《新理念交互英語(yǔ)教程1》教學(xué)教案(全)

PAGEPAGE65新理念交互英語(yǔ)教程1教案課程名稱新理念交互英語(yǔ)教程1學(xué)期課時(shí)班級(jí)專業(yè)教師院系教研室教材《新理念交互英語(yǔ)教程1》Unit1GratitudeTeachingObjectivesSectionAStudentsareabletounderstandpoliteexpressionsusedindailylifeandchoosethebestanswerfortheexercises.SectionBStudentsareabletotellstoriesaboutloveorgratitude.SectionCStudentsareabletospellandknowthemeaningofsomekeywordsandexpressionsinTextAandTextB.StudentscangetfamiliarwiththestructureandmainideasofTextAandTextB.StudentsmasterthelanguagepointsinTextAandTextB.StudentsareabletodoFocusExercisesindependentlyafterhavinglearnedTextAandTextB.SectionDStudentscanunderstandandmastertheclassificationandusageofNouns.StudentsareabletodoTestYourselfindependently.SectionEStudentscangetfamiliarwiththebasicformatandsomesentencepatternsofNotice.StudentsareabletowriteaNoticeinEnglish.SectionFStudentscanunderstandthemeaningofthemusicandsingalong.TimeAllocationSectionASectionBSectionCSectionDSectionESectionF11411NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmakewhateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.TeachingProceduresPeriod1SectionAWakeUpYourEarsTeachingSteps:1.StudentsworkinpairsandbrieflydiscussexpressionstoshowpolitenessinEnglish.2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.3.StudentslistentotherecordinganddoListeningPracticeonebyone.4.Checkanswerstotheexercisestogether.Period2SectionBOpenYourMouthTeachingSteps:ActivityA1.Dividetheclassintogroupswith3-4membersineachgroup,andaskstudentstotellthestorytootherstudentsinthegroupbystudyingthepicturesprintedinthebookcarefully.Studentsareexpectedtoaddasmoredetailsaspossible.2.Invitesomestudentstotellthestorytothewholeclass.3.LeadtheopendiscussiononthequestionsinActivityBandthenaskseveralstudentstostatetheiropinions.Homework:1.Reviewthepoliteexpressionslearnedintheclassandpracticewithclassmatesorroommatesafterclass.2.PreviewTextA,includingthenewwordsandexpressions.Period3—4SectionCEnrichYourMindPartOneTextsTextATeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:attention especially primary gentle patienceinfluence follow gain praise anxiouscourage treat role confident3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsneither...nor drawone’sattention aswellashaveaninfluenceonsb. toone’ssurprise alaughingstockplayaroleinPlayarole(in) turnintoPlayarole(in)5.Studentsreadthetextforthefirsttimetogetthemainideas,discussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetextonebyone.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph21.enjoydoingsth.喜歡做某事e.g.I

enjoy

watchingTVmorethananyotherpastimes.

