畅通英语中级教程1-Unit---1-6.doc

Unit 1 Window on the world一、Teaching Aims:1. Make students understand the contents of the whole passage.2. Grasp some language points.3. Grammar: Direct Speech and Indirect Speech(Reported Speech) 二、Teaching Important and Difficult Points:1. Pay special attention to the words explanation.2. Grasp the important expressions of the text.3. How to make students know grammar clearly.三、Teaching Methods:ask and answer;individual;group work四、 Teaching Periods: 8 periods五、 Teaching Aids: 1. The tape recording 2. The blackboard or CAI六、Teaching Procedures:Step 1.Lead in1.Introduce the topic of the lessons and the main functionspresented. 2.Ask students the questions and generate discussion.Step 2.Language points1. You know what?Eg: You know what?More than that,we met Michael Jackson there and had a good tome.2. Every time we go aboard,my wife always spends a fortune on shoes. spends a fortune on shoes:use a lot of money on shoes Eg: He spends a fortune on horse racing.3. I tried to make things bettermake things better: make things change for the betterEg: He is angry with me,so Ibought him a present to make things better between us.4. .there was going to be a three-hour delay due to technical Problems.due to: because of,caused by Eg: His success is entirely due to his hard work. 5. I felt like taking a shower but the shower wasnt working.feel like: have a wish for;want Eg: I dont feel like dancing now.6. I am writing with regard to your advertisement about the package tour to Bogota,Colombia.with/in regard to: as concerns,in respect of,in connection withEg: There are some errors with regards to spelling in your writing.7.I look forward to hearing from you.look forward to sth/doing sth: expect sth with eagerness and pleasureEg: I look forward to receiving your reply as soon as possible.8.I was wondering whether your travel agency arrange for my transfer from and to the airport.arrange for: make preparations for;organize in advanceEg: We must arrange for a boat for them.Step 3.Grammar直接引语与间接引语Direct Speech and Indirect Speech(Reported Speech)1、定义直接引述别人的话，叫“直接引语”。用自己的话转述别人的话，叫“间接引语”。直接引语一般前后要加引号，间接引语不用引号。John said,“I like reading very much.” (直接引语）John said that he liked reading very much.(间接引语)2、直接引语变间接引语及其注意事项（1）直接引语是陈述句，变成间接引语，由连词that 引导。She said,“ I am very happy to help you.”She said that she was very happy to help you.（2）直接引语是一般、选择或反问疑问句，变成间接引语，由连词whether或if 引导。 He asked me,“Do you come from China?” He asked me if/whether I came from China.注意：大多数情况下，if 与whether 可以互换。但句中若出现or not,或放在介词后作连接词，只用whether。 She asked whether he could do it or not. They cried out whether he was all right.（）直接引语是特殊疑问句，变成间接引语，由相应的疑问词who ,what, whom, whose, how, when, why, where 等引导。My sister asked me,“What is your friend?”My sister asked me what my friend was.（）直接引语是祈使句，变成间接引语，把动词原形变成动词不定式，并在动词不定前加ask, tell, order。The solider ordered,“Be quiet.”The solider ordered us to be quiet. 注意：否定句，在动词不定式前加not. My teacher asked me，“Dont laugh.” My teacher asked me not to laugh.（5）一些注意事项a.直接引语变间接引语时，指示代词、时间、地点状语等作相应的变化，规则如下： thisthat thesethose nowthen todaythat day tomorrowthe next day yesterdaythe day before last yearthe year before agobefore herethere comegob.直接引语变成间接引语时，时态要作相应的变化，规则如下： 一般现在时 一般过去时 一般将来时过去将来时 现在进行时过去进行时 一般过去时过去完成时 现在完成时过去完成时 如： He said,“Jim is doing his homework.” He said that Jim was doing his homework.c.间接引语一定要用陈述句的语序，即主、谓、宾的顺序。 They asked,“ Where is he from?” They asked where he was from.Step 4.Homework1. Read the new words and phrases.2. Prepare the oral exercises.3. Finish the exercises from Ssexercise books. Step 5.Conclusion In this unit, we mainly learn how to ask for and give information, make a reservation, report, talk on the phone and talk about holidays.Unit 2 Food for thoughtLesson one一、 Teaching Aims:1. Training the students ability to read, speak, listen, and write.2. Make the difficult language points clear. 3. Grammar: quantifiers ( some, any, no, much, many, a lot of, lots of, (a) few, (a) little )二、 Teaching Important and difficult Points:1. Pay special attention to the words explanation. 