《新理念交互英语教程1》教学教案(全)

新理念交互英语教程1教案
课程名称新理念交互英语教程1
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教材《新理念交互英语教程1》
Unit 1 Gratitude Teaching Objectives
Time Allocation
NOTES: This unit is arranged for a time span of 8 periods. A teacher can make whatever changes he/she thinks necessary according to his/her own conditions.
Teaching Procedures
Period 1
Section A Wake Up Your Ears
Teaching Steps:
1. Students work in pairs and briefly discuss expressions to show politeness in English.
2. Students study Word Tips to get prepared for doing Listening Practice.
3. Students listen to the recording and do Listening Practice one by one.
4. Check answers to the exercises together.
Period 2
Section B Open Your Mouth
Teaching Steps:
Activity A
1. Divide the class into groups with 3-4 members in each group, and ask students to tell the story to other students in the group by studying the pictures printed in the book carefully. Students are expected to add as more details as possible.
2. Invite some students to tell the story to the whole class.
3. Lead the open discussion on the questions in Activity B and then ask several students to state their opinions.
Homework:
1. Review the polite expressions learned in the class and practice with classmates or roommates after class.
2. Preview Text A, including the new words and expressions.
Period 3—4
Section C Enrich Your Mind
Part One Texts
Text A
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
attention especially primary gentle patience
influence follow gain praise anxious
courage treat role confident
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
neither... nor draw one’s attention as well as
have an influence on sb. to one’s surprise a laughing stock
play a role in turn into
5. Students read the text for the first time to get the main ideas, discuss about the structure of the text, and then do “ Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text one by one.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 2
1. enjoy doing sth. 喜欢做某事
e.g. I enjoy watching TV more than any other pastimes.
我喜欢看电视超过了别的消遣方式。

She enjoys playing basketball. 她喜欢打篮球。

2. not…until 直到……才……
e.g. We didn’t get off the bus until it stopped. 公交车停了，我们才下车。

We could not go out until our teacher came back. 老师回来后，我们才能出去。

Paragraph 3
It was a bit difficult for an eight-year-old child to do so. 对一个8岁的孩子来说，这样做有点难。

1) 此句包含了一个句型：It be+adj.+for sb. to do sth. 对某人来说做某事(怎么样)。

it是形式主语，真正的主语是to do sth.。

该句型中，形容词仅仅用来描述事物特征，这类形容词有difficult，easy，hard，important，dangerous，(im)possible 等。

如果句型中的形容词是描述不定式行为者的性格、品质的，如kind，good，nice，right，wrong，clever，careless，polite，foolish等，则后面的介词要用of。

e.g. It is not easy for us to master a foreign language.
对我们来说掌握一门外语不容易。

It’s very kind of you to help me. 你能帮我，真好。

2) 此句中的eight-year-old是一个复合形容词，其构成形式为“数词+名词+形容词”，中间用连字符连接，且名词用单数形式。

e.g. an 800-meter-long bridge 一座长800米的桥梁
Paragraph 4
It is she who turned a self-abased girl into a confident one. 正是她让一个自卑的女孩变成了一个自信满满的人。

此句为强调句。

强调句的结构为：It+be+被强调的内容+that (who)+句子的其他成分。

在该句型中，be动词有is，was两种形式，分别用于现在时和过去时的强调句中。

如果被强调的部分是人，则关系代词可以用that，也可以用who。

e.g. It is Tom that/who gets up the earliest in the dorm every day. 每天寝室里起得最早的人正是汤姆。

It was yesterday that they got lost in the forest. 就是在昨天，他们在森林中迷路了。

Homework: 1) Review new words and expressions in Text A and prepare for a dictation next class. 2) Preview Text B, including the new words and expressions.
Period 5—6
Text B
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
create attitude improve effect significant spirit complain constant focus positive spread cycle continue effort basic
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
far-reaching effect in person focus on bring down lift up
for example in turn take effort the rest (of sth.)
5. Students read the text for the first time to get the main ideas and discuss about the structure of the text, and then do “Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 1
both…and…两者都……
both…and…连接名词或代词作主语时，谓语动词用复数形式。

e.g. Both New York and London have traffic problems.
纽约和伦敦都存在交通问题。

Both Lily and Tom like playing computer games. Lily和Tom都喜欢玩电脑游戏。

Paragraph 3
1. Hard as life can be sometimes, remember that there is always someone that has things worse than you do. 虽然生活有时很艰辛，但要记住总有人过得不如你。

