教案 Unit Seven 新编实用英语2教案.docx
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教案UnitSeven新编实用英语2教案
天津冶金职业技术学院分院
课程指导方案(首页)
2014~2015学年第2学期
课次
23
课
时
2
班级
电气一班
电气二班
电气三班
周次
12
日期
5.30
5.29
5.29
上课
地点
教室
教学
实施
资讯
示范
小组
讨论
计划或
项目实施
实验
实习
实训
✓
学习情境名称
SectionI&II,Unit7
能力
目标
1.Talkaboutfarewell.
2.Beabletoseeoffafriendandwishhimapleasantjourney.
知识
目标
1.Learntomakeafarewellspeechtoexpressthanksforthehost’shospitality.
2.Learntoexpressgoodwishesforthefuture.
教学
资源
Textbook,teacher’sguideforthetextbook
教学
方法
Talkingroups;usetask-basedlanguageteachingmethod,communicativeapproach,
考核
与
评价
作
业
1ActoutthetaskonPage151.
2MemorizethekeywordsorphrasesinSectionIandSectionII.
教研室主任意见:
签字:
日期:
课程
学习
指导
意见
天津冶金职业技术学院分院
课程指导方案(首页)
2014~2015学年第2学期
课次
24
课
时
2
班级
电气一班
电气二班
电气三班
周次
13
日期
6.2
6.1
6.2
上课
地点
教室
教学
实施
资讯
示范
小组
讨论
计划或
项目实施
实验
实习
实训
✓
学习情境名称
SectionIII,Unit7
能力
目标
Thestudentsshouldbeabletolearnhowtowriteafarewellletters..
Tomastertheknowledgeofemphasis,ellipsisandinversion.
知识
目标
Tomasterhowtoreadafarewellletters.
教学
资源
Textbook,teacher’sguideforthetextbook
教学
方法
Talkingroups;usetask-basedlanguageteachingmethod,communicativeapproach,
考核
与
评价
作
业
DotheexerciseonPage.162
教研室主任意见:
签字:
日期:
课程
学习
指导
意见
天津冶金职业技术学院分院
课程指导方案(首页)
2014~2015学年第2学期
课次
25
课
时
2
班级
电气一班
电气二班
电气三班
周次
13
日期
6.6
6.5
6.5
上课
地点
教室
教学
实施
资讯
示范
小组
讨论
计划或
项目实施
实验
实习
实训
✓
学习情境名称
SectionIV,Unit7
能力
目标
Thestudentsshouldbeabletodescribeapersonwhoinfluencehimmost.
知识
目标
Tomastersomeusefulexpressionsandphrases.
教学
资源
Textbook,teacher’sguideforthetextbook
教学
方法
Talkingroups;usetask-basedlanguageteachingmethod,communicativeapproach,
考核
与
评价
作
业
1Reviewthepassagethatlearnt.
2DotheexerciseonPage.166andPage167.
教研室主任意见:
签字:
日期:
课程
学习
指导
意见
Unit7Farewell
SectionI&SectionII:
TalkingFacetoFace&BeingAllEars
1.TeachingObjectives:
1.1Talkaboutfarewell.
1.2Makeafarewellspeechtoexpressthanksforthehost’shospitality.
2.TimeAllotment:
1stPeriod:
LearningtheconversationinSectionI.
2ndPeriod:
ListentotheconversationanddotheexerciseinSectionII.
3.TeachingProcedures:
SectionI:
TalkingFacetoFace
3.1.Greetings
Greetthewholeclassasusual.
3.2Lead-in
Questions:
A.Haveyouseenoffafriend?
B.DoyouknowhowtocommunicateinEnglishwhenseeingoffafriend?
Afterthelead-in,learnthedialoguetogether.
3.3ReadandRecite
3.3.1.Leadthestudentstoreadthenewwordsfirstlyandcorrectthewrongpronunciation.
3.3.2.Encouragethestudentstovolunteertoreadthedialogueinpairs.Themainaimofthedialogueishowtotalkaboutfarewell.
3.3.3.Keywordslearning.
Hospitality盛情款待
Reception接待
Seeoff送行
Fruitful卓有成效的
Stayintouch保持联系
Pack打包
3.4StudyandImitate
Someusefulsentencesforsayinggoodbye.
