致用英語綜合教程綜合英語2教案綜合英語2單元設(shè)計unit(I)

1、本次課標(biāo)題：Unit 7 Men and Women 授課班級商務(wù)英語一年級上課時間10課時上課地點多媒體教室教學(xué)目標(biāo)能力(技能)目標(biāo)知識目標(biāo)talk about differences between men and womendescribe a persons personalityuse expressions to emphasize emotionsCorrectly use emotional emphasismaster the compound wordsproject: How different are boys and girls are in learning Eng

2、lish?master the skills of how to overcome the listening problemsvocabulary of Men and Womenlanguage points in reading: The Mythical chat gapgrammar: emotional emphasisvocabulary building: compound words (4)important words and phrases: myth, mythical, chat, chatty, disapprove, clam, crowbars, marketa

3、ble, disprove, trump, clear up, throw up, speak up能力訓(xùn)練任務(wù)及案例參考資料致用英語綜合教程第二冊（學(xué)生用書）程曉堂主編 外語教育與研究出版社致用英語綜合教程第二冊（教師用書）程曉堂主編 外語教育與研究出版社Section One Around the topicStep 1 Topic introduction:As the goal of equality between men and women now grows closer, we are losing our awareness of important gender diffe

4、rences. This unit aims to let students know what truly exists within a man and within a woman. Step 2 Your ideas1. Watch the video and answer the following questionsHow many differences does it describe between men and women? What are they?2) Do you think its a stereotype?Play the video twice and en

5、courage students to think about the questions and answer. A quizHow much do you know about the differences between men and women? Answer the following questions by ticking () the correct column.This activity aims to lead students into the topic of this unit. By answering the questions, students will

6、 get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class. Step 3 vocabulary In this section, students will learn some useful words and expres

7、sions related to peoples personality. Let students do the personality quiz and then ask them to describe themselves based on their answersDo the personality quiz below to discover what type of person you are. Write Y for yes, N for no and S for sometimesLet students finish the quiz as quickly as pos

8、sible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities.The questions in exercise A express personalities, which can be described by the adjectives below. Match the

9、 adjectives with the questions in the quiz.untidy 9optimistic 7sociable 2talkative 15reserved 13shy 3impatient 10ambitious 4lazy 11generous 14moody 5hard-working 12easy-going 16reliable 8cheerful 1sensitive 6Which qualities are positive and which are negative? Which could be both?Positive qualities:

10、 b, c, j, l, m, n, oNegative qualities: a, g, i .k Both: d, e, f, h, pWhat is the opposite of each of the 16 adjectives in Exercises B? tidypessimisticunsociablequiet/reservedoutgoing/sociableoutgoing/sociablepatientunambitioushard-workingmeancalmlazycriticalunreliabledepressed/miserableinsensitiveS

11、tep 4 discussion This exercise enables students to practice using the personality-related adjectives they have just learned, and generate more ideas about the differences between men and women. Have students work in groups set a time limit of about 3 minutes for each question. And collect their feed

12、back when they finish.What personality mentioned in the activities on page 103 are typical of men and which of women?Read this very old nursery rhyme. What does the rhythm say about boys and girls?What are little girls made of?Sugar and spice and all things nice.Thats what little girls are made of.W

13、hat are little boys made of?Snips and snails and puppy dogs tails. Step 5 Listening and speakingThis part aims to train students speaking and listening skills.What is a mature man like and what is a mature woman like? Discuss the questions in groups.Divide students into groups and ask them to discus

14、s the question. As they talk, move around the class to monitor their discussion and offer language support when necessary. Collect their discussion results when they finish. This task will prepare students for the listening task.Listen to four people taking about being a mature man and a mature woma

15、n. Put their points in the table below. The listening task practices students skills of note-taking. Before they start to listen, remind students to get ready for note-taking. Tell them to not down only key words by concentrating on the main twice. Play the recording twice. Check the answers when th