1) hard as life can be sometimes是由as引导的让步状语从句。

as引导让步状语从句时，必须将表语、状语或动词原形置于as前面。

e.g. Tired as I was, I tried to help them. 虽然我很累，我还是努力帮助他们。

Try as he would, he couldn’t open the door. 他试过多次了，却仍打不开那扇门。

Hard as they tried, they couldn’t make her change her mind.
尽管他们做了很大努力，却无法让她改变主意。

2) remember后是一个由that引导的宾语从句there is always someone that has things worse than you do，该宾语从句中又包含一个由that引导的限定性定语从句that has things worse than you do，该定语从句的先行词为someone。

2. Constant complaining about what is wrong in your life will keep you focused on that, which will bring you down, while focusing on the positive will lift you up. 不停地抱怨生活中的遭遇只会让你关注眼前的困境，使你受挫，而关注生活的积极面
却能使你振作。

1) which will bring you down是which引导的非限定性定语从句，修饰前面的整个句子。

2) 此句中的while为连词，意为“然而”，表示转折关系。

Homework: 1) Review new words and expressions in Text B and prepare for a dictation next class. 2) Do Part Two Focus Exercises after class.
Period 7
Part Two Focus Exercises
Check the answers and correct students’ mistakes.
Section D Keep Your Feet on the Ground
Grammar—Noun
Teaching Steps:
1. Ask students to do a brainstorm on what they have known about nouns in English grammar, such as the forms of plural nouns, countable and uncountable nouns, functions of nouns in sentences, etc. Students can name some of them, for example, book-books/child-children ( pl. ),desks/water (countable and uncountable).
2. Teach students the rules, paying especial attention to irregular plural nouns and possessive forms of nouns.
3. Ask students to do Test Yourself, and then check the answers together.
Period 8
Section E Try Your Hands
Teaching Steps:
1. Ask students to study the sample writing and draw conclusion on how to write a notice by referring back to notes above.
2. Students study the useful sentence patterns briefly.
3. Students finish the writing exercise individually and exchange their writings to
correct.
Section F Lighten Your Brain
Part One An English Song—My Love
Teaching Steps:
1. Ask students to listen to the song and fill in the blanks with the exact words that they’ve heard.
2. Check the missing parts together, then play the song again and ask students to sing along.
Homework: 1) Review Section E Try Your Hands, do Writing Practice, and hand in the writing next class. 2) Read the funny story “I Was Afraid to Frighten You”in Section F.
Unit 2 Sports Teaching Objectives
Time Allocation
NOTES: This unit is arranged for a time span of 8 periods. A teacher can make whatever changes he/she thinks necessary according to his/her own conditions.
Teaching Procedures
Period 1
Section A Wake Up Your Ears
Teaching Steps:
1. Students work in pairs and briefly discuss the expressions of making invitations in English as well as how to accept or refuse them.
2. Students study Word Tips to get prepared for doing Listening Practice.
3. Students listen to the recording and do Listening Practice one by one.
4. Check answers to the exercises together.
Period 2
Section B Open Your Mouth
Teaching Steps:
1. Ask students to finish the Matching individually and check the answers.
2. Ask students to work in pairs and tell the partners his/her favorite sport and state reasons. Students are expected to add as much details as possible.
3. Invite some students to retell their partner’ preference for sports to the whole class. Homework:
1. Review the expressions of invitations learned in the class and practice with classmates or roommates after class.
2. Preview Text A, including the new words and expressions.
Period 3—4
Section C Enrich Your Mind
Part One Texts
Text A
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
skateboarding probably surf wave flat
similar reason risky trick object
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
come up with now and again end up take part in such as
make up be good at think up give (sth.) a try
5. Students read the text for the first time to get the main ideas, discuss about the structure of the text, and then do “Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text one by one.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 1
1. at the same time 同时
e.g. I wish he would go home at the same time as I do. 但愿他跟我同时回家。

