《新视野》大学英语预备级第1册U2教案
新视野第一册 教案unit2
Unit Two Section A A Busy Weekday MorningI. Objectives1.Skills:1) reading: read for the main idea and the ways to develop the main idea,distinguishing between facts and opinions2) writing:learn to describe a series of actions according to the time whenthey happen or space where they happen, learn to express different views on sth3) listening: understand the passages telling about the conflicts between different generations or about one’s feeling or impression of sb. 4) speaking: talk about the faults parents and children often find with each other, air one’s view on sth,2.Vocabulary development:1) words: upset, knot, fashion, appeal, distract, section, identity,permanent, radical, identify, negative, concern, appointment, mature, rebel, anchor2)expressions: to blast forth, along with, to burst into, (not) to haveto, over and over, to reach for sth, to turn it up, (not) to stand it, to turn … down, to get ready for, to help sb. wake up, to put on her makeup, to do sth. more than before, to do sth. a lot more than usual, in peace and quiet, make one’s blood boil ,to get rid of, to glance at, to go too far, drop out of, talk over3.patterns:1)Typical patterns for suggestion2)Typical patterns for comparison and contrast3)Typical patterns for emphasis of consequenceII. Teaching arrangement1. Total class time for this unit: 8 periods2. Suggested arrangement:1) pre-reading activities: 15-20'2)understanding the structure of text A: 25-30'3) detailed study of the language: 45'4) writing skills: 15'5) text summary 10’6) exercises: 20'7) reading skills: 15'8) detailed study of of text B: 45'9) comprehensive exercises: 30'10) supplementary reading and vocabulary exercises: 45'11) listening＆speaking : 90’III. Study of text A1. Pre-reading1. 1 Background information1) Green Waves(绿浪) is a fictional name for a musical group made up bythe writer for use in this story.2) French Lilac Blue（法国紫蓝）is a fictional name for eye-liner make-upmade up by the writer for use in this story.1. 1 Topic-related video1. 2 Topic-related discussion2. While-reading2. 1 Global reading2. 1. 1 Understanding the major details of the text1）Why did Mr. Finch shout at his daughter?He didn’t like the music his daughter listened to; he thought it wa s horrible stuff.2）Sandy seemed to enjoy the bathroom, but she didn’t stay long in it. Why?Because her mother or father would bang on the door to rush her.3）Throughout the story the parents and the daughter seem to have different views on things. What do the differences suggest to us?There is generation gap between them.2. 1. 2 Understanding the organization of the text1）Main idea of the text.The story “A Busy Weekday Morning” was centered upon the conflictsbetween Sandy and her parents over her favorite music, dresses, make-up and other minor things.2）Division of the text2. 2 Detail reading2. 2. 1 Words and phrases1）along with (L.2) 她与数千名难民一道逃离了伊拉克。
新视野读写教程第一册 Unit 2 教案
新视野读写教程第一册 Unit 2 教案教学目标•通过本单元的学习，学生能够掌握一些基本的英语读写技巧。
•学生能够理解并运用一些常用的学术词汇和语法结构。
•学生能够独立阅读和写作一些简单的英语文章。
教学准备•教材：《新视野读写教程第一册》Unit 2•板书准备：标题、教学目标、重点词汇和句型教学步骤导入新知（5分钟）•引入新课，介绍本单元的教学内容和目标。
•激发学生学习英语的兴趣，为后续学习做好铺垫。
预习讲解（10分钟）•让学生阅读课文，强调学生需要了解文章的主题和结构。
•解释课文中的生词和短语，并举例说明其用法和意义。
•引导学生分析文章的语法结构和逻辑关系。
