新视野教案book 1 unit 2.docx

1、新视野教案book 1 unit 2 A Teaching Plan for Unit 2 (In New Horizon College English Book1) .Time : the second 10 class hours in Oct. 2006. Contents: Listening and Speaking Section A: A Busy Weekday Morning Section B: Parent Talk. Suggested Timetable:1. The first two-class-hour for listening and speaking(U

2、nit 2 in College English and Speaking Course Book 1).2. Next four-class-hour session for Section A3. The fourth two-class-hour session for exercises of Section A4. The fifth two-class-hour session for Section B and C: Aims and Requirements:. Listening and Speaking:1. Train the students ability to ge

3、t the general idea and grasp important details of the text by listening to it.2. Train the students ability to make a summary about the material which they have heard and read. Section A:1. Students are able to understand the passages thoroughly by reading them.2. Students will be able to write one

4、short paragraph with a series of actions organized according to the order of the sequence, using time markers.3. Students will be able to grasp some words and expressions and some sentence structures in the unit.4. In terms of grammar, students will learn about the information about “as”.Section B:

5、1. Students will be able to distinguish between facts and opinions.2. Enable the students to grasp the main idea and some important expressions. Focal points and Difficult Points of this unit:. Listening and Speaking: 1. Enable students to open and close a conversation.2. Students will be able to di

6、stinguish between similar sounds.3. Students will learn about how to improve their conversation skills.Section A: A Busy Weekday Morning1. Learn to make a summary.2. Analyze the series of actions according to the time when they happened. 3. Writing a short paragraph with a series of actions accordin

7、g to the order of the sequence, using time markers.4. Grasp some CET-4 words .Section B: Parent Talk1. Distinguishing between facts and opinions. 2. Grasp some CET-4 words. . Suggested Teaching Procedures and methods:(Underlying approaches: mucative approach 2.Theme-based approach 3. Student-centere

8、d and content-centered teaching. )(Teaching Aids: 1. Using tape recorder 2. If available, using computer)Listening and Speaking:1. In everyday life, we often have to open and close a conversation. Do you know how to do that in English? (Let the students discuss at first. ) Then listen to some short

9、passages. Then go back to the previous question. Let the students supplement the answers.2. Before listen to the material ,discuss some questions:Do you often speak English with your classmates and friens?Are you afraid of making mistakes?How can you improve your English conversation skills?3. Then

10、listen to the material, let the students try to make summary of the listening passage. Then listen again and do the concerning exercises.4. Let the students form an oral passage about how to improve their conversation skills.Section A:1. Lead in (and the background): Tell a story about the generatio

11、n gap between youngsters and their parents. (Different teachers have different stories owing to different experiences.) Do you think there is generation gap between you and your parents? Can you present some stories between you and your parents?Background:What is “generation gap”, do you know? (A ge

12、neration gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. This can be defined as occurring when older and younger people do not understand each other because of their different experiences, opinions, habits and behavi

13、or ) 2. Today we will learn a story about the generation gap between a girl and her parents“A Busy Weekday Morning”.3. Pre-reading activities: The purpose of the pre-reading activities is to help the students focus on the content of the reading passages.(Text: You are about to read an early morning

14、exchange between a daughter and her parents. You will also hear about how they miss connecting with or understanding each other. It is as if they are blind to what is important in each others worlds. This puts them in separate worlds and creates the gap between the older and the younger generation.)

15、4. Now I will let you listen to the passage without reading the book. Lets find how much you can understand just by listening. (After listening, asking somebody to present the information he/she has caught.)5. Then lets read the story to find what the story is about. (The students read passage A. If

16、 they have previewed the passage, go directly to the next step. ) 6. Answer the following questions according to Passage A you just have read. a. What woke up Sandy? b. Why did Mr. Finch shout at his daughter? c. Did Sandy agree with her father? Why? d. Sandy seemed to enjoy the bathroom, but she di

17、dnt stay long in it. Why? e. What class was Sandy going to have that day? f. From the dialogue between the mother and daughter we know that the mother was very much concerned about the daughter. Was the daughter thankful to the mother? And why? g. At the end of the dialogue Mrs. Finch said to her da