2. Grasp the important expressions of the text.3. How to make students know grammar clearly.三、 Teaching Methods:1.Discussion and explanation to help the students understand the text better.2.Pair work and group work to make every student work.四、 Teaching Time:五、 Teaching Numbers: two六、 Teaching Forms: ask and answer; some pictures; a tape recorder; CAI七、 Teaching Procedures:Step 1.GreetingStep 2.Lead in1.Ask Ss the questions and generate discussion.Step 3. New words 1.staving 动词 挨饿1. cookery book = a book on how to cook 名词 食谱2. ingredient 名词 配料，成分3. onion 名词 洋葱 4. garlic 名词 大蒜5. dessert 名词 （饭后）甜点，甜食。6. take away 快餐，外卖餐馆，外卖饭菜/食物Step 4. Language points1. feel like something/ doing something. 想要某物，想做某事Eg: Im thirsty, I feel like a cup of tea. 我渴了，想喝茶。Eg: Im tired, I feel like having some rest.我累了，想休息。2. You read my mind = You know what I am thinking. 正合我薏。Eg: I can read her mind that she wants that necklace very much.我知道她的心思，她很想要那条项链。3. hold on = wait for a moment. 稍等 Eg:Hold on, please! Ill be ready soon.请稍候，我马上好。4. forget it = dont mention it. 算了，别提了，没关系，不必在意5. It will do = it will be ok or enough for. 也还可以或者足够Eg: There is not much food, but it will do for the two of us. 食物不多，但对于我俩已经足够了。6. put on weight = gain weight. 增肥，体重增加lose weight 减肥Step 5.GrammarQuantifiers (some, any, no, much, many, a lot of, lots of, (a)few, (a)little) 量词（一）some/ any/ no * some + 不可数名词或者是可数名词复数，用于肯定句或者是提供服务的疑问句中。Eg: Would you like some coffee?There are some bananas.*any + 不可数名词或者是可数名词复数，用于疑问句或者是否定句。Eg: Is there any food? There isnt any food.Are there any cherries? There arent any cherries.* no + 不可数名词或可数名词复数，用于肯定句，表示否定的意思。Eg: There is no tea. = There isnt any tea. There are no oranges = There arent any oranges.(二) much/ many/ a lot of/ lots of/ (a) few/ (a) little* much + 不可数名词Eg: We dont have much money.* many + 复数可数名词Eg: There are many animals in the zoo.* a lot of / lots of + 不可数名词或可数名词复数。Eg: You should eat a lot of apples.I drink a lot of coffee.* (a)little + 不可数名词Eg: We need a little lemon juice for the cake.* (a) few + 可数名词复数Eg: There are a few students in the classroom.Step 6.Home WorkP.13/A B ; P.14/DLesson 2一、 Teaching Aims:1. Training the students ability to read, speak, listen, and write.2. Make the difficult language points clear. 3.Grammar: too, enough 二、 Teaching Important and Difficult Points:1. Pay special attention to the words explanation. 2. Grasp the important expressions of the text.3. How to make students know grammar clearly.三、 Teaching Methods:1. Discussion and explanation to help the students understand the passage better.2. Pair work and group work to make every student work.四、 Teaching Time:五、 Teaching Numbers: two六、 Teaching Forms: ask and answer; some pictures; a tape recorder; CAI七、 Teaching Procedures:Step 1.GreetingStep 2.RevisionStep 3.New words1. vegeterian 名词 素食者，吃素食的人。2. protein 名词 蛋白质3. cheese 名词 奶酪4. yoghurt 名词 酸奶5. seafood 名词 海味6. seaweed 名词 海草，海藻7. cucumber 名词 黄瓜8. cereal 名词 谷类，谷物9. hazelnut 名词 榛子10. walnut 名词 核桃Step 4.Language points1.against 介词 反对Eg; Taking drugs is against the law.吸毒违法。2. tooto 太 太 以致不能Eg: Its never too late to learn.活到老学到老。3. make a difference 变的重要，起作用，有关系，有影响Eg: The sea air made a difference to her health.海上的空气有利于她的身体健康。Step 5.Grammartoo / enough* too + adjective/ adverb 太 （含否定意味）Eg: The car is too expensive.The dress is too long.She speaks too quickly.* adjective/ adverb + enough 足够 （含肯定意味）Eg; The water wasnt warm enough.The boy is not clever enough.* enough + nounEg: They dont have enough food to eat.* enough + to / too+toEg: You are too young to stay out late. (否定)She is old enough to drive. （肯定）Step 6.Home WorkP.15/A B ; Lesson 3一、 Teaching Aims:1. Training the students ability to read, speak, listen, and write.2. Make the difficult language points clear. 二、 Teaching Important and Difficult Points:1. Pay special attention to the words explanation. 2. Grasp the important expressions of the text.3. How to make students know grammar clearly.三、 Teaching Methods:2.Discussion and explanation to help the students understand the passage better.3.Pair work and group work to make every student work.