Justine and I got admission at the same time. 贾斯汀和我同时收到录取通知。

e up with 找到或提出（答案、办法等）
e.g. He has come up with a great idea. 他想出了一个绝好的主意。

No one has come up with a convincing explanation of why dinosaur died out.
尚未有人对恐龙的灭绝作出一个令人信服的解释。

Paragraph 2
take part in 参加，参与
e.g. All students have taken an active part in the discussion.
所有同学积极参与了这次讨论。

In early day only male athletes were allowed to take part in the Olympic Games.
在奥林匹克运动会早期，只有男性运动员才能参加比赛。

Paragraph 3
1.be good at 擅长
e.g. Mary is good at playing the violin. 玛丽擅长弹钢琴。

Both Jane and Tom are good at mathematics. 简和汤姆都擅长数学。

2. What’s more important is that anyone can try it. 更重要的是，任何人都能试着玩一下。

此句是一个复合句，包含了两个从句，分别是主语从句what’s more important和表语从句that anyone can try it。

Paragraph 4
Skateboarders are always trying to think up ways they can skate on everyday objects such as pavements, stairs, hills and railings. 滑板手们总是在想着如何能在人行道、楼梯、斜坡和栏杆等这些日常物体上滑行。

本句包含了一个定语从句they can skate on everyday objects such as pavements, stairs, hills and railings，修饰先行词ways。

当way做先行词，并在定语从句中做状语时，关系词用in which, that或省略。

e.g. I like the way (in which/that) the teacher gives his lessons.
我喜欢这位老师上课的方式。

I don’t know the way (in which/that) they worked out the problem.
我不知道他们是如何解决这个问题的。

Homework: 1) Review new words and expressions in Text A and prepare for a dictation next class. 2) Preview Text B, including the new words and expressions.
Period 5—6
Text B
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
professional struggle measure battle talent educational
current degree graduate status partner viewpoint
huge profit attraction court league
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
fit the bill stand out due to build up look for draw sb. into sth. 5. Students read the text for the first time to get the main ideas and discuss about the structure of the text, and then do “Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 2
1. Born on August 23, 1988, Lin is an Asian-American NBA player. 林书豪生于1988年8月23日，是纽约尼克斯队的一名亚裔美籍篮球运动员。

此句中，born on August 23,1988是过去分词短语做伴随状语，与句子主语是被动关系。

e.g. She stared at me, surprised. 她两眼望着我，很吃惊。

He hurried to the hall, followed by two guards.
身后跟着两个卫兵，他快步走向大厅。

2. As a professional basketball player, he’s not overly tall, measuring 6 feet, 3 inches (191 centimeters) and weighs 200 pounds (90.7 kilograms). 作为一个职业篮球运动员，他并非特别高挑，身高为6英尺3英寸（191厘米），体重200磅（90.7千克）。

此句中，measuring 6 feet…是现在分词短语做伴随状语，与句子主语是主动关系。

e.g. They stood there for an hour, watching the game.
他们在那里站了一个小时，在看比赛。

Following the guide, they started to climb. 跟着向导，他们开始攀登。

Paragraph 3
1. start with 从……开始
e.g. Her illness started with a high fever. 她的病开始时是发高烧。

I'll have a tomato juice to start with. 先喝点西红柿汁开胃。

2.stand out 突出，显眼
e.g. I stood out in a group interview. 我在集体面试中脱颖而出。

His height makes him stand out in the crowd.
他身材高大，因此在人群中非常显眼。

3.due to 由于
e.g. His success was largely due to hard work. 他的成功主要是靠努力工作得来的。

The failure of the project was due to bad management.
这个项目的失败是由于管理不善。

4. Lin also stands out due to his educational background, being the only current NBA player who has a Harvard degree, and is the first Harvard graduate to play in the league for almost 60 years. 林书豪惹人注目的另一个原因是他的学历：他是目前
现役美国篮球职业联赛中唯一拥有哈佛大学学位的球员，也是60年来第一个在美国职业联赛中打球的哈佛毕业生。

