新編實用英語1第一冊教案

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1、 Unit 1??? Greeting and Introducing People The first period SectionⅠ&Ⅱ Teaching aims The students should be able to read, discuss and translate business cards in English, understand greeting and introducing people and make a short conversation to greet and introduce other people, and master

2、some expressions in greeting and introducing people. Teaching important point Improve students’ listening ability Teaching difficult point Make students talk freely with useful words and phrases Teaching methods 1. introductive method and talking method to give students a clear picture of wh

3、at they should master 2. listening and answering activities to improve students’ listening ability 3. pair-and group work to make every student active in class Teaching aids The radio player and the blackboard Teaching procedures　 Ⅰ. Introduction When you are introduced to foreign friends, y

4、ou should greet them with“How do you do?" while shaking hands with them for a few seconds. The next thing is, perhaps, the presenting of a business card, which is also called a name card. You should accept the card with a smile and a quick browse, and at the same time, offer yours. Ⅱ. Section Ⅰ

5、Talking Face to Face Part 1 Warm- up Make a brief self-introduction, introduce how to study English in college, esp. this course, and collect the students' expectations in learning English to establish a close relationship with them Part 2 Read and Translate the Business Cards and Letters Lea

6、rn the several samples one by one and translate them into Chinese Part 3 Learn Some Dialogues The teacher presents the dialogues by playing the recorder and by asking the students to read the dialogues silently in order to get audio and visual input. The students practice the dialogues by imita

7、ting the pronunciation and intonation of the speakers on the tape, master some useful expressions, and produce some dialogues as required Part 4 Practice 1. Oral Practice Make a dialogue with your partner(s) by choosing any of the tasks in Act Out. 2. Put in Use Exercises 1-3 Ⅲ.

8、Section II : Being All Ears 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 materials for the fir

9、st time and ask them just to understand the main idea not to finish the exercises; listen to the materials again and ask them to finish exercise 1; ask the students to repeat the materials sentence by sentence after the tape while the teacher will press the button “pause” on the tape recorder; liste

10、n to the materials as a whole for the last time. Post-listening: ask the students to finish exercise 2, i.e. answering questions. This step aims to change listening to speaking. Ⅳ.Homework: Preview Section III Passage I & II Conclusion: The second period Section Ⅲ Maintaining a S

11、harp Eye Passage Ⅰ The Way Americans Greet Teaching aims 1. Master some useful expressions in Passage I 2. know the way American greet, for example, when they meet for the first time, how to call each other; how to ask questions; how to begin the conversation and how to tell something about on

12、eself, such as one’s name, appearance, characteristics, work and so on Teaching important point Make students know how American people and British people greet each other and how Chinese people do Teaching difficult point Enable students to understand the passage Teaching methods 1)fast read

13、ing to train students’ reading ability 2)careful reading to get some detailed information 3)asking and answering activities to make every students active in class Teaching aids The radio player and the blackboard Teaching procedures Ⅰ. Text-related Information Formation of Common English Nam

14、esA 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

15、name is often shortened to the initial letter. Surname is often the father’s family name, so it is also called family name or last name. For example: Anne Louise Strong, George W. Bush. Ⅱ. Warm-up Ask the students the question “What is the difference of greeting people between Chinese and English?

16、”, then collect their opinions and write them on the blackboard to develop their self-confidence; provide some background knowledge Ⅲ. Ask the students to skim the passage and answer the comprehension questions on page 9 Ⅳ. Analyze the passage, and explain the language points and difficult senten

17、ces ① (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: 美國人的致意方式 Example: I think the way she studies is worth studying. ② (Para. 1) Speaking of … time, I’ve got to run. Ana

18、lysis: Speaking of is a present participle clause used as an adverbial of cause/time. It means “when it comes to time, I’m reminded of …” Translation: 說到時間，我得趕緊跑了。 a. 談到英語，我得上課去了。Speaking of English, I’ve got to go to a class. b. 談到名片，我現(xiàn)在得再印一些。 Speaking of business cards, I’ve got to print som

