新编实用英语综合教程1第1单元教案.doc

新编实用英语综合教程1第1单元教案 Unit 1 (1) Greeting and Introducing People Teaching purposes: 1. The students should be able to understand greeting and introducing people and make a short conversation to greet and introduce other people. 2. The students should be able to communicate personal information. 3. The students should be able to master some words and expressions in greeting and introducing people. (Key words and expressions: welcome, present a project report, business card, on business, care for, introduce) Teaching procedures: I. Talking face to face II. Being all ears III. Assignment I. Talking Face to Face Step 1 Lead-in: business cards. 1. Warm-up questions: 1) When are business cards exchanged between people? 2) What are usually written on business cards? 3) When do people use passports? 2. Students read and translate the business cards under the guidance of the teacher. Sample1: International Exchange Section Binhai Foreign Languages School Prof. Lu Yang Director Address:5 Binhai Road, Binhai City, 116000 Tel & Fax:E-mail: FLI603 Sample2: Binhai Electronics Ltd. Li Tiegang Electronics Engineer Address: No.50Chang-Jiang, Binhai E-mail: Tel:Handphone:Step 2 Sample dialogue: 1. Warm-up questions: 1) How much do you know about the way Americans greet people and give responses? 2) How much do you know about the way Americans exchange their personal information? 3) How much do you know about the the Americans say good-bye to each others? 4) How much do you know about the the Americans introduce themselves to each other? Students speak out the sentences and expressions under the guidance of the teacher. 2. Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for greeting people in the dialogue. Practice the following sentences: 1) Ladies and gentlemen, now let me introduce to you the renowned football star David Beckham. 2) Businessmen often exchange business cards to each other when they meet for the first time. 3) Would you care for a cup of coffee with me? 4) Our American English teacher told us to call her by her first name instead of her family name. Step 3 Students practice the dialogues in groups. 1. Give students several minutes to prepare short conversations in pairs by simulating the five small dialogues. (P 3 in students book) 2. Students role-play the similar situations they create, first in groups, and then in front of the class. e.g. Please make a dialogue according to requirements. Task: Imagine you are Zhang and you meet Mr. Smith, an English teacher from the USA at the airport for the first time. The following dialogue is provided for your reference. Zhang: Hello, are you Prof. Smith from the United States? Mr. Smith: Yes, Robert Smith. Please call me Robert. Thanks for coming to meet me at the airport. Zhang: My pleasure. Welcome to China. My name is Zhang Lin. You can call me Zhang. Here is my card. Mr. Smith: Thank you. Here is mine. And this is my wife. Zhang: How do you do, Mrs. Smith? Mrs. Smith: How do you do? Its nice to meet you. Please call me Mary. Zhang: How was the journey, Mary? Mrs. Smith: Well, it was Ok, although a little tiring. Zhang: Then lets get your luggage and go to the hotel now. Mr. Smith: Oh, thank you. Its very kind of you. 3. Students do Put-in-Use exercises in groups by reading out lout all the three dialogues they have completed. II .Being All Ears Dialogue 1： Teaching Procedure (It aims to train the students with proper listening strategies.) Pre-listening: provide the students with the new words and expressions; read through the questions and the chart in exercise 1 and 2, and make some predictions as to the content of the dialogue. While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the exercises; listen to the dialogue again and ask them to finish exercise 1; ask the students to repeat the dialogue sentence by sentence after the tape while the teacher will press the button “pause” on the tape recorder; listen to the dialogue as a whole for the last time. Post-listening: ask the students to finish exercises, i.e. answering questions. This step aims to change listening to speaking. Notes: The following dialogue and the passage listening can be done in a more or less similar procedure. III. Assignments 1) Pair work: Prepare conversations about introducing oneself to other members of the groups. 2) Do all the exercises in the section. Unit1 (2) The Way Americans Greet Teaching purposes: 1. Understand the two passages as a whole; 2. Learn to use the strategy of scanning to locate specific information in a passage (reading skills development). 3. Master some useful expressions in Passage I (Key words and expressions: greet, speaking of , leave a impression on, preferto, get/become acquainted with )Teaching procedures: IPassage I IIAssignment I. Passage I: The Way Americans Greet Step 1 Warm-up questions: 1. What is the common way for Chinese people to greet others? (In greeting people, they usually ask personal questions to show intimacy, such as: “Have you had your lunch/dinner? / Where are you going? / What did you do last night?) 2. How do Americans greet each other? (They use greeting clichs like “Hi/Hello/Good morning!/How are you?/How do you do?/ Nice to meet you!/ How is everything going on? Step 2 Students read the passage 1. Comprehension Questions (The students will be asked some compression questions after they have skimmed the passage to help them develop reading strategies.) . What does an informal greeting really mean to Americans? . Why dont most Americans like using titles in introductions? . What do your American friends want to show when they address you with your first name? . Why do Americans ask you some personal questions? Or: The teacher asks one question for each paragraph and the students read the passage paragraph and give their answers to the teachers questions:（参考教参P27和ppt.） In this step, some related information will be provided for the students.) Formation of Common English Names A common English name is usually composed of two or three parts: the first name is also called forename. If the person is a Christian, his first name will be given at his baptism, so it is also called the given name or the Christian name. Middle name is the second given name. When written, middle name is often shortened to the initial letter. Surname is often the fathers family name, so it is also called family name or last name. For example: Anne Louise Strong, George W. Bush. Step 3 Students summarize the informal ways American use for greeting and bidding farewell in Passage 1 .