此句中，being the only current NBA player... 是现在分词短语做原因状语，与句子主语是主动关系。

who引导的定语从句修饰player，其中has a Harvard degree 与is the first Harvard...是并列结构。

e.g. Seeing nobody at home, she decided to leave them a note.
因为没人在家，她决定给他们留张条。

Not knowing his address, she could n’t get in touch with him.
由于不知道他的地址，她无法联系上他。

Paragraph 4
build up 建立；增进；加强
e.g. The college has built up a big library on the campus.
这所大学在校园里建立一个大型的图书馆。

He tried to build up his strength after an illness.
生了一场病后，他努力地增强体质。

Paragraph 5
1.look for 寻找
e.g. He began to look for another position immediately.
他马上开始寻找另一个职位。

Negotiaors are looking for a peaceful settlement to the dispute.
谈判双方正寻求和平解决争端的办法。

2. With his attraction, Ivy League background and come-from-nowhere story, Lin is just the right person. 由于林书豪本身具有的吸引力和常春藤背景，以及横空出世的故事情节，因此，他就是那个合适的人。

with的用法较多，这里表示“由于，因为”。

e.g. The baby was crying with hunger. 婴儿在哭，因为他/她饿了。

She was red with anger. 她愤怒地涨红了脸。

Homework: 1) Review new words and expressions in Text B and prepare for a dictation next class. 2) Do Part Two Focus Exercises after class.
Period 7
Part Two Focus Exercises
Check the answers and correct students’ mistakes.
Section D Keep Your Feet on the Ground
Grammar—Adjective and Adverb
Teaching Steps:
1. Ask students to do a brainstorm on what they have known about adjective and adverb in English grammar, such as their syntactic functions and their special forms.
2. Teach students the syntactic functions of adjective and adverb and their comparative and superlative degrees.
3. Ask students to do Test Yourself, and then check the answers together.
Period 8
Section E Try Your Hands
Teaching Steps:
1. Ask students to study the sample writing and draw conclusion on how to write an e-mail by referring back to notes above.
2. Students study the useful sentence patterns briefly.
3. Students finish the writing exercise individually and exchange their writings to correct.
Section F Lighten Your Brain
Part One An English Song—Waka Waka (This Time for Africa)
Teaching Steps:
1. Ask students to listen to the song and fill in the blanks with the exact words that they’ve heard.
2. Check the missing parts together, then play the song again and ask students to sing along.
Homework: 1) Review Section E Try Your Hands, do Writing Practice, and hand in
the writing next class. 2) Read the funny story “Nothing” in Section F.
Unit 3 Famous People Teaching Objectives
Time Allocation
NOTES: This unit is arranged for a time span of 8 periods. A teacher can make whatever changes he/she thinks necessary according to his/her own conditions.
Teaching Procedures
Period 1
Section A Wake Up Your Ears
Teaching Steps:
1. Students work in pairs and briefly discuss the expressions of making requests and suggestions in English.
2. Students study Word Tips to get prepared for doing Listening Practice.
3. Students listen to the recording and do Listening Practice one by one.
4. Check answers to the exercises together.
Period 2
Section B Open Your Mouth
Teaching Steps:
(This activity requires students’ pre-working on the PPT making and rehearsal.)
1. Choose 1-2groups to present their introduction to Steve Jobs.
2. Ask students to raise questions and make comments.
3. Conclude students’ performance and briefly introduce Steve Jobs.
Homework:
1. Review the expressions of making requests and suggestions learned in the class and practice with classmates or roommates after class.
2. Preview Text A, including the new words and expressions.
Period 3—4
Section C Enrich Your Mind
Part One Texts
Text A
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
truth graduation loss hire talented gradually failure event successful remarkable faith truly
satisfied feature garage studio brick
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
be honored to graduate from get(be) fired side with sb.(against sb./sth.) think about run away from start over go on to be fired from
5. Students read the text for the first time to get the main ideas, discuss about the structure of the text, and then do “Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text one by one.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 1
1. be honored to 很荣幸……
e.g. I’m greatly honored to be invited to attend and address the meeting.
我非常荣幸能应邀参加此次大会并发言。

