Unit 1新編實(shí)用英語課堂設(shè)計(jì)

1、Unit One Hello, Hi！Foreword: Writing a class work design is often like holding a hot potato in hand. But as the writer of this textbook, we write this class work design simply to help teachers to do a better teaching job. But we should remember that we are teaching to help students to learn to use t

2、he language, rather than simply understand it. Therefore, what we write here is not a collection of difficult language points, but a set of advice and a stock of language material to help you, teachers, to motivate the students to become an active language user, a cross-cultural communicator, althou

3、gh in many cases they have to rely on their poor language proficiency. Class Work Design: Three Sessions Six Contact HoursSession No. Unit Sessions Involved Focal PointsSession 1(90-100 minutes)Section I Talking Face to Face1. Greeting people and giving responses: First meeting and meeting again2. I

4、ntroducing people to others3. Exchanging personal information4. Saying hello in different languages5. Saying goodbye to others6. Meeting people at the airport7. Writing a business card8. Basic sentence structure9. Key words and expressions:business card, introduce, professor, excuse, college, surpri

5、se, presidentSection II Being All YearsSection III Trying Your Hand1. Practicing Applied Writing2. Writing Sentences and Reviewing GrammarSession 2(90-100 minutes)Section III Maintaining A Sharp EyePassage 1 The Business Card a Social Faux Pas 1. The importance of name cards2. How to hand out your n

6、ame cards3. Key words and expressions:situation, reach for, get caught in, hand outSession 3(90-100 minutes)Section III Maintaining A Sharp EyePassage IIHow to Say Hello in DifferentLanguages1. How to say Hello in different languages2. Key words and expressions:handshake, bow, embraceSuggested Teach

7、ing Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions: 1) How much do you know about the way American and British people greet each other? What expressions do they often use?2) How do we Chinese greet others? What expressions d

8、o we often use?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class. 3. The tudents discuss in groups, summarizing the words, phrases and sentences frequen

9、tly used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation. 1) The way native English speakers greet people and give responses: Greetings at the first meetin

10、gResponses(1) How do you do?How do you do?(2) Nice to meet you.Nice to meet you, too.(3) Pleased/Glad to see you.Pleased/Glad to see you, too.(4) Hello, Im a new student here.Welcome to our school.(5) Hi. Havent we met before?No, I dont think so.Greetings when meeting againResponses(1) How are you?F

11、ine/Very well, thank you. And you?(2) Hello. How are things with you?Quite well. And you?(3) How is everything?Not (too) bad.(4) How are you doing? What are you doing these days?Fine/Good, thank you.Nothing particular.(5) Havent seen you for ages. How are you?Fine/Very well/Ok, thanks.(6) Fancy seei

12、ng you here, Lily!Yeah, fancy that.(7) Nice to have you with us, Ann. Please make yourself at home.Thank you, I will. 2) The way native English speakers introduce themselves to each other:(1) Mr. Brown, allow me to introduce myself. My name is Zhou Daqiang, manager of the company.(2) Im Robert Mille

13、r from America. Please call me Robert.(3) Before we start (First of all), let me introduce myself.(4) Hello, may I introduce myself?(5) Id like to introduce myself first.(6) Could you please introduce me to your manager? (7) May I introduce my friend Mike? He is from Canada. 3) The way native Englis

14、h speakers exchange their personal information:(1) Here is my name (business) card. (2) This is my name card. (3) Thank you. Here is mine. (4) This is my mobile phone number. (5) Ill take down your e-mail address. (6) Please call me or e-mail me if you need any help. 4) The way native English speake

15、rs say good-by to each other: (1) Bye.(2) Good-bye.(3) So long.(4) See you next time.(5) Have a good day.(6) Pleased / Glad to have met you.(7) Take care.(8) See you later. 5) The expressions native English speakers frequently use to meet people at the air port: (1) Hello, are you Prof. Smith from t

16、he United States? (2) Hi, are you Miss Mary Green? Im Li Hong from Foreign Languages School. (3) How do you do, Mr. White? My manager has asked me to meet you at the air port. (4) Did you have a good trip? (5) Was everything OK on your trip? (6) Let me help you with your luggage. And I have a car wa

17、iting for us outside.Studying business cards 1. Warm-up questions:1) When are business cards exchanged between people?2) What are usually written on business cards?2. The students read and translate the sample business cards under the guidance of the teacher. 2 Act-out activities:Sample dialogues 1.