我喜歡看電視超過(guò)了別的消遣方式。Sheenjoysplayingbasketball.她喜歡打籃球。2.not…until直到……才……e.g.Wedidn’tgetoffthebusuntilitstopped.公交車停了，我們才下車。Wecouldnotgooutuntilourteachercameback.老師回來(lái)后，我們才能出去。Paragraph3Itwasabitdifficultforaneight-year-oldchildtodoso.對(duì)一個(gè)8歲的孩子來(lái)說(shuō)，這樣做有點(diǎn)難。1)此句包含了一個(gè)句型：Itbe+adj.+forsb.todosth.對(duì)某人來(lái)說(shuō)做某事(怎么樣)。it是形式主語(yǔ)，真正的主語(yǔ)是todosth.。該句型中，形容詞僅僅用來(lái)描述事物特征，這類形容詞有difficult，easy，hard，important，dangerous，(im)possible等。如果句型中的形容詞是描述不定式行為者的性格、品質(zhì)的，如kind，good，nice，right，wrong，clever，careless，polite，foolish等，則后面的介詞要用of。e.g.Itisnoteasyforustomasteraforeignlanguage.對(duì)我們來(lái)說(shuō)掌握一門外語(yǔ)不容易。It’sverykindofyoutohelpme.你能幫我，真好。2)此句中的eight-year-old是一個(gè)復(fù)合形容詞，其構(gòu)成形式為“數(shù)詞+名詞+形容詞”，中間用連字符連接，且名詞用單數(shù)形式。e.g.an800-meter-longbridge一座長(zhǎng)800米的橋梁Paragraph4Itisshewhoturnedaself-abasedgirlintoaconfidentone.正是她讓一個(gè)自卑的女孩變成了一個(gè)自信滿滿的人。此句為強(qiáng)調(diào)句。強(qiáng)調(diào)句的結(jié)構(gòu)為：It+be+被強(qiáng)調(diào)的內(nèi)容+that(who)+句子的其他成分。在該句型中，be動(dòng)詞有is，was兩種形式，分別用于現(xiàn)在時(shí)和過(guò)去時(shí)的強(qiáng)調(diào)句中。如果被強(qiáng)調(diào)的部分是人，則關(guān)系代詞可以用that，也可以用who。e.g.ItisTomthat/whogetsuptheearliestinthedormeveryday.每天寢室里起得最早的人正是湯姆。Itwasyesterdaythattheygotlostintheforest.就是在昨天，他們?cè)谏种忻月妨?。Homework:1)ReviewnewwordsandexpressionsinTextAandprepareforadictationnextclass.2)PreviewTextB,includingthenewwordsandexpressions.Period5—6TextBTeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:create attitude improve effect significant spiritcomplain constant focus positive spread cyclecontinue effortbasic3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsfar-reachingeffect inperson focuson bringdown liftupforexample inturn takeeffort therest(ofsth.)5.Studentsreadthetextforthefirsttimetogetthemainideasanddiscussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetext.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph1both…and…兩者都……both…and…連接名詞或代詞作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式。e.g.BothNewYorkandLondonhavetrafficproblems.紐約和倫敦都存在交通問(wèn)題。BothLilyandTomlikeplayingcomputergames.Lily和Tom都喜歡玩電腦游戲。Paragraph31.Hardaslifecanbesometimes,rememberthatthereisalwayssomeonethathasthingsworsethanyoudo.雖然生活有時(shí)很艱辛，但要記住總有人過(guò)得不如你。1)hardaslifecanbesometimes是由as引導(dǎo)的讓步狀語(yǔ)從句。as引導(dǎo)讓步狀語(yǔ)從句時(shí)，必須將表語(yǔ)、狀語(yǔ)或動(dòng)詞原形置于as前面。e.g.TiredasIwas,Itriedtohelpthem.雖然我很累，我還是努力幫助他們。Tryashewould,hecouldn’topenthedoor.他試過(guò)多次了，卻仍打不開(kāi)那扇門。Hardastheytried,theycouldn’tmakeherchangehermind.盡管他們做了很大努力，卻無(wú)法讓她改變主意。2)remember后是一個(gè)由that引導(dǎo)的賓語(yǔ)從句thereisalwayssomeonethathasthingsworsethanyoudo，該賓語(yǔ)從句中又包含一個(gè)由that引導(dǎo)的限定性定語(yǔ)從句thathasthingsworsethanyoudo，該定語(yǔ)從句的先行詞為someone。