第二册第一单元教案.

1、Unit 1Periods 1-2Teaching Content: Listening & Speaking: Asking for and Giving ClarificationTeaching Objectives:1. Knowledge Objectives:Master the basic language and skills necessary to ask for and give clarification.2. Ability Objectives:Be able to ask for and give clarification correctly.3. Em

2、otion Objectives:Be ready to ask for and give clarification when misunderstandings occur.Teaching Requirements: 1. Being present when the lecture is given. 2. Accomplishing the tasks assigned. 3. Participating in the classroom discussion, role-play and team work spontaneously. 4. Practicing ora

3、lly what is learned in class after class as required.Teaching Important Points:The language and skills necessary to ask for and give clarification.Teaching Method:Communiction and discussion Teaching Time: 90 minsTeaching Steps:Step I Warming-up activity 1. Ask students to say something about their

4、winter vacation or Spring Festival.2. Have you ever misunderstood others or been misunderstood by others?. 3. What should you do when a misunderstanding takes place?Step Presentation 1. The Language for Asking for and Giving Clarification1) Ask students what they say when they are not clear about wh

5、at has been said or have become puzzled about a particular point just mentioned.2) Have the students listen to Ex.1 (2-3 times) and fill in the blanks with the missing words.3) Ask one student to read aloud the talk so that the students can check their completed answers.4) Ask students to read aloud

6、 the expressions for asking for and giving clarification.The language for asking for clarification- Im sorry, I dont quite understand what you mean by market economy.- Im sorry, could you (possibly) explain what you mean by globalization?- I dont quite understand what you mean by black lie.- What (e

7、xactly) do you mean by sick humor?The language for giving clarification- (Well,) what Im trying to say is (that) + SENTENCE.- (Well,) I think what I mean is that + SENTENCE.- What I mean is that + SENTENCE.- What Im saying is (that) + SENTENCE.- All Im trying to say is that + SENTENCE.- (Oh,) it is

8、+ explanation to a word or phrase.2. Asking for and Giving Clarification1) Let the students go through the new words in the first dialogue in Ex.3. 2) Have the students listen to the dialogue twice and fill in the blanks with the missing words.3) Ask some students to answer the questions about the d

9、ialogue.4) Have students look for the language used to ask for and give clarification.5) Practice in pairs.6) Study the second conversation with the same steps.Step Speaking Practice 1. Role-playAsk some students to role-play the two conversations in Ex.3 .2. Pair work Make short dialogues about ask

10、ing for and giving clarification, using the languagelearned in Ex.1.Tips : Students can ask for clarification with the new words in Text A.For example-What do you mean by bum?-Oh, its an American slang. Its a wondering person who lives by begging.Step IV Assignments 1. Read the expressions for askin

11、g for and giving clarification and learn them by heart.2. Preview Text A, study the new words and try to finish Ex.2 and Ex.4.Periods 3-4Teaching Content: Text A MisunderstandingTeaching Objectives:1. Knowledge Objectives:Understand the main idea of the passage.2. Ability Objectives:1） Be able to ge

12、t the main idea and find out the topic sentences in each part.2） Be able to find supporting details for the topic sentences.3. Emotion Objectives:Pay speaical attention to the confusing words and speak and write correctly, try to avoid misunderstanding.Teaching Requirements: 1. Being present wh

13、en the lecture is given. 2. Accomplishing the tasks assigned. 3. Participating in the classroom discussion, role-play and team work spontaneously. 4. Do the assignment given.Teaching Important Points:Understanding of the passage.Teaching Methods: Situation-based discussingTeaching Time: 90 minutesTe

14、aching Steps:Step I Review and check Ask students to make a short dialogue about asking for and giving clarification.Step II Warming-up activity Have you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or wr

15、itten form of the language that you use. List the words or expressions that may cause misunderstandings as much as possible.Words or expressions that are often misunderstood when used in spoken formthirteen/thirty fourteen/forty nineteen/ninetycan/cant (especially in American English)Oakland/Aucklan

16、dadapt/adoptWords or expressions that are often misunderstood when used in written formfather/farther/furtheraffect/effectcapital/capitolmajor/mayorexcept/expect/excerptStep Presentation Task 1 New Words StudyGo through the new words and give some explanation to them.Task 2 Text AnalysisPart TopicPa

17、ragraphMain IdeaMisunderstandings may occur among native English speakers1A passenger wanted to tell the driver that there was a bum in the restroom.2The change of the word “bum” into “bomb” caused a 15-mile-long traffic jam.3A man who wanted to go to Oakland finally got to Auckland because he faile

18、d to get the meaning correctly.Non-native English speakers are more often affected.4Misunderstandings among English-speaking people are commom, but they occur more frequently among non-native English speakers.5A Korean womans failure to understand the difference between “a plate” and “up late” made

19、her wonder about her bosss question all day.What should people do when misunderstandings occur?6The best thing people can do about misunderstandings caused by similar-sounding words is probably just laugh and learn from the mistake.Task 3 Further Comprehension Activity Read the text carefully again

20、and answer the text-related questions in Ex.2. 1) Why did the man with uncombed hair and dirty clothes head straight for the restroom when he got on the bus? He wanted to go to New York without paying for the ticket.2) What did the passenger at the back of the bus decide to do when she saw the man h

21、iding himself in the restroom? She decided to tell the bus driver that a bum was hiding in the restroom.3) What was the original message the passengers were supposed to pass and what had it turned into when it reached the driver? The original message was “There is a bum in the restroom,” but it turn

