ChapterⅡPERIOD 1第一节课
现代大学英语(第二版)精读2第一课讲解
Another School Year – What for?John CiardiText AppreciationI.Text Analysis1.Theme2.Structure3.DiscussionII.Writing Devicesnguage Style & Tone2.MetaphorIII.Sentence ParaphraseText AnalysisThemeThe author tries to clarify the purpose of a university: to put the students in touch with the best civilization that human race has created.StructurePart 1 (Paras. 1—8 Part 2 (Paras.9—14):The writer describes hisencounter with one of hisstudents.):The author restates what he still believes to be the purpose of a university: putting its students in touch with the best civilizations the human race has created.Text AnalysisSentence Paraphrase•Let me tell you one of the earliest disasters in my career as a teacher.(Para. 1)•Let me tell you something that happened when I first became a teacher. It was one of the exasperating experiences in the first days of my teaching career.•The word “disaster” often means “an unexpected event, such as a very bad accident, a flood or a fire that kills a lot of people or causes a lot of damage”. Here, used informally, it means "a complete failure". The writer exaggerates the situation and uses the word humorously.Sentence Paraphrase… I was fresh out of graduate school starting my first semester at the University of Kansas City. (Para. 1)to have just come from aparticular place, to havejust had a particularexperience, e.g. studentsfresh from college… I had just completed my graduate studies and began teaching at the University of Kansas City.•Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms, and looked at me as if to say "All right, teach me something.” (Para.1)•The sentence tells us what an unfavorable impression the student left on the writer the first day he came to class. First, he was referred to as “a beanpole with hair on top” (顶上长了毛、种豆角时用的长竿）.Also, his manners irritated the writer: instead of listening attentively and taking notes, he behaved as if he had paid to watch a show of some sort and was waiting to be entertained.•The word "beanpole“ means "a tall thin person"，Here the writer deliberately evokes a "bean pole”, a pole farmers use as a support in growing beans.••part of the student body: one of the students•the student body: all the students of the university•body: a group of people who work or act together, often for an official purpose, or who are connected in some other way, e. g.– a law-making body 工法机构–the governing body of the university 大学管理机构Sentence Paraphrase•Two weeks later we started Hamlet.(Para.1)•Obviously, the writer was teaching a course on Shakespeare. In such a course, generally five of Shakespeare's plays are studied. Hamlet generally included.Sentence Paraphrase•Three weeks later he came into my office with his hands on his hips. “Look,” he said, "I came here to be a pharmacist. Why do I have to read this stuff?“ (1)•with his hands on his hips: This shows that the student wasn‘t carrying anything, and what’s more, this business-minded young man came to challenge his instructor, like a customer questioning the goods or service they have bought.Sentence Paraphrase•New as I was to the faculty, I could have told this specimen a number of things·(2)•Though I was a new teacher, I knew I could tell him what "university w as for. But I didn't. (我虽然经验不多) 也讲得出这些道埋(但我没有讲)。
ChapterII-Neoclassical-period英美文学选读张伯香
Neoclassical Period
Historical background
• Social conflicts Monarch & Parliament Opposing religiou sects Ruling class & laboring poor
• Expansion of British colonies • Acts of Enclosure • Growth of bourgeois and middle class • The Age of Enlightment or Age of reason
battle of Naseby in 1649. In a few months Bunyan returned home and married a girl as poor as himself.
His marriage led him to the Lord. He joined a Nonconformist church and began to preach among the villagers with powerful effect. He preached the truth as he saw it and directed his attacks against social abuses and the oppressors of the poor, the court and the bourgeoisie.
a writer. But the boy had a profound imagination.
Life and Career
Then he took up his father’s trade. At 17, Bunyan enlisted in the Parliamentary army and served during the decisive
朗文一年级A教案
T e a c h i n g P l a nⅠ.Teaching content: Chapter 1. Starting schoolⅡ.Teaching goals:1.Basic language goals:Ss could master the usage of all the words and expressions.Words: afternoon boy girl hello morning name teacher card children Miss Sir spell thankExpressions: Good morning/afternoon.Hello. I am Mary.Good bye.What is your name?2. Ability goal:To improve the Ss’ ability of listening and speaking. Students can make dialogues by themselves.3.Emotion goal:Cultivate the Ss’ability of group cooperation further. Stimulate the Ss’interest.Ⅲ. Main and difficult points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky,your Englishteacher. Can you greet me?Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2. Presentation1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeatingMy name is...T:What is your name?Do you have an English name?Who has already got an English name?Hands up!What is your English name?P1：My English name is Mary.T:Hello,Mary.Anybody else?P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re... How about Kevin or Kelvin？Step 3. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky,your Englishteacher. Can you greet me?Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2. Presentation1.Try adressing different pupils,greeting them and getting them to introduce themselves. Less able pupils can do this in groups to build up confidence. T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences after you,acting roles.Step 3. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky.Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2. Presentation1.Arouse pupils’ interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?Can you point to Beeno?2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon?③There are four children.do you know their name?Can you tell me one name?④How do you know?Tell me a girl’s/boy’s name.Step 3. Practice1.Get pupils to act the story in groups,changing names where appropriate.askone or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. Say “Hello,Jacky.”who would you like to greet me? You’re . Do you know my name?Can you greet me?2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2. Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth. Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/?Here are some names:Gary,Gilbert,Gordon,Grace【Write them on the board.】Step 3. PracticeAsk pupils to say other known words with the same sound.The 9th. PeriodⅠ. Teaching task: Chapter 1 Part EⅡ. Teaching steps:Step 1. Warm-upDaily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ?Ss: My name is Mary.Step 2. Presentation1. Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ?S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3. PracticeMake a short dialogue.Teaching PlanⅠ.Teaching content: Chapter 2. Nice to meet youⅡ.Teaching goals:2.Basic language goals:Ss could master the usage of all the words and expressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: This is ______.Nice to meet you.Nice to meet you, too.How are you?I am fine, thank you. How are you ?I am fine, too.2. Ability goal:To improve the Ss’ ability of listening and speaking. Students can make dialogues by themselves.4.Emotion goal:Cultivate the Ss’ ability of group cooperation further. Stimulate the Ss’interest.Ⅲ. Main and difficult points3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st PeriodⅠ. Teaching task: Chapter 2. Part A (1)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step 2.Presentation1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.( T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group is thebest.4.Teach Ss how to act the different roles. As a teacher reads the words,the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3. Practice1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The 2nd PeriodⅠ. Teaching task: Chapter 2. Part A (2)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Sing a song together.2.Review the words of family members. ( father mother brothersister me )3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____”6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3. Practice1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”The 3rd PeriodⅠ. Teaching task: Chapter 2. Part A (3)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Teach “he” and “she”. Through the pictures to be clear about thesetwo words.2.Give examples to introduce others with the two words.Eg: He is my classmate. She is my sister.3.Ask Ss to introduce their partners with this pattern:This is Peter. He is my brother.This is Cherry. She is my sister.Step3. Practice1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodⅠ. Teaching task: Chapter 2. Part A (4)Ⅱ. Teaching steps:Step1. Warm- up1. Daily greeting:T: What is your name?Ss: My name is _______.2. Sing a song.Step2. Presentation1.Ask Ss to show their pictures about their family members, and try tointroduce them in this way.2.T shows the Flash cards, Ss read the words out together, and thenpick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about:Where is it? Who are they? What are they doing?4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3. PracticePlay a game.T draws a picture about family members on the blackboard. Firstly, ask Ss to recognize who they are (father? mother? brother? or sister?)The 5th PeriodⅠ. Teaching task: Chapter 2. Part BⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Take out a photo and ask Ss to do introduction with “This is _____” or“He/She is ______.”2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves be clearabout the relationships of these people.4.Lead them to say out these children’s relationships like:This is ________. He/She is my friend.Step3. Practice1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4. Thought after classThe 6th PeriodⅠ. Teaching task: Chapter 2. Part CⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Ask Ss to look at pictures on P1 and P2 and answer Qs:What is the bee’s name? (Beeno.)What did Mary lost? (Her book. )Which class did Mary in? (Class1A.)Who is Betty? ( Mary’s classmate. )2.Listen to the CD and ask Ss to talk about the main content of thisstory.3.Lead Ss to read the story one sentence by one sentence.Step3. Practice1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The 7th PeriodⅠ. Teaching task: Chapter 2. Part D & PhonicsⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Listen to the CD and read Part C.2.Ask some questions:Which class does Mary in?What is the meaning of “friend”?What does “classmate” mean?3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/Step3. Practice1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/3.Listen to the CD and read Part D.The 8th PeriodⅠ. Teaching task: Chapter 2. Part E & T ask FⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Revise the greeting expressions learnt in this chapter by greeting Ss2.Ask Ss to do pair work.3.Check the answers of Part E.Step3. Practice1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with their fingers.4.Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodⅠ. Teaching task: Revision (Chapter 2.)Ⅱ. Teaching steps:Step1. Warm- up1.Daily greeting:T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. Presentation1.T does the actions and Ss say the words to revise Good morning/ Goodafternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name? My name is _________.1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read for severaltimes.Step4. Thought after classThe 10th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation’1 T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like:This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?1 Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions.Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:The 1st PeriodI Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 2 Presentation1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count, I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice1 Look at the calendar on the book and read the numbers follow the T with thefingers pointing to the words.2 Lead Ss to do some mathematic like:One + two = three seven－two = fivethree + five = eight four－one = threeone + five = six ten－five = fiveStep 4 HomeworkTo remember the numbers.The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:Step 1 Warming up activities1 Greeting.2 Sing a song.Step 2 Presentation1 Review the numbers.2 Introduce the new words with Flash cards. Show an opaque bag with small objects in it in my bag. Oh! It is a ball. Is there only one ball? No? There is another ball. Let’s count. How many balls? One ball, two balls, three balls. Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car. Say “ car”. Repeat follow me. Car. I have a car. This is my car.4 Keep asking “How many?”Focus on the plurals: one bus, two busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 Write the numbers on the board first, then the words. Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together. Group A, say the numbers. Listen carefully: Three. This is three. Repeat. Three. Very good. Etc.3 Rub out the words only. Try to get Ss to say the numbers in random. Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words. (numbers). Continue until you have rubbed out all the numbers. Get Ss to count from one to ten ingroups and individually.Step 3 PracticeUse number cards to match the numbers and words. Draw out a card and a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities1 Greetings.2 Play a game.Step 2 Presentation1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence:I have …4 Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g. I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 PracticeThe 5th PeriodI Teaching task: Chapter 3 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?What toys can you see?2 Listen to the CD and ask pupils to answer:Whose house is it?What toys does Danny have?Are Danny’s robot big?Is Sue’s robot big?3 Interpret the story and read one sentence by one sentence.Step 3 Practice1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The 6th PeriodI Teaching task: Chapter 3 Part D& PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow many pigs does Danny have?Who has five robots?Who has a big robot?3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice1 Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound (ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds. The paper will move when they say |p|, because more airshould be pushed out of the mouth.The 7th PeriodI Teaching task: Chapter 3 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g. I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g. She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice1 Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The 8th PeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions.Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:The 1st PeriodI Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Teaching the colours with the flash cards. Demonstrate by naming the colour of an object in the classroom. Match it with the correct flash card. Repeat with all the colours.T: Look! I have a pen. What colour is it? It is red. Show me/Point to something red in the classroom. The card is yellow. The pencil is yellow. Can you show me something yellow? What is black? What is white? The pen is black. The wall is white. My shoes are black. My hair is black. Etc.2 Now teach the vocabulary. First show the flash cards with the words covered. Then write the words on the board and teach the pronunciation. Rub out the words and get pupils to say the words.T: Read after me. P-E-N. Pen.Who can spell “pen”?Step 3 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours. Step 4 HomeworkThe 2nd PeriodI Teaching task: Chapter 4 Part A (b)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Review the new words.a) Look at the flash cards and read.b) Compete who can read the words fastest.c) T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me. Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen. Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener. What colour is it?It is pink./ One … It is …/ Two … They are …/ Three … They are …Step 3 Practice1 Play a game.Give pupils key words, then ask them to make sentences. e.g. Two, ruler, pink.I have two rulers. They are pink.Step 4 HomeworkThe 3rd PeriodI Teaching task: Chapter 4 Part A (c)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.3 Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g. May has two pencils.She has a ruler. He has five erasers.Step 3 Practice1 Show them key words, let Ss make sentences.e.g. Tom, three, pen, red. Tom has three pens. They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board. The representatives write the quantity in the circile and the object in the third circle. The groups get five points for writing the words correctly. I f they can say the sentences correctly, they can get an extra ten points.Step 4 HomeworkThe 4th PeriodI Teaching task: Chapter 4 Part A & BII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Review the words.a) with flash cards.b) listen and repeat.c) make sentences.2 Ask Ss to look out the picture on P20.Q: a) How many children are they?b) Who are they?c) What does Peter have?d) What does Mary have?3 Listen and read the dialogue.Step 3 Practice1 Ask questions about Sally and Tom.a) What does Sally have? b) What colour are they?c) What does Tom have? d) What colour are they? Step 4 Homework Read the dialogue and recite.The 5th Period I Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g. three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a) Where are the children? b) What are they waiting for?4 Listen and answer.Qs: a) Why can’t Tom play with Charlie?b) Where is Charlie in Picture 3?c) In picture 3, is the school bag Charlie’s?d) In picture 3, is the pencil case Charlie’s?5 Interpret the story and read the story one sentence by one sentence. Step 3 Practice1 Listen and read.2 Check pupils’ answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Ask Ss to answer questions.a) What are the children doing?b) Whose pencil case does Charlie have?c) What happened later?2 Listen to the CD and read.3 Pick out the important points.a) come and playb) This isn’t …c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen//e/ /ed/ /bed/Step 3 Practice1 Ask pupils to imagine that they are making a hesitation sound ‘eh’. As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Go through Tom’s description with pupils. Ask questions to check their understanding.a) How many pencils does Beeno have?b) What colour are they?c) How many erasers does Beeno have?d) What colour is it?2 For less able pupils, you can write down key words on the board for their reference.e.g. five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case. Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case. They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 HomeworkRecite the storyThe 9th PeriodI Teaching task: Chapter 4 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Tell pupils that they are going to play a game.T: Let’s play a game.I’m going to divide you into groups of four.2 Demonstrate how to play the game by saying,e.g. In my pencil case, I have a blue ruler.。
Chapter 2 Period I
While-task procedure
1.Oral exercises
( refer to P18)
2.Additionalexercises (refer to
P23 A1, A2, P25 B1)
e the patterns with the words under the pictures and talk about their daily life.
II. Pre-chapter activities:
1.To review the Simple Present Tense
2.Show the six adverbs that we say how often things happen
1.Give students some questions to talk about their daily life
2. Ability aims:
Tohelp the students review the Simple Present Tense.
Tomake the students master the use of the adverbs.
To helpstudents express their daily life with the Simple Present Tense.
Students learn to cooperate with their classmates
3. Emotion aims:
To arouse the students’ interests in learning English.
Main points:To learnthe Simple Present Tense and the six adverbs we use to say how often things happen.