2.Constantcomplainingaboutwhatiswronginyourlifewillkeepyoufocusedonthat,whichwillbringyoudown,whilefocusingonthepositivewillliftyouup.不停地抱怨生活中的遭遇只會(huì)讓你關(guān)注眼前的困境，使你受挫，而關(guān)注生活的積極面卻能使你振作。1)whichwillbringyoudown是which引導(dǎo)的非限定性定語(yǔ)從句，修飾前面的整個(gè)句子。2)此句中的while為連詞，意為“然而”，表示轉(zhuǎn)折關(guān)系。Homework:1)ReviewnewwordsandexpressionsinTextBandprepareforadictationnextclass.2)DoPartTwoFocusExercisesafterclass.Period7PartTwoFocusExercisesChecktheanswersandcorrectstudents’mistakes.SectionDKeepYourFeetontheGroundGrammar—NounTeachingSteps:1.AskstudentstodoabrainstormonwhattheyhaveknownaboutnounsinEnglishgrammar,suchastheformsofpluralnouns,countableanduncountablenouns,functionsofnounsinsentences,etc.Studentscannamesomeofthem,forexample,book-books/child-children(pl.),desks/water(countableanduncountable).2.Teachstudentstherules,payingespecialspecialattentiontoirregularpluralnounsandpossessiveformsofnouns.special3.AskstudentstodoTestYourself,andthenchecktheanswerstogether.Period8SectionETryYourHandsTeachingSteps:1.Askstudentstostudythesamplewritinganddrawconclusiononhowtowriteanoticebyreferringbacktonotesabove.2.Studentsstudytheusefulsentencepatternsbriefly.3.Studentsfinishthewritingexerciseindividuallyandexchangetheirwritingstocorrect.建議加上建議加上Thenteachermakessurethattheyhavecorrectedthemistakesintheirwriting.SectionFLightenYourBrainPartOneAnEnglishSong—MyLoveTeachingSteps:1.Askstudentstolistentothesongandfillintheblankswiththeexactwordsthatthey’veheard.2.Checkthemissingpartstogether,thenplaythesongagainandaskstudentstosingalong.Homework:1)ReviewSectionETryYourHands,doWritingPractice建議修改成學(xué)生寫(xiě)與習(xí)題內(nèi)容不同的通知,因?yàn)橄嗤囊呀?jīng)寫(xiě)過(guò)了,andhandinthewritingnextclass.2)Readthefunnystory“IWasAfraidtoFrightenYou”inSectionF.建議修改成學(xué)生寫(xiě)與習(xí)題內(nèi)容不同的通知,因?yàn)橄嗤囊呀?jīng)寫(xiě)過(guò)了Unit2SportsTeachingObjectivesSectionAStudentsareabletounderstandtheexpressionsofmakinginvitationsaswellasacceptingandrefusingandchoosethebestanswerfortheexercises.SectionBStudentsareabletoexpresstheirownpreferenceforsportsandstatereasons.SectionCStudentsareabletospellandknowthemeaningofsomekeywordsandexpressionsinTextAandTextB.StudentscangetfamiliarwiththestructureandmainideasofTextAandTextB.StudentsmasterthelanguagepointsinTextAandTextB.StudentsareabletodoFocusExercisesindependentlyafterhavinglearnedTextAandTextB.SectionDStudentscanunderstandandmastertheclassificationandusageofAdjectiveandAdverb.StudentsareabletodoTestYourselfindependently.SectionEStudentscangetfamiliarwiththebasicformatandsomesentencepatternsofE-mail.StudentsareabletowriteanE-mailinEnglish.SectionFStudentscanunderstandthemeaningofthemusicandsingalong.TimeAllocationSectionASectionBSectionCSectionDSectionESectionF11411NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmakewhateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.TeachingProceduresPeriod1SectionAWakeUpYourEarsTeachingSteps:1.StudentsworkinpairsandbrieflydiscusstheexpressionsofmakinginvitationsinEnglishaswellashowtoacceptorrefusethem.2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.3.StudentslistentotherecordinganddoListeningPracticeonebyone.4.Checkanswerstotheexercisestogether.Period2SectionBOpenYourMouthTeachingSteps:1.AskstudentstofinishtheMatchingindividuallyandchecktheanswers.2.Askstudentstoworkinpairsandtellthepartnershis/herfavoritesportandstatereasons.Studentsareexpectedtoaddasmuchdetailsaspossible.3.Invitesomestudentstoretelltheirpartner’spreferenceforsportstothewholeclass.Homework:1.Reviewtheexpressionsofinvitationslearnedintheclassandpracticewithclassmatesorroommatesafterclass.2.PreviewTextA,includingthenewwordsandexpressions.Period3—4SectionCEnrichYourMindPartOneTextsTextATeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:skateboarding probably surf星號(hào)超綱詞是否要保留? wave flat星號(hào)超綱詞是否要保留?similar reason risky同上 trick object同上3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionscomeupwithnowandagainenduptakepartinsuchasmakeupbegoodatthinkupgive(sth.)atry5.Studentsreadthetextforthefirsttimetogetthemainideas,discussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetextonebyone.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph11.atthesametime同時(shí)e.g.IwishhewouldgohomeatthesametimeasIdo.但愿他跟我同時(shí)回家。JustineandIgotadmissionatthesametime.賈斯汀和我同時(shí)收到錄取通知。comeupwith找到或提出（答案、辦法等）e.g.Hehascomeupwithagreatidea.他想出了一個(gè)絕好的主意。Noonehascomeupwithaconvincingexplanationofwhydinosaurdiedout.尚未有人對(duì)恐龍的滅絕作出一個(gè)令人信服的解釋。Paragraph2takepartin參加，參與e.g.Allstudentshavetakenanactivepartinthediscussion.所有同學(xué)積極參與了這次討論。InearlydayonlymaleathleteswereallowedtotakepartintheOlympicGames.在奧林匹克運(yùn)動(dòng)會(huì)早期，只有男性運(yùn)動(dòng)員才能參加比賽。Paragraph3begoodat擅長(zhǎng)e.g.Maryisgoodatplayingtheviolin.瑪麗擅長(zhǎng)彈鋼琴。BothJaneandTomaregoodatmathematics.簡(jiǎn)和湯姆都擅長(zhǎng)數(shù)學(xué)。2.What’smoreimportantisthatanyonecantryit.更重要的是，任何人都能試著玩一下。此句是一個(gè)復(fù)合句，包含了兩個(gè)從句，分別是主語(yǔ)從句what’smoreimportant和表語(yǔ)從句thatanyonecantryit。Paragraph4Skateboardersarealwaystryingtothinkupwaystheycanskateoneverydayobjectssuchaspavements,stairs,hillsandrailings.滑板手們總是在想著如何能在人行道、樓梯、斜坡和欄桿等這些日常物體上滑行。本句包含了一個(gè)定語(yǔ)從句theycanskateoneverydayobjectssuchaspavements,stairs,hillsandrailings，修飾先行詞ways。當(dāng)way做先行詞，并在定語(yǔ)從句中做狀語(yǔ)時(shí)，關(guān)系詞用inwhich,that或省略。e.g.Iliketheway(inwhich/that)theteachergiveshislessons.我喜歡這位老師上課的方式。Idon’tknowtheway(inwhich/that)theyworkedouttheproblem.我不知道他們是如何解決這個(gè)問(wèn)題的。