新编英语教程一全部教案.docx

新编英语教程一全部教案.docx

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新编英语教程一全部教案

TeachingPlan

OfANewEnglishCourse

Statement

Theplanseries,basedontheEnglishteachingbookANewEnglishCoursebyLiGuanyi（李观仪）andMeiDeming（梅德明）,areeditedandreorganizedbyEnglishDept.ofLongdongNormalUniversityfortheteachers’reference.TheEnglishDepartmentofLongdongUniversityistheonlycopyrightholder.Anyillegalunloadingoftheplanwillbeaccusedwithaccordancetorelevantlaws.

BookI

Unit1

TimeAllotment

SectionOne           DutyReport,LanguageStructures&Dialogues（100minutes）

SectionTwo           DutyReport,Readings（100minutes）

SectionThree           DutyReport,Exercises（100minutes）

MainTasks:

I. Grammar

1.Thesimplepastandthepresentperfectcontrasted

2.Thepastprogressive

3.Thepastperfect

II. Communicativeskills

1. Askingfor/givinginformationaboutsomebody’s（first,second,last,etc.）visittoacertainplace;

2. Askingforandgivinginformationaboutwhatwasgoingonintwodifferentclassesatthesametimeinthepast;

3. Askingforandgivinginformationaboutwhatwasgoingonatacertaintimeinthepast;

4. Givinginformationaboutactionscompletedbeforeacertaintimeinthepast/beforeanotheractioninthepast;

5. Introducingyourselfandrespondingtoanintroductionwhenyouareintroduced.

III.Usefulwordsandexpressions

IV. Note-writing:

Noteofintroduction

V. Useoftransitions

DetailedTeachingPointsandSuggestedTeachingProcedures：

SectionOne  LanguageStructures&Dialogues

I.  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.

II. Dialogues

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.

In-classActivity

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpression.

2.AskthestudentstolistentoDialogueIIandthenretellit.

Homework:

1.Workinpairstopracticethesituationineachdialogue.

2.Workingroupstodiscussthetopicof“HowIspentthesummervacation”.

3. HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&II.

4. DothecorrespondingexercisesinWB.

SectionTwo Readings

Havethestudentsreadthepassagefirstanddothecorrespondingexerciseinworkbook.Thentheteachermayaskthemquestionsinclasstochecktheircomprehension.

I. Usefulwordsandexpressions:

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.

II. Note-writing

Notesmustbepreciseanddirect;however,thestyleiscasual.Innotesofintroduction,thefollowingareusuallyincluded:

1. Thenameofthepersontobeintroduced

2. His/Heridentity

3. Thepurposeoftheintroduction

4. Appreciation

III. Useoftransitions

Transitions,orlinkingwordsarewordsthatjoinoneideatoanotheridea.Transitionsaddcoherencetowritingbyjoiningideastogether.Theyhelpawriterformbridgesfromonesentencetoanother.Thereadercrossesthebridgebyconnectingonesentencetoanother,ifthetransitionalwordsaregoodones.HavethestudentsdiscussthealternativesforeachblankinGuidedwritingandhelpthemdistinguishoneconnectivefromanother.

Homework:

1. Guidedwriting

2. ExercisesinWB

3. Interactionactivities

SectionThree   Exercises

Checktheexercisesandexplainthedifficultpointsinthem.

Unit2

TimeAllotment

SectionOne            DutyReport,LanguageStructures&Dialogues（100minutes）

SectionTwo           DutyReport,Readings（100minutes）

SectionThree         DutyReport,Exercises（100minutes）

MainTasks:

I. Grammar

Thenominalclauseusedastheobject,introducedby

1. if

2. wh-word

3. that

II. Communicativeskills

1. Askingforandgivinginformationaboutafutureevent

2. Askingforandgivinginformationaboutapastevent

3. Expressingone’sinabilitytoansweraquestionandrecommendingsomebodyelsetogivetheinformation

4.Askingforandgivinginformationofthetruthofanevent

5. Expressingagreement

6.  Findingtheway

III. Usefulwordsandexpressions

IV. Note-writing:

noteofintroduction

DetailedTeachingPointsandSuggestedTeachingProcedures：

SectionOne          LanguageStructures&Dialogues

I. Grammarreview

Insteadofusinganounwithmodifierstofunctionasanobject,wemayuseanominalclause:

Doyouknowifthere’salecturethisafternoon?

Everybodyknowsthatmoneydoesn’tgrowontrees.

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

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

II.LanguageStructurePractice

In-classActivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendothesubstitutionexercises.

Usefulwordsandexpressions:

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

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

2.whatfor–why,forwhatpurpose:

IwillgotoShanghainextweek.–Whatfor?

/Whatishecomingto