新编英语教程第一册讲义.docx

新编英语教程第一册讲义.docx

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新编英语教程第一册讲义

英语精读（综合）1教案

教材：

《新编英语教程》1课时：

96课时

Unit1

IObjectives:

1.Simplepastandpresentperfecttense

2.Pastprogressivetense

3. Pastperfecttense

IITimeAllotment:

1stperiod:

Languagestructurepractice

2ndperiod:

Dialogue1

3rdperiod:

Dialogue2andoralpractice

4thperiod:

Readings

5thperiod:

ExercisesintheWorkbook

6thperiod:

Notewritingandassignments

IIITeachingtasksandprocess

PartOneLanguageStructures&Dialogues

1.Grammarreview

1.Simplepastandpresentperfecttense

Verbsinsentencesbeginningwith“Thisisthefirst/second…timeareinthepresentperfectform.Forexample,

ThisisthefirsttimeI’vebeeninXi’an.

ThisisthesecondtimeI’veseenthismovie. 

2.Pastprogressivetense

Pastprogressiveisacombinationoftheprogressiveaspectwiththepasttense.Theuseofthepastprogressivehasmuchincommonwiththatofthepresentprogressive,onlythetimereferencebeingpushedbacktothepast,oftenovertlyexpressedbyatime–when/whileadverbial.Forexample,

Susanwaswashingherhairwhilehermotherwascooking.

Dickwaschangingaflattirewhilehisfatherwasmowingthelawn.

3. Pastperfecttense

Forthepastperfecttensewesetupanadditionalfocalpointinthepastandsaythatanotheractwascompletedbeforethattime.Forexample,

GreghadfinishedhisworkwhenIvisitedhim.

ThechairhadcollapsedbeforeIsatonit.

In-classActivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendothesubstitutionexercises.

2.Languagepoints

HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionsonspecificdetails.

Gothroughthedialogueandexplainsomelanguagepoints:

1.Youknowwhat?

–Thisquestionisusedtointroduceapieceofinformationwhichissurprising.AsimilarexpressionisGuesswhat?

.

2. scenicspots–placesofnaturalattractivescenery

3. Iwasgreatlyimpressedbyitsnaturalbeauty.–Iwasmovedbyitsbeautifulscenery.impress–toinfluencedeeply,esp.withafeelingofadmiration:

Thestudentswereimpressedbyhisinspiringspeech./Weareimpressedbyhisperformance.

4.Ibetyouhadlotsoffunthere.–Iamcertainyouhadlotsoffunthere.Anotherexample,Ibet（that）itwillraintomorrow.

5. Itbroughtbacksuchsweetmemories.–Sweetmemoriescametomymind.bringback–tocausetoreturntothemind:

Hearingthesongbroughtbackhappymemories.  

6. Youremindmeofmylasttripthere.–Itseemstobesimilartomylasttripthere.remindsbdy.ofsbdy./sthg.–toappeartobesimilarto;tocausetoremember:

Thismuseumremindsmeoftheonewevisitedlastyear./Theeventremindedmeofmyschooldays.

7. IwishIhadbeentherewithyouthistime.–Thisisawishaboutanon-factinthepast.Anotherexample,IwishIhadpassedtheexam.

8. hobbygroups–differentgroupsofstudentsclassifiedbyhobbies.

9. Somestagedanexhibition.–Someheldanexhibition.stage–toperformorarrangeforpublicshow;puton:

TheartgroupisgoingtostageanartshowonSunday.

IVDiscussion

In-classActivity

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpression.

2.AskthestudentstolistentoDialogueIIandthenretellit.

3.Makeadialoguediscussingaboutoneofyourtravelingexperiences.

VAssignments:

1. Workinpairstopracticethesituationineachdialogue.

2.   Workingroupstodiscussthetopicof“HowIspentthesummervacation”.

3.  HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&II.

4. DothecorrespondingexercisesinWB.

PartTwoReadings

Havethestudentsreadthepassagefirstanddothecorrespondingexerciseinworkbook.Thentheteachermayaskthemquestionsinclasstochecktheircomprehension.

ILanguagepoints:

1. HerbertwenttoFranceforholiday.–Forisanprepositionusedheretoshowpurpose:

Icametothisbuildingforaninterview./Whatisthishandlefor?

2.runoutof–touseallone’ssupplies,tohavenomore:

Iamafraidwe’verunoutofsugar.

3. expect–tothinkorbelieve（thatsomethingwillhappen）:

Iexpectthatshewillcometoourparty./Thespokesmanisexpectedtomakeanannouncementlaterontoday.

4. Thebackdoorburstopen.–Thedooropenedsuddenly.burst–tocomeintothestatedconditionsuddenlyandoftenviolently:

Inspringtheflowersburstopen./Heburstfreefromthechains.Anothersimilaruseofthepattern:

Thedoorbangedshut.

5. peerat–tolookverycarefullyorhard,esp.asifnotabletoseeclearly

peekat–totakeaquicklookatsomethingwhenoneshouldnot

peepat–tolookatsomethingquicklyandsecretly,esp.throughaholeorothersmallopening

6.convince–tomake（someone）completelycertainaboutsomething;persuade:

Theyfailedtoconvincethedirectorsthattheirproposalwouldwork./Iamconvincedbyyourstory.