泛读课程2unit1
泛读课程2unit1Unit 1: Generation > Section A > TextTotal Words: 815The Law vs. the PianoMy father was a lawyer with no sons, so he decided that his older daughter, Susie, would follow his career and take over his business when he died. When Susie was in kindergarten, he began to work on her: "Susie," he would say, "you will never have to worry about a thing, for I have paved all the roads for you. I have done all the dirty work in establishing a good business in law, and all you will have to do is take it over."By the time Susie could read and write, my father read law books to her at bedtime. The dull passages lulled her to sleep, but some of the legal terms became fixed in her mind. He enjoyed having her show off to visitors in his office and his business associates were amazed at her recitations of difficult passages.Susie's brainwashing continued through her high school years, and when she finished high school, she obediently followed my father to the university where he guided her into the first-semester courses needed to enter Law School.Everything went smoothly for a while, and no one in the family was aware of the slow change that came over Susie, although she did seem to show poor understanding of law sometimes.One day, Susie announced that she would like to take piano lessons. Dad, a supporter of all forms of education, did not oppose her wishes. He just reminded her that one lesson a week would be enough considering the heavy schedule she kept at theuniversity. Susie seemed pleased and did not argue.A piano teacher was chosen, an old, semi-retired lady, who came every Friday afternoon for 45 minutes. We all suspected that Dad agreed to that hour because the piano would be heard in his office next door at an hour when few clients would be present. Soon we became accustomed to the do-re-mi's—up and down the scale, down and up the scale. The added noise was not disturbing at the beginning because Susie practiced only half an hour each day, but gradually the practicing increased. Slowly but surely it began to interrupt the conversations between Dad and his clients next doorwhen Susie gradually extended her practicing to several hours per day.Finally my father realized that as the piano playing had increased, the study of Law had decreased. The following excitement threw the Law Office and the entire family into disorder. Such scenes were seen now and then: "Susie," my father would shout, "good lawyers make good money and enjoy the secure future I have set up for you." Weeping wildly, Susie would respond, "But I like piano. I want to be a concert pianist." My mother made many useless attempts to make peace between them, but the battle continued. "Su-u-u-san," my father would shout slowly but forcefully, "Law—will—give—you—a—secure—and—profitable—futur e. Be—practical. Be—reasonable." But Susie was happy only when she was absorbed in music and was utterly miserable among her law books. She continued to respond simply, "I do not like law; I like to play the piano." In the end, my father would thunder like an echoing drum: "Reason. That's what you should use. REASON," and end the argument by slamming the door as he went back to his office.Many tears later—with my seventy-year-old grandmother's help—there was a compromise. Susie agreed to continue in Law School until she could complete her Law Certificate, which involved three years. She would, however, continue to take piano lessons and to practice as often as her energy and that of the listeners at home would permit.Susie stuck to her part of the compromise, and she was twenty-two years old when she completed requirements for the degree in Law. My father was so proud that he organized a champagne party and invited all his friends. He was ready to stand by Susie's side, to greet well-meaning friends and relatives, and to receive the traditional compliments as he shook hands with those who sang praises to his wisdom in guiding his daughter toward a promising career in Law.But Susie became quite ill and began vomiting before the guests arrived. Mother's medicine did not help. Grandmother's prayers did not help. Even Susie could not help, no matter how much she wanted to, for in her heart she knew she was not going to fulfill her father's dream: She intended to become a concert pianist.And she did just that. Years later, after Susie became a concert pianist of some fame and a visiting lecturer at one of the best universities on the East Coast, Father was almost as proud of her as he would have been to see her a lawyer. But he never did admit that Susie is a reasonable woman.。
新人教版高中英语必修一Unit 1 Period 2 Reading and Thinking教案
新人教版（2019）英语必修一Unit 1 Period 2 Reading and Thinking教学设计3.Adam will have to study harder in thefuture and get used to beingresponsible for a lot more.Read the text again and answer the questions.What courses did Adam choose? Which one do you think would be his favorite? Why?What does "make the team" in Paragraph 3 mean?What is Adam worried about?Is Adam confident that he will get used to senior high school life? How do you know?1.Adam chose math, English, chemistry,world history, and Chinese. Advancedliterature would be his favoritesubject because he likes English andhe is good at it.2.“Make the team” means to try outand then be allowed to join a sportsteam.3.He is worried about keeping up withthe other students in his advancedcourse and getting used to all thehomework.Complete the outline.DiscussionIn pairs, discuss the following questions.make a good decision.We can try a course for two weeks after we___________ up for it. After that, we cannot change it.The main purpose of the course is to help __________ each student's reading ability. Some of the students want to become writers or editors after they __________, so the teacher advised them to start a writing club.The school is __________ for the safety of all the students.Whenever I'm facing a difficulty, I always tell myself, "Don't let anything stop you. Don't ever __________.”keys:1.recommended2.challenge3.confusing4.sign5.improve6.graduate7.responsible8.quitStep 8 SkimYou can find main ideas by first taking aquick Look at the title, picture(s), key wordsand phrases, and topic sentences.Which paragraph is the main part?Which paragraphs are the supportingparts?SkimmingSkimming is the process of quickly viewinga section of text to get a general impression Discuss with theirpatterner and thenshare their ideas.-Voice their opinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.。
Unit2第一节课
Read the text and complete the table below.
During the exam James Brian watched 1)turned and saw James, not whether James was Brian sure_____________________ not joking or a little too _________ ____. closely ______. 2) leaned more towards his paper closely_________________.
Brian’s paper.
2. Are you familiar with the situation? Have you ever had the same experience as Brian or James? If so, what were you thinking at that moment?
my problems
my complaints
activities at school
Others: _________________
What is happening?
What is the boy doing? How do you
think about this?