16、ey finish. Mature manMature womanSpeaker 1Strong-minded, decisive, responsible, hard-working, and know what they wantSpeaker 2Good physicalitythe shape, the way he stands, the confidence he has and he way he presents himselfSpeaker 3Soft, attractive, having a caring attitude to childrenSpeaker 4Cari

17、ng, warm, considerate, understanding, open Section Two ReadingThis section discusses the issue about talktiveness of men and women. Interesting result will be brought out from this text.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1. Who do you think are more ta

18、lkative? Men or women? Why?2. Do you agree that silence is a quality of men and talkativeness is a feature of women?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share infor

19、mation with others. Pick some volunteers to answer these tow questions as representatives of their group.Step 2 Text illuminationAsk several students to read the whole text in order to check whether they preview the text and get a general understanding bout it or not beforehand. Ask students to summ

20、arize the textThe teacher can put the comprehension check either before or after illuminating the text according to the needs of class and the students comprehension ability.Illuminate the text, during the process of which the teacher can encourage students to highlight or underline the important pa

21、rts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. clear up to explain or solve sth. 消除對某事的疑慮，解決某事 e.g. His appearance cleared up the misunderstanding.2. dismiss v. to refuse to consider someon

22、es idea, opinion, etc., without thinking carefully about it 對某事不予理會或不屑一提e.g. The committee dismissed his suggestion. 3. disprove v. to prove (sth.) to be false 證明（某事物）有誤或有假 e.g. The allegations have been completely disproved. 4. throw up (1) to make sth. rise in the air e.g. The crowd cheered and th

23、rew their hats up in the air. (2) bring sth. to notice 使某事物引起注意 e.g. Her research has thrown up some interesting facts. 5. put up to state (a position in an argument); present (an idea, etc.) for discussion or consideration 提出（意見等）供討論或考慮 e.g. What argument do you have to put up against that? 6. turn

24、 out to have a particular result, especially one that you did not expect 結(jié)果是 e.g. The job turned out to be harder than we thought. 7. by no means/not by any means not at all 絕不，一點都不 e.g. Shes by no means poor; in fact, shes quite rich.8. conviction n. a strong opinion or belief 堅定的看法或信仰 e.g. Its my

25、conviction that complacency is at the root of our troubles.9. persistent adj. continuing to exist, happen, or appear for a long time 持續(xù)出現(xiàn)的，一再發(fā)生的 e.g. Despite persistent denials, the rumor continued to spread.10. tag v. to give someone or sth. a name or title, to describe them in a particular way 給貼標(biāo)

26、簽；把稱作 e.g. The country no longer wants to be tagged as a Third World nation. 11. speak up to say sth., especially to express your opinion e.g. Its time to speak up for those who are suffering injustice.12. at heart if you are a particular kind of person at heart, that is the kind of person that you

27、really are e.g. Im a country girl at heart. 13. trump v. to do better than someone else in a situation when people are competing with each other超過，勝出，打贏 e.g. They were trumped by the national tennis team. Step 3 Post-reading exercisesRead the article and answer the following questionsHave the studen

28、ts read the text carefully and after the teachers text illumination, encourage students to answer the questions to check whether they get a clear understanding of the text.What is Matthias profession?A: A psychologist.Which university does Matthias work at?A: The University of Arizona.What is Matthi

29、as research finding?A: Men and women are equally talkative.Why will the fact that Matthias is married come as a chock to some men?A: Because they didnt expect Matthias to be a married man. They thought all married men would agree on the fact that women are more talkative than man.What is the stereot

30、ype of women like according to some men?A: Women are chatty species.How does Matthias do to be against the stereotype of women?A: He actually counts the number of words used per day by per man and per woman.How did Matthias do the counting work?A: He equips some 400 college students with recording d

31、evices.Why do people think that men and women have different amount of work?A: For example, men were more likely to talk among strangers than women, and mothers more likely to talk with their children than were fathers. If the subject was impersonal or problem-solving, men took up more of the airwav

32、es. If it is personal, women did. Are the following numbers true of men or women, or true of both men and women according to some statements in the text?DiscussionHow do you interpret the following sentences taken from the text?The scientific evidence plays very little part in producing convictions.