Homework:1)ReviewnewwordsandexpressionsinTextAandprepareforadictationnextclass.2)PreviewTextB,includingthenewwordsandexpressions.Period5—6TextBTeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:professionalstrugglemeasurebattletalenteducationalcurrentdegreegraduatestatuspartnerviewpointhugeprofitattractioncourtleague3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsfitthebillstandoutduetobuilduplookfordrawsb.intosth.5.Studentsreadthetextforthefirsttimetogetthemainideasanddiscussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetext.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph21.BornonAugust23,1988,LinisanAsian-AmericanNBAplayer.林書(shū)豪生于1988年8月23日，是紐約尼克斯隊(duì)的一名亞裔美籍籃球運(yùn)動(dòng)員。此句中，bornonAugust23,1988是過(guò)去分詞短語(yǔ)做伴隨狀語(yǔ)，與句子主語(yǔ)是被動(dòng)關(guān)系。e.g.Shestaredatme,surprised.她兩眼望著我，很吃驚。Hehurriedtothehall,followedbytwoguards.身后跟著兩個(gè)衛(wèi)兵，他快步走向大廳。2.Asaprofessionalbasketballplayer,he’snotoverlytall,measuring6feet,3inches(191centimeters)andweighs200pounds(90.7kilograms).作為一個(gè)職業(yè)籃球運(yùn)動(dòng)員，他并非特別高挑，身高為6英尺3英寸（191厘米），體重200磅（90.7千克）。此句中，measuring6feet…是現(xiàn)在分詞短語(yǔ)做伴隨狀語(yǔ)，與句子主語(yǔ)是主動(dòng)關(guān)系。e.g.Theystoodthereforanhour,watchingthegame.他們?cè)谀抢镎玖艘粋€(gè)小時(shí)，在看比賽。Followingtheguide,theystartedtoclimb.跟著向?qū)В麄冮_(kāi)始攀登。Paragraph31.startwith從……開(kāi)始e.g.Herillnessstartedwithahighfever.她的病開(kāi)始時(shí)是發(fā)高燒。I'llhaveatomatojuicetostartwith.先喝點(diǎn)西紅柿汁開(kāi)胃。standout突出，顯眼e.g.Istoodoutinagroupinterview.我在集體面試中脫穎而出。Hisheightmakeshimstandoutinthecrowd.他身材高大，因此在人群中非常顯眼。dueto由于e.g.Hissuccesswaslargelyduetohardwork.他的成功主要是靠努力工作得來(lái)的。Thefailureoftheprojectwasduetobadmanagement.這個(gè)項(xiàng)目的失敗是由于管理不善。4.Linalsostandsoutduetohiseducationalbackground,beingtheonlycurrentNBAplayerwhohasaHarvarddegree,andisthefirstHarvardgraduatetoplayintheleagueforalmost60years.林書(shū)豪惹人注目的另一個(gè)原因是他的學(xué)歷：他是目前現(xiàn)役美國(guó)籃球職業(yè)聯(lián)賽中唯一擁有哈佛大學(xué)學(xué)位的球員，也是60年來(lái)第一個(gè)在美國(guó)職業(yè)聯(lián)賽中打球的哈佛畢業(yè)生。此句中，beingtheonlycurrentNBAplayer...是現(xiàn)在分詞短語(yǔ)做原因狀語(yǔ)，與句子主語(yǔ)是主動(dòng)關(guān)系。who引導(dǎo)的定語(yǔ)從句修飾player，其中hasaHarvarddegree與isthefirstHarvard...是并列結(jié)構(gòu)。e.g.Seeingnobodyathome,shedecidedtoleavethemanote.因?yàn)闆](méi)人在家，她決定給他們留張條。Notknowinghisaddress,shecouldn’tgetintouchwithhim.由于不知道他的地址，她無(wú)法聯(lián)系上他。Paragraph4buildup建立；增進(jìn)；加強(qiáng)e.g.Thecollegehasbuiltupabiglibraryonthecampus.這所大學(xué)在校園里建立一個(gè)大型的圖書(shū)館。Hetriedtobuilduphisstrengthafteranillness.生了一場(chǎng)病后，他努力地增強(qiáng)體質(zhì)。Paragraph5lookfor尋找e.g.Hebegantolookforanotherpositionimmediately.他馬上開(kāi)始尋找另一個(gè)職位。NegotiaorsNegotiatorsarelookingforapeacefulsettlementtothedispute.Negotiators談判雙方正尋求和平解決爭(zhēng)端的辦法。2.Withhisattraction,IvyLeaguebackgroundandcome-from-nowherestory,Linisjusttherightperson.由于林書(shū)豪本身具有的吸引力和常春藤背景，以及橫空出世的故事情節(jié)，因此，他就是那個(gè)合適的人。