19、e more now. ③ (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: 然而美國式的介紹通常相當(dāng)簡單。 a. 在中國，家庭關(guān)系通常都很緊密。 China, family relationships are usually

20、rather close. b. 在我家鄉(xiāng)，公司通常都很小。 In my hometown, companies are usually rather small. ④ (Para 2) “Glad to meet you. I’m 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

21、 relationship. Translation: “見到你很高興。我姓米勒，但叫我保羅好了。” Example: “Hello, I’m Smith. But call me Mike.” ⑤ (Para 3) But Americans do sometimes ask such questions. Analysis: Do is used here to emphasize the following verb. It means “的的確 確，真的” Translation: 但是美國人有時確實會問此類問題。 Example: I do apprecia

22、te your help. ⑥ (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:這樣就能更多地了解你，并以此為開端與你友好地侃上一場。

23、 Example: In this way you can improve your spoken English and do better in the job interview. Ⅴ. Important Words and Expressions ①. greet v. say words of welcome to, express one’s feelings on receiving sb. Example: It is important for the students to learn how to greet people in English. a.

24、我們經(jīng)常用微笑表達(dá)喜悅。We often express our happiness with a smile. b. 她說話經(jīng)常帶濃重的鄉(xiāng)音。She often speaks with a strong local accent. ②. similarly adv. 同樣 Similarly, there are also many proverbs in Chinese. a. 同樣，格林教授也無法忍耐惰性。Similarly, Professor Green couldn’t bear laziness. b. 同樣，他們也不愿意依賴他人。Similarly, they do

25、n’t want to depend upon others. ③. to sb. 對某人來說 To the parents, a healthy child is the most essential thing. a. 對一個商人來說，利潤是最重要的事。 To a businessman, profit is the most important thing. b. 對我來說，一個幸福的家庭是最有價值的東西。 To me, a happy family is the most valuable thing. ④. leave an impression on/upon sb.

26、 給某人留下印象 Leave a deep/good/nice impression on/upon sb. The teacher has made a deep impression upon my mind with his devotion to teaching. ⑤ make 是,成為 Example:一個友好的問候會使談話有一個良好的開端。 A friendly greeting will make a good beginning for a talk. Practice: 一個幽默的句子會給一堂課增添一股活力(lively touch)。 A hum

27、orous sentence will give a lively touch to the lesson. ⑥. such 如此的,這樣的 Such a life may be too hard to the little girl. a. 這樣的結(jié)局對我來說是太突然了。 Such an ending may be too hasty to me. ?b. 這樣一種天氣對游客來說是太熱了。 Such weather may be too hot to the tourists. ⑦. acquaint v. make familiar with, get to know, r

28、eveal to sb. 結(jié)識，認(rèn)識 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. ⑧. prefer v. like better, would rather do 更喜歡,寧愿 I prefer to

29、have the meeting in the morning rather than in the afternoon. Practice: Which do you prefer, tea or coffee? ⑨. call v & n. address, name, ring sb. up 叫, 稱呼, 打電話 Example: a. He is so tall that many of his friends call him Sky. b. This tropical fruit is called coconut. c. Please give me a ca

30、ll if you need my help. Ⅵ. Homework: preview the passage; finish the exercises after passage I&II Conclusion: The third period PassageⅡ& secion Ⅳ Trying your hand Teaching aims Know about self-introduction Translate the business cards by using translation skills

31、; Explain grammar rules, i.e. the basic sentence structures . Teaching important point Train students’ fast reading skills Teaching difficult point the basic sentence structures Teaching methods Asking and answering activities ; Writing and discussing method Teaching aids The radio playe

32、r and the blackboard Teaching procedures Ⅰ.Passage II A Little About Me Step 1.Warm up 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: Step 2. Ask the students to skim

33、the passage and finish Exercise7 Ⅱ.Section Ⅳ Trying Your Hand Applied Writing Part 1 Learn to Write a Business Card Read the following two samples of Business Cards and learn to write your own. Part 2 Notes 1. Business cards usually include the following items: The bearer’s name, professi