(参考教参Page 27 and ppt.) Step 4 Students read Paragraph 2 loudly and then complete the following sentences without looking at the passage.(参考ppt.) Step 5 Students do dictation practice of Paragraph 3. Step 6 Explain the passage in detail 1) Difficult sentences: (Title) The Way American Greet Analysis: In this title, in which is omitted after The Way. “in way” means (to do something) by means of a certain method. Translation: 美国人的致意方式 Example: I think the way she studies is worth studying. (Para. 1) Speaking of time, Ive got to run. Analysis: Speaking of is a present participle clause used as an adverbial of cause/time. It means “when it comes to time, Im reminded of ” Translation: 说到时间，我得赶紧跑了。 Example: a. Speaking of English, Ive go to a class. 谈到英语，我得上课去了。 b. Speaking of business cards, Ive got to print some more now. 谈到名片，我现在得再印一些。 (Para 2) However, American introductions are usually rather simple. Analysis: However is a conjunct to denote a contrast of this sentence to the previous one. It means “然而，可是” in Chinese. Translation: 然而美国式的介绍通常相当简单。 Example: a. In China, family relationships are usually rather close. 在中国，家庭关系通常都很紧密。 b. In my hometown, companies are usually rather small. 在我家乡，公司通常都很小。 (Para 2) “Glad to meet you. Im Miller. But call me Paul.” Analysis: Miller is the family name and Paul is the given name. Addressing others by their given name usually implies a sort of informal and friendly relationship. Translation: 比起正式称呼，大部分情形下他们更喜欢直呼其名。 Example: a. These boys prefer football to basketball. 比起蓝球来，这些男孩子们更喜欢足球。 b. I prefer Chinese food to Western food. 比起西餐来，我更喜欢中国食品。 (Para 3) But Americans do sometimes ask such questions. Analysis: Do is used here to emphasize the following verb. It means “的的确确，真的” Translation: 但是美国人有时确实会问此类问题。 Example: I do appreciate your help. (Para 3) In this way they can get better acquainted with you and have a topic for beginning a friendly conversation with you. Analysis: And is used here to introduce a coordinate clause, which further develops the topic being discussed. Translation: 他们想要得到你对这些询问的回答，这样就能更多地了解你，并以此为开端与你友好地侃上一场。 Example: In this way you can improve your spoken English and do (2) Useful Words and Expressions . Greet: v. say words of welcome to, express ones feelings on receiving sb. Example: It is important for the students to learn how to greet people in English. Practice: a. 我们经常用微笑表达喜悦。 We often express our happiness with a smile. b. 她说话经常带浓重的乡音。 She often speaks with a strong local accent. . Similarly: 同样 Example: Similarly, there are also many proverbs in Chinese. Practice: a. 同样，格林教授也无法忍耐惰性。 Similarly, Professor Green couldnt bear laziness. b. 同样，他们也不愿意依赖他人。 Similarly, they dont want to depend upon others. . To sb.:对某人来说 Example: To the parents, a healthy child is the most essential thing. Practice: a. 对一个商人来说，利润是最重要的事。 To a businessman, profit is the most important thing. b. 对我来说，一个幸福的家庭是最有价值的东西。 To me, a happy family is the most valuable thing. . leave an impression on/upon sb. 给某人留下印象 leave a deep/good/nice impression on/upon sb. Example: 一个友好的问候会使谈话有一个良好的开端。 A friendly greeting will make a good beginning for a talk. Practice: 一个幽默的句子会给一堂课增添一股活力(lively touch)。 A humorous sentence will give a lively touch to the lesson. . such: 如此的,这样的 Example: Such a life may be too hard to the little girl. Practice: a. 这样的结局对我来说是太匆忙了。 Such an ending maybe too hasty to me. b. 这样一种天气对游客来说是太热了。 Such weather maybe too hot to the tourists. . acquaint: v. make familiar with, get to know, reveal to sb. 结识，认识 Example: You should try to acquaint him with the facts of the case. Practice: a. I have become acquainted with my new duties. b. The overseas students have make themselves acquainted with their Chinese peers. . prefer: v. like better, would rather do 更喜欢,宁愿 Example: I prefer to have the meeting in the morning rather than in the afternoon. Practice: Which do you prefer, tea or coffee? II. Assignments 1. Students tell the way the Americans greet. 2. Recite the first paragraph of Passage I. 3. Finish all the exercises in this section. Unit1 (3) A Little about MeTeaching purposes: 1. Writing a business card. 2. Master the basic sentence structures. 3. Learn to use the strategy of scanning to locate specific information in passage II. Teaching procedures: IPassage II IIApplied writing IIISentence Writing and Grammar Review IVAssignment I. Passage II: A Little about Me Step 1 Warm-up activity: T: First ask the students the question “If you write a short passage to introduce yourself, which aspects should be included in it?” and then make some conclusions as follows: Self-introduction can be made according to different requirements and should be appropriate in different situations. Generally speaking, such aspects as name, personality, interests, appearance, etc. are included. 1. The teacher asks a few students to introduce some of their classmates and lets the other student guess who they are. Words for describing appearance and characteristics.(参考教材P28和ppt) Step 2 Students read the passage. T: Today well read a passage concerning self-introduction from which we can get a glimpse of how to write a self-introduction. Step 3 Students try to describe Mike according to the information given in the passage. (教参P29和ppt.) Step 4 Acting out The students work in pairs to make up and act out an interview between a reporter form the college radio station and Mike Adams about his life and work in China.