I would be honored to be shown around your factory.
若能参观一下你们工厂我将深感荣幸。

2. graduate from 毕业于……
e.g. She graduated from an American college. 她毕业于美国一所学院。

He will graduate from the school in May. 他将要在五月份毕业。

Paragraph 4
1. think about 考虑
e.g. May I think about it for a moment? 我可以考虑一下吗?
You can think about it and let me know your decision later.
你可以把这事考虑一下，以后再把你的决定告诉我。

2. run away from 逃离；回避
e.g. He ran away from home at the age of thirteen. 他十三岁那年就离家出走了。

I’ve never been one to run away from trouble.我这个人从不逃避困难。

Paragraph 6
1. I’m pretty sure none of this would have happened if I hadn’t been fired from Apple. 我很确定，如果当年苹果公司没开除我，就不会发生这些事情。

此句是一个由if引导的表示过去情况的虚拟条件句，表示与过去事实相反的假设，其结构为：if+从句主语+had+过去分词，主句主语+would have+过去分词。

e.g. If he had come, I would have told him the news.
如果他早来，我就会和他说这个消息了。

If I had known the plan, a huge amount of time would have been saved.
如果我早知道这个计划，就不会浪费那么多时间了。

另外，if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。

if引导的表示现在情况的虚拟条件句，表示与现在事实相反的假设，其结构为：if+从句主语+were/did，主句主语+would/ should/ could/ might+动词原形。

e.g. If I were you, I should do that. 如果我是你，我就那么做。

if引导的表示将来情况的虚拟条件句，表示与将来实现的可能性不大的情况，其结构为：if+从句主语+were to/did/should +动词原形，主句主语+would/ should/ could/ might+动词原形。

e.g. If anyone set me free, I would make him very rich.
如果有人把我放出来，我会使他富有。

2.I’m convinced that the only thing that kept me going was that I loved what I did, and the only way to be truly satisfied is to do what you believe is great work. 我坚信，这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。

而且，人若要真正满足，就得做自己认为伟大的事情。

1) 此句的结构比较复杂，其中包括that引导的宾语从句、定语从句和表语从句，以及what引导的名词性从句。

句中第一个that引导的是宾语从句，做convinced的宾语；第二个that引导的是定语从句，修饰先行词the only thing，需要注意的是，在定语从句中，若先行词被the only, the very, the first, the last等词修饰时，关系代词用that而不用which；第三个that引导的是表语从句，做was的表语。

句中第一个what引导的名词性从句做loved的宾语，第二个what引导的名词性从句做do的宾语，做从句的主语。

另外，what引导的名词性从句在复合句中还可以做表语和同位语。

e.g. This is what I want to say. 这就是我想说的。

(做表语)
I have no idea what we should do next.
我不知道下一步我们该干什么。

(做同位语)
2) 此句中的to be truly satisfied是不定式做后置定语，修饰主语the only way。

当不定式做定语时，一般都放在所修饰的名词或代词后面。

e.g. We have made a plan to learn from the hero.
我们制订了一个向英雄学习的计划。

We need someone to help with the work.
我们需要有人来帮忙干这个工作。

Homework: 1) Review new words and expressions in Text A and prepare for a dictation next class. 2) Preview Text B, including the new words and expressions. Period 5—6
Text B
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
enter university researcher secretary type character
bar publish achieve instant success adult
plot
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
spend…(in) doing sth. work as type up come to sb. in one’s mind pull into take shape
5. Students read the text for the first time to get the main ideas and discuss about the structure of the text, and then do “Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 2
1. spend... (in) doing sth. 花费（时间、精力、金钱等）做某事
e.g. The time I spend in commuting every day adds up to two hours.
我每天上下班乘车花费的时间加起来有两个小时。

Most of her life was spent in caring for others.
她大半辈子的时间都用来照顾别人了。

2. in one’s mind 在……心里
e.g. He turned the new idea over in his mind. 他仔细得考虑了这种新想法。

Don’t keep your secret in your mind. 不要把秘密藏在你的心里。

3. take shape 成形；形成
e.g. The new building is beginning to take shape.新大楼已初具规模。

This project will soon take shape if we get more people working on it.
如果我们有更多的人参与工作，这项工程即可见雏形。