34、on and title, address, telephone number, fax number, postal code, e-mail address, and some other useful information and personal data. 2. To a foreign friend, we should remember to present a card either with an English version or written in English, because most English speakers don’t have competen

35、ce in reading Chinese. Sentence Writing Basic Sentence Structure 英語的基本句型 英語五種基本句型列式如下： 基本句型一： Ｓ Ｖ （主＋謂） 基本句型二： Ｓ Ｖ Ｐ （主＋謂＋表） 基本句型三： Ｓ Ｖ Ｏ （主＋謂＋賓） 基本句型四： Ｓ Ｖ ｏ Ｏ （主＋謂＋間賓＋直賓） 基本句型五： Ｓ Ｖ Ｏ Ｃ （主＋謂＋賓＋賓補） (一) 基本句型 一 此句型的句子有一個共同特點，即句子的謂語動詞都能表達(dá)完整的意思。這類動詞叫做不及物動詞，后面可以跟副詞、介詞短語、狀語從句等。 Ｓ │ Ｖ （不及物

36、動詞） 1. The sun │was shining. 太陽在照耀著。 2. The moon │rose. 月亮升起了。 3. The universe │remains. 宇宙長存。 4. We all │breathe, eat, and drink. 我們大家都呼吸、吃和喝。 5. Who │cares? 管它呢？ 6. What he said │does not matter. 他所講的沒有什么關(guān)系。 7. They │talked for half an hour. 他們談了半個小時。 8. The pen │writes smoothly 這支筆

37、書寫流利.。 （二）基本句型 二 此句型的句子有一個共同的特點：句子謂語動詞都不能表達(dá)一個完整的意思，必須加上一個表明主語身份或狀態(tài)的表語構(gòu)成復(fù)合謂語，才能表達(dá)完整的意思。這類動詞叫做連系動詞。系動詞分兩類：be, look, keep, seem等屬一類，表示情況；get, grow, become, turn等屬另一類，表示變化。be 本身沒有什么意義,只起連系主語和表語的作用。其它系動詞仍保持其部分詞義。 Ｓ │Ｖ（是系動詞）│ Ｐ 1. This │is │an English-Chinese dictionary. 這是本英漢辭典。 2. The dinner │smell

38、s │good. 午餐的氣味很好。 3. He │fell │in love. 他墮入了情網(wǎng)。 4. Everything │looks │different. 一切看來都不同了。 5. He │is growing │tall and strong. 他長得又高又壯。 6. The trouble│is │that they are short of money. 麻煩的是他們?nèi)鄙馘X。 7. Our well │has gone │dry. 我們的井干枯了 8. His face │turned │red. 他的臉紅了。 （三）基本句型 三 此句型句子的共同特點是：謂語動詞都

39、具有實義，都是主語產(chǎn)生的動作，但不能表達(dá)完整的意思，必須跟有一個賓語，即動作的承受者，才能使意思完整。這類動詞叫做及物動詞。 Ｓ │Ｖ（及物動詞）│ Ｏ 1. Who │knows │the answer? 誰知道答案？ 2. She │smiled │her thanks. 她微笑表示感謝。 3. He │has refused │to help them. 他拒絕幫他們的忙。 4. He │enjoys │reading. 他喜歡看書。 5. They │ate │what was left over. 他們吃了剩飯。 6. He │said │"Good morning."

40、 他說：“早上好！” 7. I │want │to have a cup of tea. 我想喝杯茶。 8. He │admits │that he was mistaken. 他承認(rèn)犯了錯誤。 （四）基本句型 四 此句型的句子有一個共同特點：謂語動詞必須跟有兩個賓語才能表達(dá)完整的意思。這兩個賓語一個是動作的直接承受者，另一個是動作的間接承受者。通常這一間接承受者用一個介詞來連接，當(dāng)動作的間接承受者在動作的直接承受者之前時，這一介詞往往被省略。Ｓ │Ｖ（及物）│ ｏ（多指人） │ Ｏ（多指物） 1. She │ordered │herself │a new dress. 她給自己定了