33、 (para 9)A: This sentence means that people have strong belief in what they think is right and scientific findings cannot convince people to change their opinions or beliefs.Men are from North Dakota and women are from South Dakota.A: Since North Dakota and South Dakota are two neighbouring states i

34、n the U.S., they are close to each other. This sentence means that men and women are very similar and not so different as many people think they are.I have no idea how long the math will trump the myth.A: I dont know how long it will take science to win the battle of fighting against deep-rooted pre

35、judice and misunderstanding. vocabulary and structureHave students do the exercises and then check the answers as a classComplete the sentences with the correct form of the words given below.Read the sentence in the text: Im married, and let me tell you that women do talk more. What pattern follows

36、the verb “l(fā)et”?In the following sentences, two verbs can be used and one cannot be used. Cross () the one that cannot be used.writingBoys and girls tend to have different hobbies. In what ways do you think their hobbies differ? What do you think are the possible reasons for the differences? Write a

37、passage about this topic in about 150 words.As students are very clear about their own and their classmates hobbies this should be an easy writing task. Tell students to open up their hearts and say what they really want to say. Remind them to edit their writing when they finish. Ask them to pay att

38、ention to some editing rules, such as verb-tense consistency, subject-verb agreement and grammatical correctness. Section 3 Language in use: emotional emphasisStep 1 test your grammar Have students do Exercise A. They may find it difficult when doing the first few sentences. Give them time to think

39、so that they can find out the answers by themselves. Brief discussion will help them understand this grammar point better. Look at the sentences and underline the words or expressions that express emotional emphasis.What are the main ways of giving emphasis? Discuss with your classmates.Divide stude

40、nts into groups and encourage them to brainstorm the main ways of giving emphasis in English. Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “emotional emphasis”. Then ask students to finish these exercises. Check their work when they finish.Being used fo

41、r communication between people, English Language often expresses the emotions and attitudes of the speaker and it is often used to influence the attitudes and behavior of the hearer. There are many ways of giving emotional emphasis:1. Interjections:InterjectionMeaningExampleahexpressing pleasure Ah,

42、 that feels good. expressing realization Ah, now I understand. expressing resignation Ah well, it cant be hoped. expressing surprise Ah! Ive won! alasexpressing grief or pity Alas, shes dead now. dearexpressing pity Oh dear! Does it hurt? expressing surprise Dear me! Thats a surprise! ehasking for r

43、epetitionIts hot today. Eh? I said its hot today.expressing enquiryWhat do you think of that, eh?expressing surpriseEh! Really?inviting agreementLets go, eh?erexpressing hesitationLima is the capital of erPeru. helloexpressing greetingHello John. How are you today?expressing surprise Hello! My cars

44、gone!InterjectionMeaningExampleheycalling attentionHey! look at that!expressing surprise, joy etcHey! What a good idea!hiexpressing greetingHi! Whats new?hmmexpressing hesitation, doubt or disagreementHmm. Im not so sure.“ohexpressing surpriseOh! Youre here!expressing painOh! Ive got a toothache.exp

45、ressing pleadingOh, please say yes!ouchexpressing painOuch! That hurts!InterjectionMeaningExampleuhexpressing hesitationUh.I dont know the answer to that.uh-huhexpressing agreementShall we go? Uh-huh.um, ummexpressing hesitation85 divided by 5 is.um.17.wellexpressing surpriseWell I never!introducing

46、 a remarkWell, what did he say?2. Exclamatory Sentences:感嘆詞（以及副詞、形容詞）表示的感嘆句： Alas! 哎呀! Oh! 啊!哦!哎喲! Well! 好啦! Why! 什么（話）！嗯！豈有此理！好好！ Excellent! 好極了！ 短語表示的感嘆句： Dearme! 哎呀！ GreatHeavens! 天哪！ Mygoodness! 噯呀！ Noneofyournonsense! 不要胡扯了！ 從句表示的感嘆句： (1) As if it were my fault! 好像是我的過錯似的! (2) To think a scanda

