonder all day about her boss’s question?She confused “up late” with “a plate” and found herself unable to understand what her boss said.10)What is the best thing to do when misunderstandings arise amongEnglish-speaking people, according to the writerHe suggested laughing and learning from the mistake.11) What is the text mainly about?It is about misunderstandings that similar-sounding English words or expressions can cause.Task 4 Discuss the following topics.1. Have you ever experienced situations similar to those described by the writer of the text? Are there similar misunderstandings among Chinese-speaking people? Tell the story/stories that you know to your classmates.2. What can you do to avoid the serious consequences of misunderstandings caused by confusing words or expressions?Steps1. Students are divided into several groups at random and have a discussion.2. Each group gives a presentation.3. Comment briefly.Step ⅣAssignments1. Retell the main idea of the passage by using the information in the table in Ex.4 you have completed.2. Think about what you have learnt from the article and then talk about it.3. Preview the exercises related to the text.Periods 5-6Teaching Content: Text A (to be continued) and Exercises Related to ItTeaching Objectives:1. Knowledge Objectives;Master the useful sentence structures and words and expressions in the passage. 2. Ability Objectives:Be able to finish the exercises correctly.Teaching Requirements:1. Being present when the lecture is given.2. Accomplishing the tasks assigned.3. Participating in the classroom discussion, role-play and team work spontaneously.4. Do the assignment given.Teaching Important Points:Sentence structures and language points.Teaching Methods: Teaching and PracticeTeaching Time: 90 minutesTeaching Steps:Ste pⅠReview and CheckAsk students to retell the main idea of the passage.Step ⅡPresentationTask 1 Analyze the difficult sentences and study the language points.1. misunderstand: vt. understand wrongly误解e.g. I’m sorry, I misunderstood you.It seems that you have misunderstood what I said at the meeting.2. head for: go towards向…走去；朝…行进e.g. The ship was heading for Britain.We all head for the dinning hall after class.3. tap: hit (sb./sth.) lightly with a quick short blow, esp. to attract attention（尤指为吸引注意）轻拍，轻敲（某人或某物）e.g. Tom tapped on the door and went in.He turned as someone tapped him on the shoulder.4. The message was passed from person to person until it reached the front of the bus.until: prep &conj.up to the time when, up to直到…时（为止）, 直到e.g.You’d better wait until his return.Go straight on until you come to the post-office and then turn left.from…to…注意在这一结构中的名词前没有冠词。