新编实用英语2教案.doc

Unit 1 InvitationsThe First Session (90100 min.) Teaching Contents:Section1 Talking Face to Face & Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the key words and expressions: “invite, request the pleasure of ones company, in celebration of , feel honored, great, super, congratulations” etc. by learning the dialogues of this part.2 To finish some oral exercises about extending and replying to an invitation.Ability objects1 To develop the Ss speaking abilities on the subject of extending and replying to an invitation.2 To practice the Ss listening comprehension on the subject of extending and replying to an invitation.Teaching Important Points:1 To help the Ss to communicate with each other. 2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder 2 The blackboardTeaching Procedures:Step1 Lead-in: The invitation card1 Warm-up questions:1) What are the two cards you are reading now?2) Why do people write an invitation card?2 Questions for understanding the first invitaion card1) Who are the inviters?2) Why are they going to hold a dinner party?3) When are they going to hold a dinner party?4) Where will the dinner party be held?3 Questions for understanding the second invitaion card1) Who is the inviter?2) Who is the person invited?3) What activity is going to take place?Step2 Oral Activities: Talking Face to Face1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.1) Do you know how to make an invitation?2) Do you know how to decline an invitation?2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for making and declining an invitation in the dialogues. 3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations about making and declining an invitation.2 Recite the wonderful sentences picked out by the teacher.3 Preview all the exercises after Passage 1.Blackboard DesignUnit 1 Invitationsinvite, request the pleasure of ones company, in celebration of , feel honoured, congratulationsReflection:Unit 1 Invitations The Second Session (90100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage1 Are You Really Being Invited?Teaching Aims:Knowledge objects1 To study the key words and expressions: “invent, appropriate, commit, instance, entertain, host/hostess, identify, present, casual, explicit, drop, be prepared to do sth, commit oneself, let the matter drop” etc. by learning the passage of this part.2 To know about some invitation culture. 1) The time you are being invited 2) Who pays if you are being invited to a restaurant? 3) How to decline an invitation 4) Appropriate etiquette of declining an invitation3 To grasp the main idea of the passage.Ability objects1 To develop the Ss abilities of reading comprehension.2 To develop the Ss abilities of making sentences.Teaching Important Points:1 To help the Ss to know about Western invitation culture.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions.Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method 3 The Task-based MethodTeaching Aids:1 A tape recorder 2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions: 1 Do different countries vary in their customs when people invite friends? Give an example. Yes. For example, in China, if you invite a friend to a restaurant for dinner, you will pay the bill, while in Western countries, people often go Dutch.2 How much do you know about the practice of invitation in Western countries?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and Summarizing 1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.Para.1: How to deal with or decline an invitation that you dont like to accept.Paras.2-4: The etiquette of inviting people to eat out in a restaurant in the United StatesPara.5: How to distinguish between an invitation and a ritual expression of parting.2 The Ss discuss the following questions. 1) What should you do if someone invites you but hasnt told you what the invitation is about? 2) If someone invites you to do sth you dont like to do, how should you reply? 3) What are you expected to do if you have to decline an invitation? 4) What is the proper etiquette for declining an invitation? 5) What is the key word often used in an invitation that sounds like an invitation but actually isnt?Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 commit oneself to sth./doing sth. : promise to do sth. e.g. The government claimed to commit itself to improving health care.2 invent: v. discover and create sth. new e.g. Trains were invented long before cars. I didnt invent the story - everything I told you is true.3 drop: v. fall down, give up, lower e.g. She dropped her purse on the ground.4 identify: v. recognize the identity of sb. or sth. e.g. The young man identified the runaway from the crowd.5 refuse: v. say no, decline e.g. She refused an invitation to a party. refusal: n. an act of rejecting sth. e.g. Shellys refusal to marry Tony made him very sad.6 casual: rmal, not very serious e.g. His attitude towards his work is too casual.Step5 Doing ExercisesGuide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.Step6 Assignments1 Recite the words as many as possible after class.2 Finish Exs.2-5 in the exercise book.3 Prepare for Passage2 and Section4.Blackboard DesignUnit 1 Invitation1 commit oneself to sth./doing sth. : promise to do sth.2 invent: v. discover and create sth. new3 drop: v. fall down, give up, lower4 identify: v. recognize the identity of sb. or sth.5 refuse: v. say no, decline refusal: n. an act of rejecting sth.6 casual: rmal, not very serious Reflection:Unit 1 Invitation The Third Session (90100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2& Section4 Trying Your HandTeaching Aims:Knowledge objects1 To study the key words and expressions: “colleague, occasionally, at least, get along with, happen to do sth, in the hope of, make sure” etc. by learning this part.2 To learn the format and language features of invitation cards.3 To know about word order in a subordinate clause.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss abilities of reading comprehension.2 To develop the Ss abilities of making sentences.Teaching Important Points:1 To enable the Ss to write an invitation letter.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions.Teaching Difficult Point:How to strengthen their grammar abilities.