41、一套新衣裳。 2. She │cooked │her husband │a delicious meal. 她給丈夫煮了一餐美饌。 3. He │brought │you │a dictionary. 給你帶來了一本字典。 4. He │denies │her │nothing. 他對她什么都不拒絕。 5. I │showed │him │my pictures. 我給他看我的照片。 6. I │gave │my car │a wash. 我洗了我的汽車。 7. I │told │him │that the bus was late. 我告訴他汽車晚點了。 8. He │show

42、ed │me │how to run the machine. 他教我開機(jī)器。 （五）基本句型 五 此句型的句子的共同特點是：動詞雖然是及物動詞，但是只跟一個賓語還不能表達(dá)完整的意思，必須加上一個補充成分來補足賓語，才能使意思完整。 Ｓ │Ｖ（及物）│ Ｏ（賓語） │ Ｃ（賓補） 1. They │appointed │him │manager. 他們?nèi)蚊?dāng)經(jīng)理。 2. They │painted │the door │green. 他們把門漆成綠色。 3. This │set │them │thinking. 這使得他們要細(xì)想一想。 4. They │found │the h

43、ouse │deserted. 他們發(fā)現(xiàn)那房子無人居住。 5. What │makes │him │think so? 他怎么會這樣想？ 6. We │saw │him │out. 我們送他出去。 7. He │asked │me │to come back soon. 他要我早點回來。 8. I │saw │them │getting on the bus. 我看見他們上了那輛公共汽車。. 但常用的英語句子并不都象基本句型這樣簡短，這些句子除了基本句型的成分不變外，通常是在這些成分的前面或后面增加一些修飾語（modifier）而加以擴(kuò)大。這些修飾語可以是單詞（主要是形容詞、副詞和

44、數(shù)詞），也可以是各種類型的短語（主要是介詞短語、不定式短語和分詞短語）。下面以基本句型五為例： We found the hall full. 我們發(fā)現(xiàn)禮堂坐滿了。 We found the great hall full of students and teachers. 我們發(fā)現(xiàn)大禮堂坐滿了學(xué)生和教師。 We found the great hall full of students and teachers listening to an important report. 我們發(fā)現(xiàn)大禮堂坐滿了學(xué)生和教師，在聽一個重要報告。 We found the great hall

45、full of students and teachers listening to an important report made by a comrade from the People's Daily on current affairs in East Europe. 我們發(fā)現(xiàn)大禮堂坐滿了學(xué)生和教師，在聽人民日報的一位同志作有關(guān)東歐局勢的重要報告。 不同的動詞使用的句型也不盡一樣，因此在學(xué)習(xí)動詞時，應(yīng)掌握動詞的類型。以 get 為例： He's getting angry. (S V C) He got through the window. (S V M) You'll g

46、et a surprise. (S V O) He got his shoes and socks wet. (S V O C) He got himself into trouble. (S V O M) He got her a splendid present. (S V 0 O) Ⅲ. Homework: review the useful words and phrases;preview unit 2 Conclusion: Unit 3? Directions and Signs The first period Section I

47、& Section II Teaching aims: 1. Read and discuss directions and signs in English 2.Learn some expressions on giving and asking for directions and draw a map of a street or a building 3. Train the students with proper listening strategies Teaching important points: 1. How to ask for and give

48、 directions 2. Useful terms in directions Teaching difficult points: Patterns that are appropriate for asking for and giving directions in different situations. Teaching methods: Task-based learning; Communicative approach Teaching aids: 1.a radio player 2.the blackboard 3. a map Teach

49、ing procedures I. Lead-in Show the Ss a map. Ask them where they are from and how they go back home. Tell the Ss how the teacher goes back home and get them to imitate the example. Teacher’s description: First I take the taxi to the train station. Then I’ll take the express train from Chongqing

50、to Beijing and get off at Shi Jiazhuang station. Go up along the Zhanqian Street to catch NO.108 bus. I get off at the last stop. Go along the street. My compound (小區(qū)) is 200 meters straight ahead. Go upstairs and my home is on the fourth floor. II. Presentation Section I Talking Face to Face Ste