18、 The students read the sample dialogues after the teacher, trying to imitate the teachers pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the greetings in the sample dialogues into three groups.1) Greetings used at

19、 the first meeting:(1) Hello, nice to meet you.(2) How do you do, Professor Lu?(3) Welcome to our department, Mike.(4) Nice to meet you, Mr. Green. Welcome to our company.2) Greetings used when meeting again:(1) Hi, long time no see, Mike. Do you remember me?(2) How nice to see you again. How are yo

20、u?(3) How is your project?(4) Its going fine.(5) Hello, Jack. Havent seen you for ages. Hows everything?(6) What a pleasant surprise! Im fine.(7) What brings you here?(8) How are things going in your company?(9) Not bad. How about you?(10) Just doing well. Would you care for a drink?3) Sentences use

21、d for introducing people and giving responses:(1) My name is Lu Yang.(2) Im Michael Breen. Please call me Mike.(3) Heres my card.(4) Im Jack Green from Zhonghua Technical School.(5) Here is my business card.(6) This is mine. 4. Group work: Give the students several minutes to prepare an introduction

22、 of themselves, and then introduce themselves to each other. 5. Pair work: Make a dialogue about two old friends meeting again. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities: 1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Sp

23、eak and Perform. There will be a class presentation in the next class period.2. Group work: Design a business card in groups with PPT, present it and practice exchanging the business cards to each other in the next class period. 3. Pay a visit to the website: to watch the video about an ESL lesson-

24、Introduction words and phrases.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. While lis

25、tening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do exercises in this section. 4. Pl

26、ay the tape for the third time with a pause after each sentence, and ask the students to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking

27、 at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally: 1) Who is John? Where is he from? 2) What does he study in the university? 3) Who is Lin? Which grade is he in now? 4) Where does Lin want to go after graduation? Why does he want to study

28、 further? 5) How can they keep in touch later on?4. Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give

29、 the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section. 4. Play the tape for the third time with a paus

30、e after each sentence, and ask the students to take notes of the key words. SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: The teacher summarizes briefly the format and language used in business cards. The teacher may show the following passage with PPT (If there is no PPT

31、prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.Business cards are cards bearing business information about a company or individual. They are exchanged during formal introductions as a convenience and a memo

32、ry aid. A business card typically includes the giver's name, company affiliation (usually with a logo) and contact information such as street addresses, telephone number(s), fax number, e-mail addresses and website. It can also include a bank account and tax code. Traditionally many cards were s

33、imple black text on white stock; today a professional business card will sometimes include one or more aspects of striking visual design.Your card should display the same design and basic information as your other marketing materials. However, a business card is not a brochure or a catalog; its spac

34、e is limited, so you must choose the information content and your words carefully. Single words and phrases should be used. A good approach is to break the essential information down into three areas: identity, credibility and clarity.The following items are often included in a business card.TitlesW

35、ork UnitsOthersGeneral ManagerVice ManagerSales ManagerDirector DeanAccountantPresidentGeneral Editoretc.Co. LtdGroup companyTV StationDepartmentTrade CompanyElectronics Co. Ltd.etc.Address:_Tel:_Fax:_Mobile:_E-mail:_2 Simulated writing: 1. The students read and translate the sample names cards with

36、 the help of the teacher.2. Do Exercises 2, 3 and 4 in groups. Writing Sentences and Reviewing Grammar 1 The teacher gives a brief summary of the basic sentence structuresMost English sentences are constructed using three basic sentence patterns. The heart of every English sentence is the Subjective

37、-Verb core. Other elements can be added to make the sentence structure grow into more complex sentence patterns. When we speak out or write a sentence, the essential thing to do is to get the basic sentence structure correct. The teacher shows the following table with PPT or draws it on the blackboa