阅读训练（20分钟）•分发阅读练习题，让学生独立阅读并回答问题。
•检查学生的答案，解答学生的疑惑，并进行相关的语言讲解。
语法讲解（15分钟）•解释本单元的重点语法结构，例如被动语态和条件句等。
•通过例句和练习让学生理解和掌握相应的语法规则和用法。
写作指导（20分钟）•根据课文的主题和结构，引导学生进行写作训练。
•提供写作素材和相关的写作要求，让学生进行小组或个人写作练习。
•鼓励学生展示自己的作品，并进行互相评价和修改。
总结回顾（10分钟）•教师对本课的重点内容进行总结回顾。
•引导学生进行课程反馈，了解学生对本节课的学习效果和感受。
扩展活动•邀请学生进行口头交流，例如小组讨论和演讲等。
•设计一些额外的阅读和写作任务，让学生继续巩固和提高自己的能力。
•鼓励学生阅读与本单元相关的英语原版书籍或文章，培养学生的阅读兴趣和能力。
课后作业•完成课后练习题和写作任务。
•阅读其他相关文章，扩展自己的知识和词汇量。
以上就是本节课的教案，希望对您的教学有所帮助。
祝您教学顺利！。
第三版新视野大学英语1-unit2教案
第三版新视野大学英语1-unit2教案XXX教案课程名称：大学英语I授课班级：见附录课题：Unit 2 Loving Parents。
Loving Children (读写教程) 学时日期：2参考说明序号：任课教师：见附录能力目标：分析课文结构教学，能够以父爱和母爱为话题展开讨论，掌握关键语言点训练，开发听力和口语技能训练。
项目（任务）：听力和口语技能训练，分析课文结构，语言知识点研究过程，课内练及总结。
教学媒体准备：新视野读写教程1光盘，新视野读写教程1-unit2课件。
教学活动步骤及时间安排：1.课前准备（听力和口语）（10分钟）2.课文概述及结构分析教学（20分钟）Part I: 段落1-4，女儿离家独立，母亲一方面感到高兴，另一方面表达了她的疑虑。
Part II: 段落5-12，女儿留下的混乱和我的回应。
3.语言知识点研究过程（50分钟）4.课内练及总结（20分钟）板书设计：课文结构：Part I: 段落1-4，女儿离家独立，母亲一方面感到高兴，另一方面表达了她的疑虑。
Part II: 段落5-12，女儿留下的混乱和我的回应。
1.To understand the XXX.2.To learn and practice language points related to XXX.3.XXX pages 38-39.教学重点：1.Understanding the XXX.2.Practicing language points related to XXX.教学难点：1.XXX.2.Applying XXX.教学方法：1.Reading and n.nguage focus exercises.教学过程：Step 1: Warm-upAsk students to share a memorable gift or item they have received from their parents.Step 2: ReadingHave students read paragraphs 13-22 of the article about the XXX:How does the mother's attitude change after finding the XXX?Why do you think she reacts this way?How would you feel if you found a similar envelope from your parents?Step 3: Language FocusReview the language points related to expressing processes and ns。
《新视野》大学英语预备级第1册Unit 2-A Women and change
Women and Change
Text B: Comprehension
Production: process of producing; the quantity produced)
• Production of rice has increased in the last few years. • The store sells agricultural products. • (the quantity produced) • ( sth. produced by nature or by man)
Text B: Comprehension Guide & Language Points
Program (programme)
• What’s your program for tomorrow? • Did you watch the TV program about Japan last night? • ( a plan of what to be done ) • ( things to be formed at a concert, or a sports event, etc.)
Text B: Comprehension Guide & Language Points
society
• Women are as important as men in building a new society. • The Royal Society gave the Curies one of its highest awards. • (a group of people with a shared language, customs, and laws ) • An organization of people who share a particular interest or purpose; a club)
《新视野》大学英语预备级第1册Unit 2-Trying to fit into a new family
Text A: Comprehension Guide & Language Points
wedding
• They invited me to their wedding. • She brought out her wedding dress.
Text A: Comprehension Guide & Language Points
Move on
• Please move on, said the policeman/ • That person is terrible, let’s move him on. • ( make somebody go away)
Text A: Comprehension Guide & Language Points
Move on
• Please move on, said the policeman/ • That person is terrible, let’s move him on. • ( make somebody go away)
firm
• Parents must be firm with their children. • He was quite firm about traveling by air.
Text B: Comprehension Guide & Language Points
avoid
我们设法不被人发现。 为了不迟到，我七点钟就出门了。 We’ve tried to avoid being seen. I leave home at seven o’clock and avoid being late.