1. What is happening in the picture? The students are taking an exam. James is trying to cheat on the exam by glancing at the answers on
his answers. But it’s really a difficult
朗文2A-chapter3-教案
Chapter3 People who help us单元分析：本单元的主题是在日常生活中帮助我们的人。
学生学会谈论哪些曾经帮助过他们的人。
学生们讨论他们的身份、描述他们的特征，他们还通过使用这些信息给那些帮助过他们的人写感谢信。
本单元由句型教学、语篇教学、故事教学、歌曲和语音等几个部分组成。
通过本课学习使学生学会对日常用语进行交际、说英语、唱歌曲，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，在表演、对话、诗歌等形式的学习过程中激发学生对英语学习的兴趣。
文中出现的学科和人物特征的单词较难读准发音，另外本单元出现的人称代词宾格以及单词的前缀这些语法知识点学生也较难理解，因此在学习语篇时老师应尽可能给学生创设适合他们的情境，便于操练，利于学习。
在故事教学中中，充分交给学生，发挥其小组合作的主动性，充分利用语言操练。
Language focus:1.Who’s your…teacher?2.My …teacher is …3.She’s kind. I like her.4.He’s helpful. I like himLanguage focus:er/ / driver, hawker, swimmerText types:Conversations, stories, stories, thank-you note, songs教具准备：PPT、图片。
课时安排：本单元共安排五课时Chapter3 People who help us(Period 1)一、Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help us PartA二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.2. Aims of abilitiesa. Use simple sentences to communicate with others.b. To converse about feeling, interests and experiences.c. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play3.Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:To encourage pupils to ask and answer who their teachers are.四、Teaching aids1. flash cards2. PPT五、T eaching procedure:Step 1. Warm-up1. Make greetings2. Warm-up activities.3.Talk with the studentsStep 2. Presentation1. Teach whoI’m Ms Ding. I teach you English.Who am I? I’m your English teacher.Who’s your English teacher? Your English teacher is Ms Ding.2. Pretend you to not know the pupil’s names. Ask Who questions.Who’s ….? Hands up. Come on. Say ,”I’m …”Who are you? Tell me your name. Say, “I’m …”3. Write the names of different school subjects on the blackboard:English, Chinese, Maths, Music, PE, etc. Use symbols to explain the meaning of the subjects.Chinese characters for Chinese, numbers for Maths, music note for Music, etc.4. Ask pupils for the names of their subject teachers and write the names next to thesubjects, eg, Chinese= Miss Tang.T: Who’s your Chinese teacher? Tell me her surname.S: Tang. My Chinese teacher is Miss Tang.5. Revise like.T: Do you like your Chinese teacher? Do you like Miss Tang?S: Yes, I do.6.Teach the adjectives describing people. Write them on the board. Give examples.helpful, kind, friendly7. Revise subject pronouns and teach object pronouns. Write on the board.8.Ok ,listen to the E –book and follow .9.Little teacher10. Read in rols ,Step 3. Conclusion1. Let the Ss talk with their partner by using the questions they have learned.2. Read the new words and have a competition(let each of a group come to the board tohave a competition ,who is quicker ,I will give a star )3. Act the conversations ot .六、Homework1.Copy the words 3 times and try to remember them.2.Follow the CD read part A七、 Blackboard writing八、Reflection after class:Chapter3 People who help us (Period 2)一、 Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help usPart B & Part F二、Teaching aims1. Aims of knowledgea. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To encourage pupils to ask and answer who’s their teacher.d. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.2. Aims of abilitiesa. To provide or find out and present simple information on familiar topics.b. To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.3. Aims of emotionDevelop participatory, cooperative, love and caring attitudes三、Difficult and key pointsKey points:a. To introduce pupils to the interrogative pronoun who and the personal pronouns himor her.b. To get the pupils to practice identifying people and telling if they like them.c. To converse about feeling, interests and experiences.Difficult points:a. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song..四、Teaching aids1.Flash cards2.PPT五、Teaching procedure:Step1. Warm-up1. Greetings2. Warm-up activities.3.Talk with the SsStep 2. Presentation1.Good morning class! Good morning. What’s the weather like today ? What day is it today?2.Ok ! You did a nice job, who can answer my question ? Look at the screen .(PPT). Review thewords they have learn. Using the flash cards, cover them and ask pupils to spell them keep repeatingWho’s your… teacher?My… teacher is …..He’s helpful. I like him.She’s kind. I like her.Correct them when they were wrong.3. Ask pupils questions to show the usage of the subject pronouns and object pronouns4. Draw circles and write word cues in each of them. Tell pupils to use the cues to makesentences.5. Get pupils get into groups of three. Tell each of them to make a sentence about a teacher. Step 5.ConsolidationPart B: 1.Let the Ss talk with their partner and do the Part B together.2.Check the answer3.Act conversatione the sentences they have learned instead of the text.Part F: 1. Play the song and tell the pupils to follow the words with their fingers.2. Play the song again and ask pupils to sing along.3. Tell pupils to fill in the blanks with the names of people in your school, their identity andadjectives to describe them.4. Invite pupils to sing the song in groups or individually for the whole class. Giveencouragement and recognition for their performance.六、 Homework1. Recite part A.2.Sing the song to your parents3. Fill in the blanks of Part B.七、 Blackboard writing七、Reflection after class:Chapter3 People who help me (Period3)一、Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me Part c二．Teaching aims:Aims of the knowledge:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics.3.To interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying,and to follow simple instructions4.To recognise some obvious features of the English language in simple spoken and written texts such as the direction of writing in English, the characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of the languageAims of the abilities:1. To provide or find out and present simple information on familiar topics2. Use simple sentences to communicate with others .Aims of the emotion:1.Appreciative with respect for others.Key points:1.Pupils can understand the text.2.Pupils can read the text by themselves.3.Pupils can answer teacher’s question.4.Pupils can do the Part D by themselves.三．Difficult and key points:1. To develop pupils’ reading skills and stimulate their critical thinking ability.2.To provide or find out and present simple information on familiar topics. 四．