四、 Teaching Time:五、 Teaching Numbers: two六、 Teaching Forms: ask and answer; some pictures; a tape recorder; CAI七、 Teaching Procedures:Step 1.GreetingStep 2.RevisionStep 3.New words1.adventurous 形容词 冒险的，刺激的2.local 形容词 当地的，本地的3.unusual 形容词 不寻常的4.delicious 形容词 美味的，可口的5.popular 形容词 受欢迎的，有名的，流行的Step 4.Language points1. Its cheaper than eating out. 这比下馆子要便宜。 Its cheaper than going to a restaurant.2.see sb doing sth 看见某某正在做某事。Eg: I saw her crossing the street. 我看见她正在过马路。 See sb do sth 看见某某做了某事。Eg; I saw her cross the street. 我看见她横过了马路。3 believe it or not 信不信由你Eg: Believe it or not, we will have a oral test tomorrow.信不信由你，我们明天要进行口语测试。Step 5.Home WorkP.16/A ; P.17/ BStep 6.ConclusionIn this unit, we have learnt the following important functions: Talking about food, asking and answering about quantifiers, stating a problem, talking about eating habits; The following important grammar: quantifiers; too , enough What do you benefit from this unit?Unit 3 Time on your hands一、 Teaching Aims:1. linking past and present time 2. Talking about experiences 3. Expressing the duration of an action 4. Comparing general experiences and events that happened at a definite time in the past 5. talking about hobbies6. asking for and giving information二、Teaching Important and Difficult Points:1. present perfect simple 2. indirect questions 3. present perfect simple with how long for and since4. present perfect VS past simpleLesson 1PresentationAim: to present vocabulary, structures and functions in the context of a dialogue between two friends talking about go-kartingaim: to use visual prompts to predict the content of the dialogueask ss to look at the pictures and try to guess the answers to the questions.Elicit answersaims: to check predictions to identify speakersask ss to cover the dialogue, look at the picture and listen carefully. Play the tape.Ask ss to answer the questions in activity 1Check answers.aim: to check comprehension of specific information in the dialogueask ss to read the questions a-eask ss to read the dialogue and underline words and expressions they are not familiar with, but tell them not to worry about unknown words at this stage.Give ss time to work out the answers to the questions.Check answers and ask ss to provide justification.Words and phrasesPhrasal verbs and other expressionsAim: to present some phrasal verbs and other expressionsask ss to read the dialogue and find the phrasal verbs and other expressions that match the meanings given.Check answers.Grammaraim: to present the present perfect simpleask ss to read the examples and point out the words in bold.Ask ss the questions and elicit answers.aim: to practice the present perfecthave ss read the dialogue and complete the blanks with the present perfect of the verbs in brackets.aim: to present indirect questionsask ss to read the examples and ask them the question. Elicit the answer that the word order is different in the indirect questions. Point out that indirect questions have affirmative word order.Point out that indirect questions are more polite than direct questions.aim: to practice indirect questionsask ss to look at the pictures and complete the bubbles, using the prompts.Check answers.Lesson twoReadingaim: to introduce the topic of the reading text through an oral activity involving predictionask ss the question and generate discussion.aim: to read for gistask ss to read the text and answer the question in activity 1.Check answers and ask ss to provide justification.aim: to read for detail and understand specific informationhave ss read the text again.Ask ss to read the sentences a-e and write t for true or f for false next to each sentence.Check answers.Words and phrasesExpressionsAim: to present some expressionsask ss to find expressions in the text and match them with their definitions.Have ss do the activity.Check answers.Grammaraim: to present the present perfect with for and sincehave ss read the examples and point out the words in bold.Elicit ss responses and explain that for refers to the duration of the action, whereas since refers to the time when the action started.Have ss complete the table.Check answersaim: to differentiate between the