Thankyouforyourwarmreceptionandhospitality.
Iwishyouapleasantjourney.
I’dliketoseeyouoffattheairport.
Haveyougoteverythingreadyforthetrip?
Haveagoodflight.
Howtimeflies!
Let’sstayintouch.
a)SectionII:
Beingallears:
ListeningExercises(Itaimstotrainthestudentswithproperlisteningstrategies.)
Pre-listening:
providethestudentswiththenewwordsandexpressions;readthroughthequestionsandthechartinexercise1and2,andmakesomepredictionsastothecontentofthedialogue.
While-listening:
askthestudentstolistentothedialogueforthefirsttimeandaskthemjusttounderstandthemainideaofthedialoguenotto
finishtheexercises;listentothedialogueagainandaskthemto
finishexercise1;askthestudentstorepeatthedialoguesentence
bysentenceafterthetapewhiletheteacherwillpressthebutton
“Pause”onthetaperecorder;listentothedialogueasawholeforthelasttime.
Post-listening:
askthestudentstofinishexercise2,i.e.answeringquestions.Thisstepaimstochangelisteningtospeaking.
Thefollowingdialogueandthepassagelisteningcanbedoneinamoreorlesssimilarprocedure.Thestudentsshouldgrasptheusefulexpressionsandtheyshouldtranslatetheworkingschedulescorrectly.
b)Conclusion
Makeaconclusionaboutthekeywordsandexpressionsinthisclassandaskthestudentstomasterthem
3.7Teachingreflection
3.8Homework
1.ActoutthetaskonPage155.
2.MemorizethekeywordsorphrasesinSectionIandSectionII.
3.PreviewSectionIII.
SectionIII:
Tryingyourhand
1.TeachingObjectives:
1.1Thestudentsshouldbeabletowritefarewellletters.
1.2Tomastertheknowledgeofemphasis,ellipsisandinversioningrammer.
2.TimeAllotment:
1stPeriod:
Learningthesamplesoffarewellletters.
2ndPeriod:
writingsentencesandreviewinggrammar.
3.TeachingProcedures:
3.1Applied Writing
Read the following two samples ofe-mailand learn to write your own.
22WriteafarewellletteraccordingtotheinformationgiveninChinese.
3.2GrammarandPractice
英语强调句型:
强调句型的构成是:
Itis(was)+被强调部分+that(who)+句子的其他成分.被强调的部分放在Itis(was)之后,其它部分置于that之后.被强调部分可以是主语,宾语,表语或状语.强调的主语如果是人,可以由who代替that.
1.被强调的成分举例:
原句:
Tomfoundmypenintheclassroomyesterday.
强调主语:
ItwasTomwho/thatfoundmypenintheclassroomyesterday.
强调宾语:
ItwasmypenthatTomfoundintheclassroomyesterday.
强调地点状语:
ItwasintheclassroomthatTomfoundmypenyesterday.
强调时间状语:
ItwasyesterdaythatTomfoundmypenintheclassroom.
2.强调句型的一般疑问式:
直接把is或was提到it之前即可.例如:
WasitTomthatfoundyourpenintheclassroomyesterday?
3.强调句型的特殊疑问式:
特殊疑问词+is(was)it+that+句子的其他成分.特殊疑问词即是被强调的成分.例如:
Whowasitthatfoundyourpenintheclassroomyesterday?
4.that(who)有时可以省略:
这种强调句型中的that或who有时可以省略.例如:
Itwasmybrother(that/whom)yousawtheotherday.
5.强调原因状语从句要注意:
若从句由as或since引导,强调时则改为because,这是因为,because引导的原因从句表示的意义非常强烈,符合强调句的目的.例如:
Asshegotuplate,shemissedthefirstbus.变为:
Itwasbecauseshegotuplatethatshemissedthebus.
6.强调句的否定转移:
有些否定句在变成强调句时,要把否定转移到被强调的词语之前.尤其是“not...until...”句式的强调要特别注意.例如:
Hedidn'trealizehismistakeuntiltheteacherhadtoldhim.变为:
Itwasn'tuntiltheteacherhadtoldhimthatherealizedhismistake.
【注意】在强调句式中,虽然not被提前,但“not...until...”句型不要倒装.