with的用法較多，這里表示“由于，因?yàn)椤?。e.g.Thebabywascryingwithhunger.嬰兒在哭，因?yàn)樗?她餓了。Shewasredwithanger.她憤怒地漲紅了臉。Homework:1)ReviewnewwordsandexpressionsinTextBandprepareforadictationnextclass.2)DoPartTwoFocusExercisesafterclass.Period7PartTwoFocusExercisesChecktheanswersandcorrectstudents’mistakes.SectionDKeepYourFeetontheGroundGrammar—AdjectiveandAdverbTeachingSteps:1.AskstudentstodoabrainstormonwhattheyhaveknownaboutadjectiveandadverbinEnglishgrammar,suchastheirsyntacticfunctionsandtheirspecialforms.2.Teachstudentsthesyntacticfunctionsofadjectiveandadverbandtheircomparativeandsuperlativedegrees.3.AskstudentstodoTestYourself,andthenchecktheanswerstogether.Period8SectionETryYourHandsTeachingSteps:1.Askstudentstostudythesamplewritinganddrawconclusiononhowtowriteane-mailbyreferringbacktonotesabove.2.Studentsstudytheusefulsentencepatternsbriefly.3.Studentsfinishthewritingexerciseindividuallyandexchangetheirwritingstocorrect.建議加上教師修改環(huán)節(jié)建議加上教師修改環(huán)節(jié)SectionFLightenYourBrainPartOneAnEnglishSong—WakaWaka(ThisTimeforAfrica)TeachingSteps:1.Askstudentstolistentothesongandfillintheblankswiththeexactwordsthatthey’veheard.2.Checkthemissingpartstogether,thenplaythesongagainandaskstudentstosingalong.Homework:1)ReviewSectionETryYourHands,doWritingPractice,建議修改成學(xué)生寫(xiě)與習(xí)題內(nèi)容不同的郵件,因?yàn)橄嗤囊呀?jīng)寫(xiě)過(guò)了andhandinthewritingnextclass.2)Readthefunnystory“Nothing”inSectionF.建議修改成學(xué)生寫(xiě)與習(xí)題內(nèi)容不同的郵件,因?yàn)橄嗤囊呀?jīng)寫(xiě)過(guò)了Unit3FamousPeopleTeachingObjectivesSectionAStudentsareabletounderstandtheexpressionsofmakingrequestsorsuggestions,andchoosethebestanswerfortheexercises.SectionBStudentsareabletointroduceSteveJobsinoralpresentation.SectionCStudentsareabletospellandknowthemeaningofsomekeywordsandexpressionsinTextAandTextB.StudentscangetfamiliarwiththestructureandmainideasofTextAandTextB.StudentsmasterthelanguagepointsinTextAandTextB.StudentsareabletodoFocusExercisesindependentlyafterhavinglearnedTextAandTextB.SectionDStudentscanunderstandandmastertheclassificationandusageofVerb.StudentsareabletodoTestYourselfindependently.SectionEStudentscangetfamiliarwiththebasicformatandsomesentencepatternsofNote.StudentsareabletowriteaNoteinEnglish.SectionFStudentscancompletethedialoguesinthefilmclipandunderstanditsmainidea.TimeAllocationSectionASectionBSectionCSectionDSectionESectionF11411NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmakewhateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.TeachingProceduresPeriod1SectionAWakeUpYourEarsTeachingSteps:1.StudentsworkinpairsandbrieflydiscusstheexpressionsofmakingrequestsandsuggestionsinEnglish.2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.3.StudentslistentotherecordinganddoListeningPracticeonebyone.4.Checkanswerstotheexercisestogether.