Trying to fit into a new family
新视野教案book1unit2
新视野教案book1unit2A Teaching Plan for Unit 2(In New Horizon College English Book1)Ⅰ.Time : the second 10 class hours in Oct. 2006Ⅱ. Contents:●Listening and Speaking●Section A: A Busy Weekday Morning●Section B: Parent TalkⅢ. Suggested Timetable:1.The first two-class-hour for listening and speaking(Unit 2 in CollegeEnglish and Speaking Course Book 1).2.Next four-class-hour session for Section A3.The fourth two-class-hour session for exercises of Section A4.The fifth two-class-hour session for Section B and CⅣ: Aims and Requirements:. Listening and Speaking:1. Train the students’ ability to get the general idea and grasp important details of the text by listening to it.2. Train the students’ ability to make a summary about the material which they have heard and read.. Section A:1. Students are able to understand the passages thoroughly by readingthem.2. Students will be able to write one short paragraph with a series of actions organized according to the order of the sequence, using time markers.3. Students will be able to grasp some words and expressions and some sentence structures in the unit.4. In terms of grammar, students will learn about the information about “as”.Section B:1.Students will be able to distinguish between facts and opinions.2.Enable the students to grasp the main idea and some importantexpressions.Ⅴ. Focal points and Difficu lt Points of this unit:. Listening and Speaking:1.Enable students to open and close a conversation.2.Students will be able to distinguish between similar sounds.3.Students will learn about how to improve their conversation skills..Section A: A Busy Weekday Morning1. Learn to make a summary.2. Analyze the series of actions according to the time when they happened.3. Writing a short paragraph with a series of actions according tothe order of the sequence, using time markers.4. Grasp some CET-4 words .Section B: Parent T alk1.Distinguishing between facts and opinions.2.Grasp some CET-4 words.Ⅵ. Suggested Teaching Procedures and methods:(Underlying approaches: /doc/dc1820284.html,mucative approach2.Theme-based approach3. Student-centered and content-centered teaching. ) (Teaching Aids: 1. Using tape recorder 2. If available, using computer) Listening and Speaking:1.In everyday life, we often have to open and close a conversation. Doyou know how to do that in English? (Let the students discuss at first. ) Then listen to some short passages. Then go back to the previous question. Let the students supplement the answers.2.Before listen to the material ,discuss some questions:Do you often speak English with your classmates and friens?Are you afraid of making mistakes?How can you improve your English conversation skills?3.Then listen to the material, let the students try to make summary of thelistening passage. Then listen again and do the concerning exercises. 4.Let the students form an oral passage about how to improve theirconversation skills.Section A:1. Lead in (and the background): Tell a story about the generation gap between youngsters and their parents. (Different teachers have different stories owing to different experiences.) Do you think there is generation gap between you and your parents? Can you present some stories between you and your parents? Background:What is “generation gap”, do you know?(A generation gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. This can be defined as occurring "when older and younger people do not understand each otherbecause of their different experiences, opinions, habits and behavior" )2. Today we will learn a story about the generation gap between a girl and her parents—“A Busy Weekday Morning”.3. Pre-reading activities: The purpose of the pre-reading activities is to help the students focus on the content of the reading passages.(Text: You are about to read an early morning exchange between a daughter and her parents. You will also hear about how they miss connecting with or understanding each other. It is as if they are blind to what is important in each other’s worlds. This puts them in separate worlds and creates the gap between the older and the youngergeneration.)4. Now I will let you listen to the passage without reading the book. Let’s find how much you can understand just by listening. (After listening, asking somebody to present the information he/she has caught.)5. Then let’s read the story to find what the story is about. (The students read passage A. If they have previewed the passage, go directly to the next step. )6. Answer the following questions according to Passage A you just have read.a. What woke up Sandy?b. Why did Mr. Finch shout at his daughter?c. Did Sandy agree with her father? Why?d. Sandy seemed to enjoy the bathroom, but she didn’t stay long init. Why?e. What class was Sandy going to have that day?f. From the dialogue between the mother and daughter we knowthat the mother was very much concerned about the daughter.Was the daughter thankful to the mother? And why?g. At the end of the dialogue Mrs. Finch said to her daughter,“Sandy Finch, you’re too young to wear that much makeup.”Why