Teaching aidsFlash card , CD , super E-book五.Teaching ProcedureStep1.Warm-upGreet to pupilsWarm-up activities.Talk with the Ss.Step 2.Presentation1.Good morning class!Good morning. How are you?What’s the weather like today?What day is it today?Ok ! You are great . Boys and girls .Let’s have a revisionT:Who’s your Maths teacher ?S: My Maths teacher is Miss Wu .T:Who’s your Chinese teacher ?S: My Chinese teacher is Miss Lee. T:Who’s your PE teacher ?S: My PE teacher is Miss An .T: Who’s your Computer teacher ?S: My Computer teacher is Mr Qin.T: Which teacher do you like best ?S: I like …Ok ,we will find who do the boys like ?Today we are going to learn Chapter 3 Part C.Now I will give you three minutes to read by yourselves and afterStep 3. Practice1.Read the text2.Let them have a role play.Step 4. ProductionTell Ss to get into group of four to six practice the text.T and Ss find the skills.Step 5. Homework1. Read part C and try to recite it.Step 6. Blackboard DesignTask3 People who help meCatch prefect unfriendlyStep 7. Reflection after classChapter3 People who help me (Period4)一．Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me Part E二． Teaching aims:Aims of the knowledge:1. To get pupils to practice describing people and telling if they like them.2. To converse about feelings, interests and experiences3. To obtain and provide objects and information in simple classroom situations and throughactivities such as interactive games and role-play .Aims of the abilities:1. To establish and maintain relationships and routines in carrying out classroom activities.2. To get pupils to practice talking with others.3. Let the Ss write a Thank you note by using what they have learned .Aims of the emotion:1.Appreciative with respect for others.Key points:1. To get pupils to practice talking about more about their teachers .2. Appreciate the beauty of the language through enjoying reading simple conversations. 三．Difficult and key points:1.To converse about feelings,interests andexperiences .2. To get pupils to practice describing people and telling if they like them.四． Teaching aidsFlash card , CD , super E-book五 Teaching ProcedureStep 1. Greetings1. Greet to pupils2. Warm-up activities.3.Talk with the Ss.Step 2. Presentation1. Hello, class! Good morning.Nice to meet youWhat’s the weather like today?What day is it today?2.Revise the pronouns and adjectives.Read the sample conversations in part E.Follow the CD to read part E together.Then group by group .(Ok ,let’s have a competition ,who is better I will give a sticker) Boys and girls read ,Lisen to T carefully try to responseSs try to listen and respond .3. Teach the words bus driver and caretaker.4. Listen to the E-book point and say . In pairs, pupils read Candy and Charlie’s notes and act the children. Then they talk about their bus driver or caretaker.Ss try to listen and respond .5.Teach how to read a Thank you note .Look ,6.Thank you note has three parts .Here is head part ,after head part we should write acomma7..Next part is the body part ,you can write what you like ,and the last part is your name . Ss try to listen and respond .Ss answer the T’s question T will give he\she a prize .Let the Ss read it together ,group by group ,one by oneStep 3. Practice:1. Give Ss 3 minutes let write a Thank you note to your English teacher.2.Let some Ss show theirwriting.Step 4. ConsolidationTell Ss to find out more informations about their teachers.Step 5. Homework1.Read part E and try to recite it .2. Write a Thank you note to your English teacher.Step 6. Blackboard DesignYou’re a good caretakerYou’re helpful and friendlyDo you like him?Yes, I doStep 7. Reflection after classChapter3 People who help me (Period5)一．Teaching contents：《International Edition Longman Welcome to English》Chapter3 People who help me PartF二．Teaching aims:Aims of the knowledge:1.To develop an awareness and an enjoyment of the basic sound patterns of English inimaginative texts through activities such as participating in action rhymes, singing songs and choral speaking2.To teach the r-controlled vowel/ə /for the letters er.3.To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.4.To provide or find out and present simple information on familiar topics.5.To develop an awareness and an enjoyment of the basic of the basic sound patternsof English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speaking.Aims of the abilities:1.To provide or find out and present simple information on familiar topics.2.To recognise some obvious features of the English language in simple spoken andwritten texts such as the direction of writing in English, the characteristics of analphabetic script and the sound patterns of English; and apply this awareness to one’sinitial learning and use of the language.3.To interpret and use simple given information through processes or activites such aslabeling, matching, sequencing, describing, classifying; and to follow simpleinstructionsAims of the emotion:1. To enable pupils to enjoy and appreciate the English Language through singing a simpleEnglish song.三．Difficult and key points:1.To teach the r-controlled vowel/ə /for the letters er.2.Get pupils to pronounce the/ə / in different words.四．Teaching aidsFlash card , CD , super E-book五.Teaching procedureStep1.Warm-up1. Greet to pupils2. Warm-up activities.3.Talk with the SsStep 2 Presentation1. Hi, class! Good morning.Nice to see youWhat’s the weather like today?What day is it today?2. Get pupils to look at your mouth while you pronounce the/ ə /sound or paly the video in thesuper E-Book.Look at my mouth. Say after me.3.Play the phonics game in the super E-Book.4.Ask pupils to look for two more words with the same sound(teacher,cleaner)5.Give pupils a tongue twister to say as they can:Peter picked some pepper, how much pepper did peter pick?Make sure that pupils do not mispronounce peter as/pit ə:/.6.Ask pupils to say other known words with the same sound.7.Play the song and tell pupils to follow the words with their fingers.8.Play the song again and ask pupils to sing along.9.Tell pupils to fill in the blanks with names of the people in your school, their identity and adjectives to describe them.10. Invite pupils to sing the song in groups or individually for the whole class. Give encouragement and recognition for their performance.Step 3. Practice1. Let the Ss talk with their partner how to read the poem. Let each of a group come to the board to have a competition ,who is better, I will give a star )Step 4. Production.1.Tell Ss to find out more informations about the / ə /.Step 5. Homework1. Sing part F .2.Act the part F to your parents.Step 6. Blackboard DesignThis is Mr/Mrs/Miss____________.He/She is our_________________.He/She is very________________.We like him/her.Step 7. Reflection after class。
朗文 2B Chapter 1 Buying Snacks 教案(1)
a.Ask Ss to look at the picture carefully. Read the names of the pupils and what do they like? Focus if they use the third person correctly.
b.Ask them to discuss in groups. Then give them five minutes to complete the activity.