7. asoundsleeper–adeepsleeper

8. tothumbaride/lift–toaskpassingmotoristsforafreeridebyholdingoutone’shandwiththethumbraised

9. madehiswayinthedark–wentinthedark:

Hemadehiswayhome.

10.Hewasnotsupposedtobeback.–Hewasnotconsideredtobeback.Besupposedto–tobeintendedto;tobegenerallyconsideredtobe;tohavetheregulationofbeing:

Thevolunteersaresupposedtohelptheblindinthestreet./Ihaven’treadthisnovel,butitissupposedtobeagoodone.

11.tokeepaneyeon–towatchcarefully:

IoftenaskmyneighbortokeepaneyeonmyhousewhileIamaway.

12.wasaboutto–Thisconstructionexpressestheimmediatefutureinthepast.Insomecontexts,itisoftenusedinthesenseofanunfulfilledintention.Forexample,

Iwasabouttoleavewhenhecametovisitme.

IINote-writing

Notesmustbepreciseanddirect;however,thestyleiscasual.Innotesofintroduction,thefollowingareusuallyincluded:

1. Thenameofthepersontobeintroduced

2. His/Heridentity

3.Thepurposeoftheintroduction

4. Appreciation

IIIAssignments:

1.Writeanoteofintroduction

2.ExercisesinWB

Unit2

IObjectives:

Thenominalclauseusedastheobject,introducedby

1.if

2.wh-word

3. that

IITimeAllotment:

1stperiod:

Languagestructurepractice

2ndperiod:

Dialogue1

3rdperiod:

Dialogue2andoralpractice

4thperiod:

Readings

5thperiod:

ExercisesintheWorkbook

6thperiod:

Notewritingandassignments

IIITeachingtasksandprocess

PartOneLanguageStructures&Dialogues

1.  Grammarreview

Insteadofusinganounwithmodifierstofunctionasanobject,wemayuseanominalclause:

Doyouknowifthere’salecturethisafternoon?

Everybodyknowsthatmoneydoesn’tgrowontrees.

Notethattheconnectivesusedinthetwosentencesaredifferent.Inthefirstsentence,theobjectclauseisoriginallyayes-noquestion,i.e.,“Istherealecturethisafternoon?

”Whenayes-noquestionisturnedintoanobjectclause,theconnectiveifisusedandthewordorderofthequestionchangesalittle.Inthesecondsentence,theobjectclauseisastatement.Whenastatementisturnedintoanobjectclause,theconnectivethatisusedandthewordorderofthestatementdoesnotchange.Theconnectivethatisoftenomittedinshortandinformalsentences.

2.In-classActivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendothesubstitutionexercises.

3.Languagepoints:

1.Idon’tthinkhedoes.–Whenthinkisusedtointroduceanegativeidea,thenegativeparticlenotisnotusedinthesubordinateclause;instead,itcomesbackbeforethink.Otherverbsusedinthesamewayare:

believe,suppose,imagine,etc.,e.g.,Idon’tbelievethatJohnknewthetruth.

2.whatfor–why,forwhatpurpose:

IwillgotoShanghainextweek.–Whatfor?

/Whatishecomingtothemeetingfor?

3.highjump–asportinwhichsomeonemakesajumpoverabarwhichisgraduallyraisedhigherandhigher跳高Othersportevents:

longjump/broadjump跳远,triplejump三级跳远,sprint短跑,walkingrace竞走，hurdles跨栏， 400-metrrelayrace四百米接力赛， marathon马拉松赛跑， 100-meterdash一百米赛跑，1500-meterrace一千五百米赛跑

4.Dialogues

HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionsonspecificdetails.

GothroughDialogueIandexplainsomelanguagepoints:

IV.Discussion

In-classActivityTwo

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpressions.

2.AskthestudentstolistentoDialogueIIandthenretellit.

V.Assignments:

1. Workinpairstopracticethesituationineachdialogue.

2. Workinpairstodothe“Role-play”inSB.

3.       HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&II.

4.       DothecorrespondingexercisesinWB.

PartTwo  Readings

1.Backgroundinformation:

Whenachildgrowsup,heiseagertoleavehometoseetheworldhimselfandtoexperiencethesociety.Butparentshavecomplicatedfeelings.Theywonderifthechildcanmanageeverythinginthesociety.Whatifhefails,whatifheishurt,andwhatifheisintroubleareallworriesofparents.Anyway,experiencecan’tbetaught.Childrenhavetoencountereverything,goodorbad,inordertogrow.

2.Languagepoints:

1.slap–hitquicklywiththeflatpartofthehand:

Ifyousaydirtywordsagain,Iwill

slapyourface!

Usage:

Compareslap,smack,andpunch.Slapandsmackarebothusedabouthittingsomeonewithanopenhand.Slapisusuallyusedabouthittingsomeoneacrosstheface.Smackisusedespeciallyabouthittingchildren.BequietorI’llsmackyou./I’llsmackyourbottomifyoudon’tbehave.Punchisusedabouthittingsomeoneorsomethingwithaclo