Period2SectionBOpenYourMouthTeachingSteps:(Thisactivityrequiresstudents’pre-workingonthePPTmakingandrehearsal.)1.Choose1-2groupstopresenttheirintroductiontoSteveJobs.2.Askstudentstoraisequestionsandmakecomments.3.Concludestudents’performanceandbrieflyintroduceSteveJobs.Homework:1.Reviewtheexpressionsofmakingrequestsandsuggestionslearnedintheclassandpracticewithclassmatesorroommatesafterclass.2.PreviewTextA,includingthenewwordsandexpressions.Period3—4SectionCEnrichYourMindPartOneTextsTextATeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:truthgraduationlosshiretalentedgraduallyfailureeventsuccessfulremarkablefaithtrulysatisfiedfeaturegaragestudiobrick3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsbehonoredtograduatefromget(be)firedsidewithsb.(againstsb./sth.)thinkaboutrunawayfromstartovergoontobefiredfrom5.Studentsreadthetextforthefirsttimetogetthemainideas,discussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetextonebyone.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph11.behonoredto很榮幸……e.g.I’mgreatlyhonoredtobeinvitedtoattendandaddressthemeeting.我非常榮幸能應(yīng)邀參加此次大會(huì)并發(fā)言。Iwouldbehonoredtobeshownaroundyourfactory.若能參觀一下你們工廠我將深感榮幸。2.graduatefrom畢業(yè)于……e.g.ShegraduatedfromanAmericancollege.她畢業(yè)于美國(guó)一所學(xué)院。HewillgraduatefromtheschoolinMay.他將要在五月份畢業(yè)。Paragraph41.thinkabout考慮e.g.MayIthinkaboutitforamoment?我可以考慮一下嗎?Youcanthinkaboutitandletmeknowyourdecisionlater.你可以把這事考慮一下，以后再把你的決定告訴我。2.runawayfrom逃離；回避e.g.Heranawayfromhomeattheageofthirteen.他十三歲那年就離家出走了。I’veneverbeenonetorunawayfromtrouble.我這個(gè)人從不逃避困難。Paragraph61.I’mprettysurenoneofthiswouldhavehappenedifIhadn’tbeenfiredfromApple.我很確定，如果當(dāng)年蘋果公司沒(méi)開(kāi)除我，就不會(huì)發(fā)生這些事情。此句是一個(gè)由if引導(dǎo)的表示過(guò)去情況的虛擬條件句，表示與過(guò)去事實(shí)相反的假設(shè)，其結(jié)構(gòu)為：if+從句主語(yǔ)+had+過(guò)去分詞，主句主語(yǔ)+wouldhave+過(guò)去分詞。e.g.Ifhehadcome,Iwouldhavetoldhimthenews.如果他早來(lái)，我就會(huì)和他說(shuō)這個(gè)消息了。IfIhadknowntheplan,ahugeamountoftimewouldhavebeensaved.如果我早知道這個(gè)計(jì)劃，就不會(huì)浪費(fèi)那么多時(shí)間了。另外，if還可以引導(dǎo)表示現(xiàn)在情況的虛擬條件句和表示將來(lái)情況的虛擬條件句。if引導(dǎo)的表示現(xiàn)在情況的虛擬條件句，表示與現(xiàn)在事實(shí)相反的假設(shè)，其結(jié)構(gòu)為：if+從句主語(yǔ)+were/did，主句主語(yǔ)+would/should/could/might+動(dòng)詞原形。e.g.IfIwereyou,Ishoulddothat.如果我是你，我就那么做。if引導(dǎo)的表示將來(lái)情況的虛擬條件句，表示與將來(lái)實(shí)現(xiàn)的可能性不大的情況，其結(jié)構(gòu)為：if+從句主語(yǔ)+wereto/did/should+動(dòng)詞原形，主句主語(yǔ)+would/should/could/might+動(dòng)詞原形。e.g.Ifanyonesetmefree,Iwouldmakehimveryrich.如果有人把我放出來(lái)，我會(huì)使他富有。2.I’mconvincedthattheonlythingthatkeptmegoingwasthatIlovedwhatIdid,andtheonlywaytobetrulysatisfiedistodowhatyoubelieveisgreatwork.我堅(jiān)信，這些年來(lái)我之所以能夠堅(jiān)持不懈，是因?yàn)槲覠釔?ài)自己的事業(yè)。而且，人若要真正滿足，就得做自己認(rèn)為偉大的事情。