present perfect and the past simpleask ss to read the examples and point out the verbs in bold.Ask ss to tell you the difference between Ive seen and I saw and elicit the answer that Ive seen refers to an action that has happened some time in the past but the exact time is not mentioned, whereas/ saw refers to an action that happened at a definite time in the past and the time is mentioned.Ask ss for the difference between has gone and has been and elicit the answer that has gone means that a person went to a place and they are still there, whereas has been means that a person went to a place and they have come back.aim: to practice the past simple and the present perfectask ss to do the activity.Check ss answers.Lesson 3Words and phrasesCollocationsAim: to present and practice collocations related to hobbiesexplain that a collocation is a combination of two words which are often used together.Ask ss to read through the table.Have ss do the activity.Check answers.Reading and writingaim: to expand on the topic of the speaking activity. to prepare ss for the writing taskhave ss read the first e-mail.Ask ss the question and generate discussion.aim: to understand main points in the e-mailask ss to read the second e-mail and tick the questions julian asks michelle about the drama class.Ask ss to check if any of their questions are included in the e-mail.check ss answers.Unit 4 Get the message一、 Teaching Aims:1. defining and giving information about people and things 2. talking about habitual actions in the past 3. talking about the internet 4. expressing preference and justifying二、Teaching Important and Difficult Points:1. relative pronouns ( who, which, what ) 2. defining relative clauses3. the verb used to Lesson onePresentation Aim: to present vocabulary, structures and functions in the context of a dialogue between a couple talking about mobile phones1. aim: to introduce the topic of the dialogue through an oral activity involving personal experience1) ask ss the questions and generate discussion.2. aim: to understand the gist of the dialogue1) ask ss to cover the dialogue and listen carefully. Play the tape.2) Ask ss the question and elicit answers.3) Check answers.3. aim: to check comprehension of specific information in the dialogue1) ask ss to read the questions a-e2) ask ss to read the dialogue and answer the questions.3) Ask ss to underline the words they are not familiar with, but tell them not to worry about unknown words at this stage.4) Give ss time to work out the answers to the questions.5) Check answers and ask ss to provide justification.Words and phrasesPhrasal verbs and expressionsAim: to present and practice phrasal verbs and expressions.1) draw ss attention to the definitions a-f and have ss read them.2) Refer ss to the dialogue3) Ask ss to do the activity.4) Check answers.Grammar1. aim: to present the relative pronouns who, which and that and defining relative clauses1) ask ss to read the extracts and point out the words in bold.2) Ask ss what these words refer to and elicit answers.Lesson twoReading1. aim: to introduce the topic of the reading text through an oral activity involving background knowledge1) ask ss the questions and generate discussion.2. aim: to scan the text for specific information 1) tell ss to read the text paragraph by paragraph and underline the relevant information.2) Check answers.3. aim: to check comprehension of specific information in the text.1) ask ss to read the sentences a-g.2) ask ss to read the text again and do the activity.3) Ask ss to provide justification.4) Check answers.Words and phraseAim: to present and practice prepositional phrases with in1) ask ss to read the phrases in the box and the sentences a-f.2) have ss do the activity.3) Check answers.Grammar1. aim: to introduce the verb used to 1) ask ss to read the sentence and choose the correct meaning.2) Check answers2. aim: to present the information of the verb used to1) ask ss to read the sentences and tell you what they notice about the formation of the verb used to. Elicit the answer that we form the question and negative form of used to wi