did she greet her daughter by full name?h. Throughout the story the parents and the daughter seem to havedifferent views on things. What do the differences suggest tous readers?7. Now you know more about the text, let’s list en to the text again to see if you can catch more.8 Now that you have known the general idea about the text, can you retellthe text with your own words.9. Then dealing with the language points in the text.1>. Weekday : any day except Saturday and Sunday.e.g. My mother is free on weekdays but busy on weekends.2>. Click : v. make a short, sharp sounde.g. The key clicked in the lock.n. a short ,sharp sound.e.g. The door opened with a click.3>. Blast: v.a, make a sudden, loud sound 发生猛烈响声e.g. As she entered the room, the sound of western musicblasted forth.b, break up by explosion 爆炸e.g. They blasted a hole in the wall so that they could getthrough.c, attack with explosives 以炸药攻击e.g. The soldiers blasted the stronghold.4>. Like a shot, the music woke Sandy.Meaning: Sandy heard the music and woke up as if startled by a gunshot. “shot ”is used to suggest the suddenness .5>. along with: in company with, together withe.g. I’ll go along with you.There was a bill along with the letters.6>. burst into:a, enter hurriedly or explosivelye.g. The children burst into the room looking for food.b, start suddenlye.g. She burst into laughter at seeing his lovely daughter.7>. over and over: again and again, repeatedlye.g. Read the sentence over and over until you do it right.I have told them over and over again, so they know what to do.Notice that you can say “over and over”or “again and again”or “over and over again”, but never say “again and over”.8>. ... though it does have rhythmrhythm: regular repeated pattern of sounds or movements.e.g. That music has a strong rhythm.Here “does” is used for emphasis and should be followed by the bare infinitive form of the verb.e.g. He does have a brother in England.9>. It is definitely horrible stuff.definitely: adv. Certainly, with no doubte.g. Without enough teachers, the education in this area is definitelya problem, no one can argue that it is not serious.Horrible: adj. Awful, unpleasante.g. What a horrible mistake you’ve made.10>. Green Waves: a fictional name for a musical group made up bythe writer for use in this story.11>. Sandy reached for the radio to turn it up louder.reach for: stretch one’s hand so as to touch or hold something.e.g. There was no time for me to reach for my gun.turn up: increase(a flame, a sound,etc.) usually by moving a switch.e.g. We turned up the heat to make the room warmer.12>. I can’t stand it.stand: vt. endure, bear. Here “stand ”is used as a transitive verb,but it’s not as formal as “bear”.e.g. He can stand more pain than anyone else I know.13>. … and the musicians didn’t use such offensive language.offensive: adj. Bad, very unpleasante.g. The room has an offensive smell. Why not open the windowand air it?14>. Now, would you please hurry up and turn it off?hurry up: move or do something faster.e.g. She hurried up and posted the letter.turn off: In this passage we learn four verbal phrases beginningwith the verb “turn”. That is “turn on”, “turn off”, “turn up”,“turn down”. Do you know the diff erences among them?15>. Her mom or dad usually banged on the door.bang: v. (cause to) knock, beat or move violently and with a loudnoise.e.g. I could hear the door banging in the wind.She banged the chair against the wall.16>. …so she grabbed a towel and dried off.dry off: (cause to) become drye.g. She ran in after the rainstorm and dried herself off with athick towel.17>. As usual, she didn’t know what to have for breakfast…as usual: as in common, as has happened before.e.g. As usual, Sandy’s music made her father’s stomach feeluneasy.18>. I’ll brush my teeth when I’m done.Meaning: I’ll brush my teeth when I have finished my breakfast.done: a. finishede.g. When you are done, come back.19>. It’s disgusting.disgusting: a. very unpleasant.e.g. What a disgusting smell.I think it’s disgusting the way the government raised taxes.20>. Stop bugging me.bug: (informal/ slang) bother; annoy; trouble.e.g. Don’t bug me any more. I’m occupied.I did it only to bug my colleagues.21>. Sandy pretended not to notice that her mother was a littleannoyed.annoy: vt. make a little angry.e.g. The police told me to call them immediately if the manannoyed me again.22>. French Lilac Blue: It is a fictional name for eye-liner made up bythe writer for use in this story.23>. Sandy Finch, you’re too young to wear that much makeup.Notice that the mother greeted the daughter by full name, which means the mother was very firm in her opinion and/or wanted to be sure to get her daughter’s full attention.that: adv. (informal) so, to such a degree.e.g. I didn’t know you cared that muchI like him but not that much(Here “this” is also referred to)24>. … and bolted out of the house.bolt out: leave in a hurry.When I opened the door, a cat bolted out.25>. … but she hadn’t heard from him for a while.hear from: receive a letter or telephone call from (someone).We were so worried when we didn’t hear from you for three week.The girl’s parents didn’t hear from her for five days.10. Read the text again, get the whole information the text. Then come toExerciseⅨon page 34.11. A Busy Weekday Morning presents what Sandy did on a weekdaymorning through a sequenced order, describing a series of actionsaccording to the time when they happened. Then having paragraph 5 as an example, analyze how the author describes Sandy’s series of actions according to the order of the sequence.12. Then come to ExercisesⅩand structured writing.13. Check the answers to the other exercises as the review of Section A. Section B:1. (Starting to deal with Section B.) Tell the differences between facts and opinions.