4. During this time, on a long train ride from Manchester to London in the summer of 1990, the idea came to her of a boy who is a wizard. 在1990年的夏天，她坐在由曼彻斯特出发前往伦敦的火车上，旅途十分漫长，就在那时她想到了魔法小巫师哈利·波特这个男孩的形象。

the idea came to her of a boy who is a wizard是一个介词短语后置的句子，目的是使主语更加明确，其正常语序应为the idea of a boy who is a wizard came to her。

5. By the time the train pulled into King’s Cross Station four hours later, many of the characters and the early plot had been fully formed in her head. 四个小时后当火车驶入国王十字车站的时候，大部分人物和故事的前期框架已经在她的脑海里形成了。

此句中by the time引导的是一个时间状语从句，表示“当……的时候”。

如从句的时态为过去时，则主句使用过去完成时；如从句的时态为现在时或将来时，则主句使用将来完成时。

e.g. By the time he was 14 years old, he had learned maths all by himsel
f.
到十四岁的时候，他就自学了数学。

By the time you graduate, I will have been working for five years.
等你毕业时，我就已经工作五年了。

Homework: 1) Review new words and expressions in Text B and prepare for a dictation next class. 2) Do Part Two Focus Exercises after class.
Period 7
Part Two Focus Exercises
Check the answers and correct students’ mistakes.
Section D Keep Your Feet on the Ground
Grammar—Verb
Teaching Steps:
1. Ask students to do a brainstorm on what they have known about verb in English grammar, such as its classification.
2. Teach students the verb classes, such as transitive and intransitive verbs, auxiliaries and modal auxiliaries.
3. Ask students to do Test Yourself, and then check the answers together.
Period 8
Section E Try Your Hands
Teaching Steps:
1. Ask students to study the sample writing and draw conclusion on how to write a note by referring back to notes above.
2. Students study the useful sentence patterns briefly.
3. Students finish the writing exercise individually and exchange their writings to correct.
Section F Lighten Your Brain
Part One A Film Clip—The Blind Side (excerpts)
Teaching Steps:
1. Ask students to watch the film clip and fill in the blanks with the exact words that they’ve heard.
2. Check the missing parts together, then play the movie again and ask students to imitate the dialogue, paying attention to the pronunciation and intonation. Homework: 1) Review Section E Try Your Hands, do Writing Practice, and hand in the writing next class. 2) Read the funny story “Are You Going to Dance?” in Section F.
Unit 4 Culture Teaching Objectives
Time Allocation
NOTES: This unit is arranged for a time span of 8 periods. A teacher can make whatever changes he/she thinks necessary according to his/her own conditions.
Teaching Procedures
Period 1
Section A Wake Up Your Ears
Teaching Steps:
1. Students work in pairs and briefly discuss the English number expressions in the daily life.
2. Students study Word Tips to get prepared for doing Listening Practice.
3. Students listen to the recording and do Listening Practice one by one.
4. Check answers to the exercises together.
Period 2
Section B Open Your Mouth
Teaching Steps:
Activity A
1. Ask students to list the famous slogans they are familiar with.
2. Match the slogans with the pictures.
Activity B
1. Present some pictures of fast food and ask students to name them.
2. Ask students to work in pairs to discuss the pros and cons of fast food.
3. Choose two groups to have a mini-debate.
Homework:
1. Review the number expressions learned in the class and practice with classmates or roommates after class.
2. Preview Text A, including the new words and expressions.
Period 3—4
Section C Enrich Your Mind
Part One Texts
Text A
Teaching Steps:
1. Ask students to listen to the recording of Word List and read after it.
2. Explain key words in the Word List in detail.
Key Words:
social convenient occupy suggest shame exception
formal occasion case ceremony casual appropriate
date reception
3. Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4. Explain the useful phrases and expressions and ask students to make sentences with them.
Useful Phrases and Expressions
on short notice by all means be afraid to(of) drop by make sure overstay one’s welcome over the telephone a bunch of on a date a thank-you note
5. Students read the text for the first time to get the main ideas, discuss about the structure of the text, and then do “Reading Comprehension” individually.
6. Check the answers to “Reading Comprehension” together.
7. Ask students to listen to the recording of the text and read after it.
8. Ask some students to read the text one by one.
9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.
Language Points:
Paragraph 1。