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method 3 The Task-based MethodTeaching Aids:1 A tape recorder 2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions1 Have you ever received an invitation letter in English?2 What points should an invitation letter include? (The activitys program, time, place, inviter and invitee.)Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.Step3 Analyzing and Summarizing The teacher asks the students to read the letter twice and try to find out the activity, the place, the time, the inviter and the invitee. Then thr teacher makes sure that the students are able to summarize the message conveyed tin an invitation letter.Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 colleague: n. someone that you work with2 occasionally: ad. once in a while3 at least: not less than4 happen to do sth.: have or do sth. by or as if by chance5 make sure: find out if sth. is true or check that sth. has been doneStep5 Applied Writing1 The teacher briefly summaries the format and the language used in business cards.2 The Ss do Simulate and Create exercises.Step6 Grammar Review1 The teacher compares the word order in a wh-question and a subordinate clause with some examples.2 The Ss do Exs.5-6.Step7 Assignments1 Recite the words as many as possible after class.2 Do the grammar exercises in the Workbook.3 Prepare Section 1of Unit 2.4 Do Exs7-8 of Section 4.Blackboard DesignUnit 1 Invitations1 colleague: n. someone that you work with2 occasionally: ad. once in a while3 at least: not less than4 happen to do sth.: have or do sth. by or as if by chance5 make sure: find out if sth. is true or check that sth. has been doneReflection:Unit 2 EmailsThe First Session (90100 min.)Teaching Contents:Section1 Talking Face to Face & Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the key words and expressions: “chat on line, get/gain access to the Internet, go on line, browse the Internet, be keen on chat online, send an email, email address, simulate, be addicted to, visit a website, click the mouse, sign up online, e-shopping/commerce” etc. by learning the dialogues of this part.2 To know more abbreviations and slang used in comunicating online.Ability objects1 To develop the Ss abilities of making coversations about going online.2 To practice the Ss listening comprehension on the subject of communicating online.Teaching Important Points:1 To help the Ss to communicate with each other. 2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method 3 The Task-based MethodTeaching Aids:1 A tape recorder 2 The blackboardTeaching Procedures:Step1 Lead-in: 1 Warm-up questions:1) What do the abbreviations stand for? YDKM You dont know me STYS Speak to you soon TYVM Thank you very muchWYRN What is your real nameWDYS What did you say2) Do you often chat online?3) How do you chat online?4) What do you think of chatting on line?2 The Ss read and translate the abbreviations under the supervision of the teacher.Step2 Oral Activities: Talking Face to Face1 The teacher gives the students more abbreviations and asks them to use them for practice.LTNS, Long time no seeSTYSL, Speak to you soon later2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about abbreviations used online. 3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations on chatting online with each other, referring to the dialogues in the Workbook.2 Recite the wonderful sentences picked out by the teacher.Blackboard DesignUnit 2 Emailschat /go on line, get/gain access to the Internet, browse the Internet, be keen on chat online, be addicted to,visit a website, click the mouse, sign up online, e-shopping/commerce Reflection :Unit 2 Emails The Second Session (90100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage1 Teaching Aims:Knowledge objects1 To study the key words and expressions: “medium, share (in), conduct business, log onto the Internet, claim for sale, on sale, in the first quarter of the year, merge with, influence, at a.price, at ones convenience, concern, regarding , have access to , digital divide, in spite of, slow down, speed up, provide with” etc. by learning the passage of this part.2 To know about the advantages and disadvantages of the Internet.3 To grasp the main idea of the passage.Ability objects1 To develop the Ss abilities of reading comprehension.2 To develop the Ss abilities of making sentences.Teaching Important Points:1 To help the Ss to analyze the advantages and disadvantages of the Internet.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions.Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method 3 The Task-based MethodTeaching Aids:1 A tape recorder 2 The blackboardTeaching procedures:Step1 Lead-in: Warm-up questions: 1 Do you usually log onto the Internet?2 What do you usually do on the Internet?3 How do you get access to the Internet?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and Summarizing 1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.Paras.1-3: Introduction to the Internet.Paras.4-6: Advantages of the Internet in peoples current life.Paras.7-8: Disadvantages of the Internet.Paras.9-15: Further development of the Internet in the future.2 The Ss discuss the following questions.1) What can people do on the World Wide Web?2) How many people joined the American Online Inc. in 1995?3) What is the e-Bay?4) What are the advantages of email mentioned in this passage?5) What are the disadvantages of the Internet according to this passage?6) How do you understand the term “digital divide”?7) Who has contributed a lot to the Internet growth in America according to the passage?8) What has improved the speed of the Internet?Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 share: v. divide and distribute e.g. We will share (in) the work.2 conduct: v. handle, undertake, transact, guide e.g. People around the world conduct business on the Internet nowadays.3 communicate with sb.: share or change opinions with sb. e.g. More and more people communicate with each other on the Internet in modern society.4 log on the Internet: gain access to the Internet, get on line e.g. Millions of people log on the Internet every day.5 claim: v. declare to be true, state e.g. He claims that he has a strong memory, but I dont believe him. She claims to be the daughter of