22、ed into“There is a bom in the restroom.”4) What was the result of the wrong message? The bus driver radioed the police and a 15-mile-long traffic jam resulted.5) Where did the man in Los Angeles want to go and where did he arrive? He wanted to go to Oakland but arrived in Auckland.6) What was the ca

23、use of his mistake? He thought that he heard the word “Oakland” in the announcement, but in fact what he heard was “Auckland”.7) According to the writer, how often do misunderstandings take place among English-speaking people? According to the writer, it is common for misunderstandings to take place

24、 among English-speaking people8) Who are more easily confused by similar-sounding English words? Speakers of English as a second or foreign language are more easily confused.9) Why did the Korean woman wonder all day about her bosss question? She confused “up late” with “a plate” and found herself u

25、nable to understand what her boss said.10)What is the best thing to do when misunderstandings arise among English-speaking people, according to the writer He suggested laughing and learning from the mistake.11) What is the text mainly about? It is about misunderstandings that similar-sounding Englis

26、h words or expressions can cause.Task 4 Discuss the following topics.1. Have you ever experienced situations similar to those described by the writer of the text? Are there similar misunderstandings among Chinese-speaking people? Tell the story/stories that you know to your classmates.2. What can yo

27、u do to avoid the serious consequences of misunderstandings caused by confusing words or expressions?Steps 1. Students are divided into several groups at random and have a discussion.2. Each group gives a presentation.3. Comment briefly.Step Assignments 1. Retell the main idea of the passage by usin

28、g the information in the table in Ex.4 you have completed.2. Think about what you have learnt from the article and then talk about it.3. Preview the exercises related to the text.Periods 5-6Teaching Content: Text A (to be continued) and Exercises Related to ItTeaching Objectives:1. Knowledge Objecti

29、ves;Master the useful sentence structures and words and expressions in the passage.2. Ability Objectives:Be able to finish the exercises correctly.Teaching Requirements: 1. Being present when the lecture is given. 2. Accomplishing the tasks assigned. 3. Participating in the classroom discussion

30、, role-play and team work spontaneously. 4. Do the assignment given.Teaching Important Points: Sentence structures and language points. Teaching Methods: Teaching and PracticeTeaching Time: 90 minutesTeaching Steps:Step Review and Check Ask students to retell the main idea of the passage.Step Presen

31、tation Task 1 Analyze the difficult sentences and study the language points. 1. misunderstand: vt. understand wrongly误解e.g. Im sorry, I misunderstood you. It seems that you have misunderstood what I said at the meeting.2. head for: go towards向走去；朝行进e.g. The ship was heading for Britain.We all head f

32、or the dinning hall after class.3. tap: hit (sb./sth.) lightly with a quick short blow, esp. to attract attention（尤指为吸引注意）轻拍，轻敲（某人或某物）e.g. Tom tapped on the door and went in.He turned as someone tapped him on the shoulder.4. The message was passed from person to person until it reached the front of

33、the bus. until: prep &conj.up to the time when, up to直到时（为止）, 直到e.g.Youd better wait until his return.Go straight on until you come to the post-office and then turn left.fromto 注意在这一结构中的名词前没有冠词。e.g. from morning to night from house to house5. by the time:到时候e.g. The phone was ringing but by the

34、time she got indoors, it had stopped.By the time we got to the station, the train had already left.6. notbut: 这一结构常常用来连接两个单词、词组或句子，表示“并非而是”的意思。e.g. The animal you saw in this area was not a rabbit, but a wild cat.These youngsters are motivated not by a desire for success, but by fear of failure.7. p

35、ull over: drive a vehicle to the roadsidee.g. The policeman asked the driver to pull over.When a policeman saw the driver running a red light, he called to him to pull over and walked towards the car.8. Oakland was north of Los Angeles.奥克兰在洛杉矶的北边。 north: adv. to or towards the north在北方，向北方 e.g. walk

36、/ drive/sail etc. northCompare: A is north of B. A is in the north of B. A is to the north of B.9. result in: have a specified effect or consequence产生某种作用或结果；导致e.g. Our efforts resulted in success.His poor English has resulted in misunderstandings between him and his American boss. result from: occu

37、r as a result （因而）发生，产生，出现e.g. injuries resulting from a fall因摔倒而受的伤10. She was too embarrassed to ask him about it. too(for sb.)toe.g. The girl is too shy to speak in public.He walked too fast for me to catch up with him.11. You were 15 minutes late. 英语中表示时间、距离时，常将具体的数字放在形容词early, late, long, short

38、, wide, tall, high等前面。e.g. The bridge is 200 meters long and 30 meters wide. You are required to come to the class 10 minutes early every morning.12. feel like: have the feeling of being; have a wish for; wante.g. When my best friend left me alone in the street, I felt like a hurt animal.Do you feel

39、 like another drink?Task 2 Guide the students through the exercises, focusing on Ex.5-8.Step Assignments 1. Read the passage and learn the para.4 by heart.2. Preview the practical writing.Periods 7-8Teaching Content: Practical Writing: Letters of InvitationTeaching Objective: 1. Enable students to m

40、aster the format, outline and useful expressions of writing a letter of invitation. 2. Students can write a letter of invitation correctly.Teaching Requirements: 1. Being present when the lecture is given. 2. Accomplishing the tasks assigned. 3. Participating in the classroom discussion, role-play and team work spontaneously. 4. Do the assignment given.Teaching Important Point: The outline and useful expressions of writing a letter of invitationTeaching Methods: Explanation an