47、l of this sort should be going on under my roof! 真想不到這種丑事竟然出在我 們家里! 表語表示的感嘆句： (1) Just my luck! 唉，又倒霉了! (2) Sorry，my mistake! 對不起，是我的錯!How用于感嘆句的幾種句型： How形容詞 Howlovely! 多可愛啊! Hownice! 多好啊! Howkindofyou! 您好客氣! How形容詞主語謂語 Howtallsheis! 她個子多高啊! Howfondhewasofit! 他多么喜歡它啊! How副詞主語謂語 HowwellGeorgewrites! 喬

48、治寫得多好啊! Howbeautifullyshesings! 她唱歌唱得多美啊! How主語謂語 Howheran! 他跑得多快啊! Howtheyshout! 他們叫喊得多厲害呀! How形容詞（名詞）謂語主語 (1) Howstrangeandimpressivewaslife! 人生是多么奇妙 動人啊! (2) Howpreciseandthoroughareherobservations! 她的觀察是多么準(zhǔn)確和透徹啊! (3) ForhowmanyyearshaveIwaited! 我等了多少年呀! What用于感嘆句的幾種句型：Whata/an/the名詞 Whatafool! 真

49、是個傻瓜! Whatapity! 真是遺憾! Whattheheck/dickens!（你講的）什么玩意啊! What名詞 Whatluck! 多幸運啊! Whatfun! 多么好玩啊! What（a/an）形容詞名詞 Whatfunnystories! 多么好笑的故事! Whatterribleluck! 太不走運了! Whatarottenday! 多倒霉的一天! Whata/an形容詞名詞（主語）謂語 Whatanenormouscrowdcame! 來了多么大的一群人呀! What名詞主語謂語 Whatlovelyflowersthoseare! 那些花多美啊! Step 3 Doin

50、g exercises Then ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary. Match a word in Column A with a sentence or a part of a sentence in Column B

51、 to from a new sentence.Fill in the blank with the words or expressions below.Step 4 Vocabulary building: Compound word (4) The adjective compound “problem-solving” in the text is formed by a noun “problem” and a verb plus-ing “solving”. Many other examples of this type can be found in English.Expla

52、in this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary. Match a word in column A with a word in co

53、lumn B to form an adjective compound. Work out their meanings.Fill in the blanks with the compound adjectives in exercise A. Section 4: Project: How different are boys and girls in learning English?This research helps students know more about the differences between learning strategies used by boys

54、and girls. By doing the research, students can learn useful methods for English learning from their classmates. Ask students to do the research by following the steps given. Give them enough time to present their research findings. It is found that boys and girls tend to use different strategies in

55、learning English. Do a class survey and see how different they are. You may follow the following steps:Step 1 Work in groups. Each member of your group should interview at least five boy students and five girl students from your own or other classes (Remember each student should be interviewed only

56、once), and make a list of about 10 pieces of information about the way each student learns English. Step 2 Return to your group and put all the information together. List different learning strategies used by boys and girls. Select five common ways for each. Step 3 Write a report about the differenc

57、es between the strategies used by boys and girls.Step 4 Present your report to the whole class, and see how different your research findings are from those of other groups.Section Five Extension and Cultural TipsPart 1 Extension: Understanding the differences between men and women This text shows th

58、e difference between men and women from a physical and psychological points of view. Let students read the text. Give them necessary help if they have language problems. When they finish, ask them to do the discussion and the writing exercise. As the goal of equality between men and women now grows

59、closer, the vision of equality between men and women has narrowed the possibilities for discovery of what truly exists within a man and within a woman. The world is less interesting when everything is the same. My view is that men and women are equal but different. When I say equal, I mean that men

60、and women have a right to equal opportunity and protection under the law. However, I have also observed that men and women are at least as different psychologically as they are physically. Step 1 let the students read the text and finish the comprehension questionsDivide students into groups and hav