高考中强调句型考查热点
考点一:
强调句型的基本结构
强调句型“Itis/was+被强调的成份+that+其他成份”用来强调主语、宾语和状语等成份.that只起连接作用,不作成份,但不能省略.有时强调的部分比较特殊,如主语从句、状语从句、名词、不定式短语、V-ing的复合结构等.如:
ItwasinthelibrarythatIsawheryesterday.我昨天正是在图书馆见到她的.
考点二:
特殊句式中的强调句型
1.如果强调的是特殊疑问句中的疑问词,表示“到底”、“究竟”等语气时,就用如下结构:
“特殊疑问词+is/was+it+that+该句的其余部分”.如:
Howisitthatyouusuallygotowork?
你通常是怎样去上班的?
2.在强调“not...until”结构中由until所引导的短语(或从句)作时间状语时,要用固定的强调句型:
“It+is/was+notuntil...+that+该句的其余部分”,that所引导的从句中的谓语动词用肯定式.如:
Hisfatherdidn'tcomebackfromworkuntil12
o'clock.=Itwasnotuntil12o'clockthathisfathercamehomeformwork.直到12点他的爸爸才下班回家.
考点三:
强调句型与时间状语从句、定语从句的判断
强调句型要注意和it代表时间、距离、温度、自然现象、具体事物或人物等时所构成的各种句型的区别.试比较:
ItwasonMarch1thatIhadmyhaircut.(强调句)
ItwasMarch1whenIhadmyhaircut.(后面是定语从句)
判断是否是强调句,可采用“还原法”.如果还原为一般句式后,句子各种成份完整,则是强调句.否则不是.如第一句可还原成:
IhadmyhaircutonMarch1.
考点四:
偶尔考查谓语动词的强调句式
英语中常用助动词do、does或did强调谓语.如:
Hedidgototheairportyesterday,buthedidn'tfindyou.他昨天确实去了机场,但他没有找到你.
SixminutesaregivenforthestudentstodotheexerciseonPage.161andchecktheanswers,explaineachindetails.
3.3Homework
ExercisesonP.162areassigned.
SectionIV:
MaintainingaSharpEye
1.TeachingObjectives:
Thestudentsshouldknowhowtowriteanimpressiveperson.
Tomastersomeusefulexpressionsandphrases.
2.TimeAllotment:
First30minutes,studentspresentationappreciation.
Middle40minutes,passageappreciationtogether.Inthissection,detailedlanguagepointswillbeexplained.
Last20minutes,in-classexercisetime.
3.TeachingProcedures:
Therewillbebeforereading,globalreading,detailedreading,andafterreading.
3.1Beforereading
Inthesectionofbeforereading,lead-inandstudentspresentationappreciationwillbegiven.
Lead-in
Firstly,studentscanrecallthemostunforgettablecharacter.
Secondly,theteachermakeasummary.
Aftertheirpresentation,givethempraiseandobjectivelycomments.Encouragethemtolearninadvanceandbytheirown.
3.2Globalreading
Tenminutesaregiventohaveaglobalreadingofthepassagetograspthemainideaandgivepartdivisionofthepassage.Afterwards,encouragestudentstospeakouttheiranswers.Throughthisstep,studentsshouldbeawarethatglobalreadingisthefirststeptodoareadingcomprehensioninanexam.
3.2.2Questionsforreadingcomprehension
StudentsarerequiredtobringthequestionsonP.165andP.166toreadthepassage.
Itisexpectedtoknowaboutthemainidea,culturalbackgroundinformationandtheskilltogetthemainidea.
3.3Detailedreading
Inthissection,languagepoints,beautifulsentences,setphrasesandtranslationwillbeanalyzed.
3.3.1Difficultsentences
1.(Para.1)Beforelong,throughthedoorcameinatall,unimpressive-lookingmanofabout40.
Analysis:
Thesentence...throughthedoorcameinatall,unimpressive-lookingmanofabout40takesthestructureoffullS-Vinversion.Inversionincludestwotypes:
fullinversionandpartialinversion.Fullinversionisusuallyusedinasentencebeginningwithanadverbialofplace(throughthedoorinthissentence).Inversionis
usedtoemphasizetheendingpartofthesentence,atall...manof
about40inthiscase.
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