18、ughter, “Sandy Finch, youre too young to wear that much makeup.” Why did she greet her daughter by full name? h. Throughout the story the parents and the daughter seem to have different views on things. What do the differences suggest to us readers?7. Now you know more about the text, lets listen to

19、 the text again to see if you can catch more.8 Now that you have known the general idea about the text, can you retell the text with your own words.9. Then dealing with the language points in the text. 1. Weekday : any day except Saturday and Sunday. e.g. My mother is free on weekdays but busy on we

20、ekends. 2. Click : v. make a short, sharp sound e.g. The key clicked in the lock. n. a short ,sharp sound. e.g. The door opened with a click. 3. Blast: v. a, make a sudden, loud sound 发生猛烈响声 e.g. As she entered the room, the sound of western music blasted forth. b, break up by explosion 爆炸 e.g. They

21、 blasted a hole in the wall so that they could get through. c, attack with explosives 以炸药攻击 e.g. The soldiers blasted the stronghold. 4. Like a shot, the music woke Sandy. Meaning: Sandy heard the music and woke up as if startled by a gunshot. “shot ”is used to suggest the suddenness . 5. along with

22、: in company with, together with e.g. Ill go along with you. There was a bill along with the letters. 6. burst into: a, enter hurriedly or explosively e.g. The children burst into the room looking for food. b, start suddenly e.g. She burst into laughter at seeing his lovely daughter. 7. over and ove

23、r: again and again, repeatedly e.g. Read the sentence over and over until you do it right. I have told them over and over again, so they know what to do. Notice that you can say “over and over” or “again and again” or “over and over again”, but never say “again and over”. 8. . though it does have rh

24、ythm rhythm: regular repeated pattern of sounds or movements. e.g. That music has a strong rhythm. Here “does” is used for emphasis and should be followed by the bare infinitive form of the verb. e.g. He does have a brother in England. 9. It is definitely horrible stuff. definitely: adv. Certainly,

25、with no doubt e.g. Without enough teachers, the education in this area is definitely a problem, no one can argue that it is not serious. Horrible: adj. Awful, unpleasant e.g. What a horrible mistake youve made. 10. Green Waves: a fictional name for a musical group made up by the writer for use in th

26、is story. 11. Sandy reached for the radio to turn it up louder. reach for: stretch ones hand so as to touch or hold something. e.g. There was no time for me to reach for my gun. turn up: increase(a flame, a sound,etc.) usually by moving a switch. e.g. We turned up the heat to make the room warmer. 1

27、2. I cant stand it. stand: vt. endure, bear. Here “stand ”is used as a transitive verb, but its not as formal as “bear”. e.g. He can stand more pain than anyone else I know. 13. and the musicians didnt use such offensive language. offensive: adj. Bad, very unpleasant e.g. The room has an offensive s

28、mell. Why not open the window and air it? 14. Now, would you please hurry up and turn it off? hurry up: move or do something faster. e.g. She hurried up and posted the letter. turn off: In this passage we learn four verbal phrases beginning with the verb “turn”. That is “turn on”, “turn off”, “turn

29、up”, “turn down”. Do you know the differences among them? 15. Her mom or dad usually banged on the door. bang: v. (cause to) knock, beat or move violently and with a loud noise. e.g. I could hear the door banging in the wind. She banged the chair against the wall. 16. so she grabbed a towel and drie

30、d off. dry off: (cause to) become dry e.g. She ran in after the rainstorm and dried herself off with a thick towel. 17. As usual, she didnt know what to have for breakfast as usual: as in common, as has happened before. e.g. As usual, Sandys music made her fathers stomach feel uneasy. 18. Ill brush

31、my teeth when Im done. Meaning: Ill brush my teeth when I have finished my breakfast. done: a. finished e.g. When you are done, come back. 19. Its disgusting. disgusting: a. very unpleasant. e.g. What a disgusting smell. I think its disgusting the way the government raised taxes. 20. Stop bugging me

32、. bug: (informal/ slang) bother; annoy; trouble. e.g. Dont bug me any more. Im occupied. I did it only to bug my colleagues. 21. Sandy pretended not to notice that her mother was a little annoyed. annoy: vt. make a little angry. e.g. The police told me to call them immediately if the man annoyed me again. 22. Fren