1.Greeting
2.Say the words they see loudly.
1.日常对话，提升学生语用意识。
2.复习旧知，承前启后。
Step 2.
Presentation
1.Read all the food words on PPT.
2.Ask and answer with Ss:
Do you like…? Yes, I do. / No, I don’t.
2B Unit 1
Period:
3
Week:
5
Teaching Aims and Demands：
Enable the students to do the exercise.
Enablethe students to understand the methods to solve the problems.
英语：chapter 2《a day in the life of…whiz-kid wendy》period 2教案(1)(牛津上海版八年级下).doc
Chapter 2 A day in the life of…whiz-kid WendyPeriod TwoTeaching target1 Reviewing the new vocabularies2 Scanning the whole passage3 Analyzing the whole passagePreparation1 Student's Book 8A, pages 19, 20, 21 & 222 Cassette 8A and a cassette player3 Workbook 8A, pages 7 & 8A small check-up1 Write out the word according to the given meaning.a) not oftens__________b) helpa__________c) talk about somethingd__________d) not interestingb__________e) not passf__________f) a quite clever childw__________g) 1 000 000m__________h) opposite of 'buy's__________i) a kind of teste__________j) liked by a lot of peoplep__________k) highestt__________l) more thano__________2 Choose a closest meaning to the given word.a) My father collected me from school in the past.A. took me from a personB. brought me to study and enjoyC. brought me to a placeb) Let's have lunch and continue the meeting in the afternoon.A. not stopB. start againC. havec) My sister is the manager of this company.A. the person who takes charge of the whole companyB. the person who takes charge of buying and sellingC. the person who takes charge of moneyd) My brother is the accountant of the company.A. the person who takes charge of the whole companyB. the person who takes charge of buying and sellingC. the person who takes charge of moneyFind the meanings1 Have students finish sections C1 to C3 in C Find the meanings on page 20.2 Ask students to review all these words appeared in these sections before doing these exercises.3 Check the answers orally.4 Explanation on these new vocabulary items.gain / v. get what you need or want获得musical / a. of music音乐的instrument / n. a thing that you use for doing a special job工具；器具；仪器musical instrument乐器BackgroundThis is a magazine article about a (fictitious) girl who runs a computer business although she is still at school. Note the first line of the title suggests that this might be a regular article in the magazine, featuring a different person in each issue.Reading1 Review 'scan' with students. Invite one student or two to tell the meaning of 'scan'.2 Ask students to scan the passage silently in the class.3 Find the facts.a) Say: From the passage, we can find out the times of Wendy does different activities. And also, we can know a lot about Wendy's daily life. So this time, you should tell us something about Wendy's daily life.b) Have students finish D Find the facts on page 21.c) Invite four students to write their answers on the board. Check the answers with students.4 Read and thinka) Say: Scan the passage again. Then try to finish section E in E Read and think on page 21.b) Remind the students to pay attention to the marks in this section. 'Y' means yes. 'N' means no. And there is the other sign - 'DK' - which means don't know.c) Check the answer orally.5 Play the recording of this passage. Students listen and repeat.Explanation on the passage1 one of the top students in Shanghai [L.1]this means that Wendy is a good student. But she is not the best. She is just one of the best students in Shanghai. So here, we use the structure - one of …e.g.Nanpu Suspension Bridge is one of the longest bridges in the world.Orietal Pearl TV Tower is one of the highest buildings in Asia.Century Park is one of the largest parks in China.2 all of [L5]Review: some of, most of, none of, many of3 in one's business [L5]4 be at school [L6]be at school = study in the schoole.g.My daughter is still at school.My daughter is in the school.NB: Do these two sentences have the same meaning? Why or why not? be at work = work in the factory5 get up [L9]get up = get out of the bed and stand upe.g.What time do you usually get up?More phrases with 'get':get on/onto: climb onto a train, bus, or bicycleget on a trainget in/into: climb into a carget into a carget off: leave a bus, train, or bicycleget off a busget out of: leave a carget our of a car6 put on [L9]put on = weare.g.Put on your coat. = Wear your coat.opposite: take offe.g.Take off your raincoat. You get the floor all wet.7 school uniform [L10]e.g. Police officers wear dark-blue uniforms.8 a family business [L11]9 start the business [L12]more useful phrases with 'business':a) go into businessb) it's none of your business, mind your own business: words that you use when you do not want to tell somebody about something that is privatec) on business: because of your work10 half a million [L15]half a million = 500 000e.g.half a kilo = 500 ghalf a metre = 500 cmmore about 'half'a half = 0.5 or 50% or 1/2in half: so that there are two equal partse.g.Cut the cake in half.half: partly; 50%e.g.The bottle is half empty (full).half past: 30 minutes after an hour on the clocke.g. half past four = 4:30half-pricee.g.Children travel half-price on most trains and aeroplanes.half-term: a short school holiday in the middle of a termhalf-time: a short time in the middle of a game like football, when you are not playinghalfway: in the middlee.g.They live halfway between London and Oxford.She went out halfway