51、p1. Show the Ss the focal words and expressions. Go through the words and phrases and patterns with the Ss and make sure they understand them. Then get the Ss to read them for a few minutes. 1. walk Example: I usually walk over to the museum. 2. on foot Example: I usually go to the museum on

52、 foot. 3. take underground Example: I take the underground from Wynn Street to Low Street. 4. go up Example: Go up the road to the third turning on the left. 5. turn left Example: Go down the street till the crossroads and turn left there. 6. on one’s left Example: You will see it on yo

53、ur left. 7. behind Example: I usually drive my car up Hall Street and park in the car park behind the church. 8. in the middle of Example: The shop is in the middle of the second block. 9. on the second floor Example: It’s on the second floor, the third room on the right. 10. at the corn

54、er of Example: Get off at the corner of Bill Street and Low street opposite. Example: The bus stop is just opposite my apartment. 11. crossroads Example: Go straight on until you come to a crossroads. 12. upstairs Example: Go upstairs to the third floor. Step 2 Show the Ss two maps. One is

55、 a street map, and the other is a map of a building, the fourth floor. First Get the Ss to make dialogues with what they’ve learned. Then get them to follow the Samples. Sample 1: Find out the sentences for talking about the means of transport means. Sample 2: Find out the sentences for aski

56、ng and giving directions. Step 3. Practice (Act out) Let the Ss practice the dialogues in pairs. Then ask several pairs to act the scene in front of the class. Section II Being All Ears Part 1:Dialogue 1 Pre-listening: provide the students with the new words and expressions; read through t

57、he 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 dialog

58、ue 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 exercise 2, i

59、.e. answering questions. This step aims to change listening to speaking. Part 2, Passage 1. Give students a few minutes to read through the printed materials for each listening item. 2. Listen to the recording for the first time and do the related exercises. 3. Play the recording with a pause af

60、ter each sentence for the second time and ask the students to take notes of the key words 4. Play the recording for the third time, and ask the students to simultaneously repeat while they are listening. 5. Check all the exercises in the section. III. Assignment 1. Do ex.1-3 2. Preview secti

61、on III. Conclusion: The second period Passage I I Hate Flying Teaching aims: 1. Understand the passage as a whole; 2. Master some useful expressions in Passage I; 3. Learn to use strategy of skimming to understand articles (reading skill development). Teaching

62、important points: 1.Get the main idea of the passage 2.Different feelings about traveling Teaching difficult points: Use the focal words and expressions to make sentences or translate into to English the sentences including them. Teaching methods: 1.Fast reading and careful reading 2.Expl

63、anations Teaching aids: 1.a radio player 2.the blackboard 3.tape Teaching procedures Ⅰ.Greeting and check the answers(ex.1-3) Ⅱ.Warm-up questions 1. Have you got any experience of flying? If you have, how do you feel about it? 2. Why do you think some people prefer traveling by train to tr

64、aveling by air? Ⅲ.Presentation Step1,Students read the passage Step 2. Comprehension Questions (The students will be asked some compression questions after they have skimmed the passage to help them develop reading strategies.) 1.???? What was the author’s first unhappy experience that day? 2

65、.? How much time did he stay at the reservations desk? 3. Why was he still unhappy when he sat in his seat? 4.? Why was he frightened to see the smoke coming out of the wing? 5. How did he feel when the captain said there was no need to panic? Step 3. Explain the passage in detail 1. Explanati

66、on of Difficult Sentences (1)--It took fifteen minutes for her to realize that she had spelled my name incorrectly. (Para 2) Analysis: This sentence can also be written as “It took her fifteen minutes to realize… incorrectly”. It is the formal subject of the sentence, and the actual subject is the infinitive clause for her to realize with her as the? logical subject of the verb realize, whose object clause is introduced by that. Translation: 花了15分鐘她才弄清楚是把我的名字搞錯了。 Example: a. It takes nine