1)此句的結(jié)構(gòu)比較復(fù)雜，其中包括that引導(dǎo)的賓語(yǔ)從句、定語(yǔ)從句和表語(yǔ)從句，以及what引導(dǎo)的名詞性從句。句中第一個(gè)that引導(dǎo)的是賓語(yǔ)從句，做convinced的賓語(yǔ)；第二個(gè)that引導(dǎo)的是定語(yǔ)從句，修飾先行詞theonlything，需要注意的是，在定語(yǔ)從句中，若先行詞被theonly,thevery,thefirst,thelast等詞修飾時(shí)，關(guān)系代詞用that而不用which；第三個(gè)that引導(dǎo)的是表語(yǔ)從句，做was的表語(yǔ)。句中第一個(gè)what引導(dǎo)的名詞性從句做loved的賓語(yǔ)，第二個(gè)what引導(dǎo)的名詞性從句做do的賓語(yǔ)，做從句的主語(yǔ)。另外，what引導(dǎo)的名詞性從句在復(fù)合句中還可以做表語(yǔ)和同位語(yǔ)。e.g.ThisiswhatIwanttosay.這就是我想說(shuō)的。(做表語(yǔ))Ihavenoideawhatweshoulddonext.我不知道下一步我們?cè)摳墒裁础?做同位語(yǔ))2)此句中的tobetrulysatisfied是不定式做后置定語(yǔ)，修飾主語(yǔ)theonlyway。當(dāng)不定式做定語(yǔ)時(shí)，一般都放在所修飾的名詞或代詞后面。e.g.Wehavemadeaplantolearnfromthehero.我們制訂了一個(gè)向英雄學(xué)習(xí)的計(jì)劃。Weneedsomeonetohelpwiththework.我們需要有人來(lái)幫忙干這個(gè)工作。Homework:1)ReviewnewwordsandexpressionsinTextAandprepareforadictationnextclass.2)PreviewTextB,includingthenewwordsandexpressions.Period5—6TextBTeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:enteruniversityresearchersecretarytypecharacterbarpublishachieveinstantsuccessadultplot3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsspend…(in)doingsth.workastypeupcometosb.inone’smindpullintotakeshape5.Studentsreadthetextforthefirsttimetogetthemainideasanddiscussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetext.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph21.spend...(in)doingsth.花費(fèi)（時(shí)間、精力、金錢等）做某事e.g.ThetimeIspendincommutingeverydayaddsuptotwohours.我每天上下班乘車花費(fèi)的時(shí)間加起來(lái)有兩個(gè)小時(shí)。Mostofherlifewasspentincaringforothers.她大半輩子的時(shí)間都用來(lái)照顧別人了。2.inone’smind在……心里e.g.Heturnedthenewideaoverinhismind.他仔細(xì)得考慮了這種新想法。Don’tkeepyoursecretinyourmind.不要把秘密藏在你的心里。3.takeshape成形；形成e.g.Thenewbuildingisbeginningtotakeshape.新大樓已初具規(guī)模。Thisprojectwillsoontakeshapeifwegetmorepeopleworkingonit.如果我們有更多的人參與工作，這項(xiàng)工程即可見(jiàn)雛形。4.Duringthistime,onalongtrainridefromManchestertoLondoninthesummerof1990,theideacametoherofaboywhoisawizard.在1990年的夏天，她坐在由曼徹斯特出發(fā)前往倫敦的火車上，旅途十分漫長(zhǎng)，就在那時(shí)她想到了魔法小巫師哈利·波特這個(gè)男孩的形象。theideacametoherofaboywhoisawizard是一個(gè)介詞短語(yǔ)后置的句子，目的是使主語(yǔ)更加明確，其正常語(yǔ)序應(yīng)為theideaofaboywhoisawizardcametoher。5.BythetimethetrainpulledintoKing’sCrossStationfourhourslater,manyofthecharactersandtheearlyplothadbeenfullyformedinherhead.四個(gè)小時(shí)后當(dāng)火車駛?cè)雵?guó)王十字車站的時(shí)候，大部分人物和故事的前期框架已經(jīng)在她的腦海里形成了。此句中bythetime引導(dǎo)的是一個(gè)時(shí)間狀語(yǔ)從句，表示“當(dāng)……的時(shí)候”。如從句的時(shí)態(tài)為過(guò)去時(shí)，則主句使用過(guò)去完成時(shí)；如從句的時(shí)態(tài)為現(xiàn)在時(shí)或?qū)?lái)時(shí)，則主句使用將來(lái)完成時(shí)。e.g.Bythetimehewas14yearsold,hehadlearnedmathsallbyhimself.到十四歲的時(shí)候，他就自學(xué)了數(shù)學(xué)。Bythetimeyougraduate,Iwillhavebeenworkingforfiveyears.等你畢業(yè)時(shí)，我就已經(jīng)工作五年了。Homework:1)ReviewnewwordsandexpressionsinTextBandpreparef