through the lesson.11 the manager of the company [L16]e.g.the accountant of the companythe general manager of the companythe director of the companythe chairman of the company12 be responsible for [L17]a) = take charge ofe.g.My mother is responsible for sales.James Bond is responsible for this case.Mrs Wong is responsible for Class 8B.b) = be the person who made something bad happene.g.Who was responsible for the accident?Who is responsible for breaking the mirror?13 discuss the business [L20]14 at breakfast [L20]a) = at breakfast timee.g.We usually talk about our plan at breakfast.b) = having breakfaste.g.They are at breakfast now.we also have: at lunch/dinner/supper15 work on [L21]work on = operatee.g.work on my computer = operate my computer16 go to school [L24]17 in one's own car [L24]own pron. & a.e.g.Is this your own camera or did you borrow it?I have my own room.Be careful! You cannot use 'own' after 'a' or 'the'. You cannot say: I would like a own room. You should say: I would like my own room.of ones own:e.g.I want a room of my own. = I want my own room.on ones own:e.g.She lives on her own.I can't move this case on my own.18 I am not old enough to drive… [L25]enough … to … and not enough … to …e.g.I am strong enough to lift this case up.She is not strong enough to life this case up.Eddie is old enough to have a driving license.Mary is not old enough to have a driving license.19 make a phone call to somebody [L27]= call somebody or phone somebodye.g.Yesterday I made a phone call to Mary.20 on the way to school [L27]on the way to + someplacee.g.on the way to workon the way to Shanghai Libraryon the way to the USANB: We use on the way home. There is not a 'to' before 'home'.21 too simple for somebody [L32]too + adjective + for somebodye.g.This problem is too difficult for me.This case is too heavy for me.22 achieve A grades [L33]= get/gain A grades23 in all my subjects [L34]24 fail an exam [L35]pass an exam25 about twice a week [L37]one time: oncetwo times: twicethree/four/… timese.g.once a yearWe have Christmas once a year.three times a weekMary washes her hair three times a week.… times a day/week/month/year/century …26 collect somebody from school [L39]27 have lunch with somebody [L41]have breakfast/lunch/dinner with …28 return to school [L43]= go back to school29 after school [L45]= after school is overafter class = after class is overafter work = after work is finished30 attend a club [L46]= take part in a club31 Computer Club [L48]32 ask somebody to do something [L49]e.g.Lily always asks me to help her with her lessons.Mum won't ask you to do the housework.Will you ask her to attend the party?33 have violin lessons [L52]have … lessonse.g.have art and craft lessonshave PE lessonsReview the names of different lessons together with students.Chinese, English, Maths, History, Geography, Physics, Chemistry, Science, Social Study, Biology, PE, music, etc.34 take somebody home [L53]35 in an hour or two [L54]= in one to two hourse.g.You may bring two students or three with you.I will come back in seven days or eight.36 continue doing something [L60]e.g.We continued working until 5 o'clock.It continued raining all afternoon.37 go to bed [L61]= go to sleepget up38 need much sleep [L62]Synopsis by paragraphP1 Wendy described her morning routine and the background to her family computer business. P She is dri ven to school in her own car.P3 She describes her school. She finds her work easy but boring.P4 At lunch time she sometimes has lunch with a business client.P5 She describes her after-school activities.P6 In the evenings she works on writing her computer games.Consolidation1 Copy the phrases.2 Copy the passage and put it into Chinese.3 Workbook 8A, sections A1, A2 &B on pages 7 & 8.。
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5.
The Mouse led the way to the shore. ____ F
Thank you!
Байду номын сангаас
T
or
F?
1.Alice 2.The 3. 4.
was more than nine inches tall so her head hit the roof of the hall. _T ___ pool was about four inches deep and reached half down the hall. ____ T Alice was good at speaking french. The Mouse hated cats. ____ F ____ T
He hates dogs and cats.
Fill the blanks
What happened?
Alice ______ cried out.
Details(细节)
she became a giant ____ and getting through the door hopeless was__________. Mr Rabbit wore(穿着) beautiful clothes, with a pair gloves of white_______and a large fan.Alice picked them up.
Words ＆ Phrases
stranger [ˈstreɪndʒə(r)] adj. 更奇怪的 perhaps [pəˈhæps] 可能 lie [laɪ] v. 躺 fan [fæn] n. 扇子 v. 扇风 hopeless[ˈhəʊpləs] adj. 无望的 promise [ˈprɒmɪs] v 承诺，保证 remember [rɪˈmembə(r)] v. 记得 drop [drɒp] v. 掉下 take care of sb 照顾某人 be dressed in 穿着 to Alice's surprise 令爱丽丝吃惊的是 as fast as he could 尽可能的快 be tired of doing sth 厌烦做...
She fanned herself.
Preview
4. Did Alice get into the garden?
Yes, she did.
5. Could the Mouse understand French?
Yes, he could.
6. Which animal did the Mouse like, cats or dogs?
Alice went up to Mr Rabbit.
changed Alice __________in her height, Alice was _____inches high because she used the nine tears fan and swam in the _____pool. _____. mouse Alice talked to a ________. Alice went to the shore. Alice talked about cats and dogs. He was very angry _______. Alice led the way to the shore together with the party ______.
Preview
1.What was the pool water?
It was Alice's tears.
2.What did the Rabbit drop when he met Alice again?
He dropped white gloves and a fan.
3.How did Alice become small?