38、rd.No.StructuresExamples1Subject + Verb + (Object)Jim works very hard.Mary likes Chinese food.2Subject + Linking Verb + PredicativeMr. Smith is a doctor.Bill looks sick.3There be structureThere is a great Italian restaurant across the street.There are wild flowers in the hills.2 Do Exercises 5, 6 an

39、d 7 in groups.3 Assignment for this section:Suppose you are a salesman of DJ Electronics. Design a name card for yourself. In the next class period there will be a Business Card Show: each student or each group will present their business cards for the class business card show. A bench of judges wil

40、l choose and award the best.SECTION IV Maintaining a Sharp Eye Passage 1 The Business Card a Social Faux Pas1 Warm-up questions:1. What is the function of business cards?(They show business information about a company or individual.)2. What do people think about business cards?(They are a useful mar

41、keting tool.)2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teachers pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students pronunciation and in

42、tonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they dont understand and report them to the class. The teacher will demonstrate the usage of those chosen poin

43、ts, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teachers Book, the following points are encouraged to be chosen and practiced on. 1. situation: n. a condition or position in which you find yo

44、urself e.g. The economic situation has changed considerably.2. reach for: move forward or upward in order to touch e.g. I reached for a book on the top shelf.3. get caught in: to be in a situation that you cannot easily get out of e.g. We should be able to make it unless we get caught in a traffic j

45、am.4. hand out: to give something to each person in a group; give without charge e.g. Will you help me to hand out the materials for the lecture?4 Teaching suggestions for understanding the passage in detail: 1. Paragraph 1: 1) The students look though this paragraph together.2) Group work: Give the

46、 students 3 minutes to prepare the translation of the first paragraph, and then an oral class presentation is required.2. Paragraph 2:1) Ask one or two students to read this paragraph. 2) Group work: The students have a discussion to find the answers to the following questions: (1) If you dont want

47、to miss opportunities for business, what should you do? (I should not miss connections.) (2) How are people usually looked at if they dont present their name cards properly in business situations? (They are regarded as not being prepared.)3. Paragraph 3: 1) Pair work: One student reads this paragrap

48、h loudly, and another helps correct his or her pronunciation. And then they change their roles to do the same work again. 2) The two students work together to summarize the general idea of Para. 3, and then present it in class. (The general idea of Para. 3: You should always bring your name card wit

49、h you.)4. The rest of the passage: 1) The students read this part for three times by themselves, trying to remember the meanings of the passage. 2) Meanwhile the teacher writes down the following sentences with some words missing on the blackboard or show them with PPT. The students are asked to fil

50、l in the missing words in the following sentences without looking at the book. (1) If you dont have a job, get _. (2) If you are _, havent had new cards in 2 or more years, it could be time for _ and _. (3) Perhaps set a goal of _ 5 cards a day. (4) Practice what you will say when handing them out.

51、_, there are so many opportunities to do so. (5) Ask your network to _ and for you also by handing out a few! (Key: 1. Networking Cards 2. employed; an update; photo update 3. handing out 4. On a daily basis 5. network with info update)5 Summary of the passage: 1. Group work: The students have a dis

52、cussion of the main idea of the passage. The students ideas may vary, and the teacher gives his or her own idea. (The main idea of the passage is that a business card is very important for you to communicate with others, so you should always bring it with you.)2. Groups work: Each group tries to pic

53、k out at least 5 expressions or sentences from the passage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggested methods for doing exercises: 1. Group work for Exercises 2 and 3: Underli

54、ne the useful expressions in each sentence. 2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are going to use and then write out their translation. Afterwards they check up each others work, correcting the mistakes. At last, the whole class repeat the English tr

55、anslation of the sentences together.7 Assignments for this section:1. Recite Paragraphs 2 and 3 of the passage.2. Preview Passage II.PASSAGE II How to Say Hello in Different Languages1 Warm-up activities: 1.Group work: Ask the students to greet each other in their local dialects. At the same time, t

56、he whole class try to imitate their greetings.2. Ask the students if they know any way to say hello in any foreign language. Ask those who do say it to the class. Then let the students refer to the language list in the course book to find out more about how to say hello in the world 2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teachers pronunciation and intonation, and then read it in class individually. The teacher should pay attentio