(seeing the information on page 37.) Let the students deal with the quizzes on page 37 to see if they understand that.2. Read Passage B quickly then deal with the exercises concerning with iton pages 42 and 43.3. After that let the students do the story summary. (It’s very important ,Ithink.)4. Dealing with some language points of Passage B.1>. in peace and quiet: calmly, in a peaceful and silent state.e.g. Please let me get on with my work in peace and quiet.at peace: “free from war or quarrel” or “ in a state of quietness”e.g. He is at peace in the dead of the night.The two countries have been friendly and remained at peaceforhundreds of years.2>. My stomach feels upset like it’s full of knots.The expression comes from the idiom “knots in one’s stomach”which means “feeling nervous, tense or physically ill”.upset: adj. Worried ,anxious, physically unwell.e.g. Mrs. Smith was upset when she found out about her husb and’stelling a lie.v. make (someone) worried or physically unwell.e.g. Sandy’s music upset her father.3>. …hearing those tuneless, offensive lyrics repeatedly makes myblood boil.tuneless: without tune; not musical; not tunefule.g. The song is tuneful, but her voice is tuneless.make one’s blood boil: make one angry.e.g. Seeing the driver beating his horse made the kind old man’sblood boil.4>. Different music appeals to different generations.appeal: vi. Please, attract, interest. In this sense, “appeal” is usually followed by “to”.e.g. This music is too old-fashioned to appeal to young people anylonger.5>. I’m distracted .distracted: adj. Unable to focus on something because of being troubled.e.g. He is distracted by the loud music played next door.6>. I suppose they’re expressing their identity.identity: n. who or what a person or thing is.e.g. It’s very bad of one loses his identity.I.D. card: (identification card)7>. I remember defying my parents…defy: vt. rebel against, challengee.g. The child defied his parents and went to the cinema.8>. Anyway, you’re right.anyway: anyhow, regardless of everything.e.g. “Anyway” is more formal than “anyhow”.9>. She and Sandy could still talk things over.talk over: consider (something) in detail (with somebody).e.g. My parents and I have always got along well because they’rewilling to talk over problems.5. Let students skim and skip Passage C and do the exercises after it6. Review the whole unit together with the students before entering thenext unit.。
课件-新视野预备级1-Unit 2
New Horizon College English Pre-band 1
Section A Speaking of Men and Women …
Study the passage and analyze the language points
1. I know you’ve written a lot about how language changes when we talk about the two sexes … (Para.1) talk about: say or speak about 谈论
Study new words.
1. sex female/male sex Do you mind what sex your baby is? 2. suggest Are you suggesting that I am wrong? Dark clouds suggest rain. suggest doing/sth
3. 分句中的两种语气 a. 直陈语气
It looks as if it is going to rain. （或许真的要下雨了。）
It looks as if we shall have to do the work
ourselves. （或许我们真的要自己来做了。） b. 虚拟语气
It was (as hot) as if we were on the sun. （我们不可能在太阳上。）
7. … I found out that in Japan, for example,
men and women use different word endings.
(Para.22) find out: discover 发现 How did you find out that he didn’t mail
新视野第三版大英1教案(unit2)教程文件
Section AA child’s clutter awaits an adult’s returnI. Warming-up activities1.How close are you and your parents?Check (√) the statements which are true for you.☐I have been missing my parents a lot since I left for college.☐I often chat with my parents.☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.2.To what extent are you close to your parents?Tips :be like friends;never keep secret from them;ask them for advice;give me directions about life …3.Is there any conflict or disagreement between you and your parents? And what shouldwe do to settle the conflict or disagreement?Tips: 1) Keep our minds open to our parents;2) Treat our parents the way we want them to treat us;3) Make friends with our parents;4) Learn to be responsible for our actions;5) Be sure to show love to our parents in different forms.II. Text study1.Main ideas of the partsThe text depicts a mother’s responses to her daughter’s fight for independence through detailed description of the mess left behind by the daughter.(1)Disagreements between the mother and the daughter (Paras.1-4)My daughter is gone in her large and expensive truck, declaring that she is an adult.I’m glad she’s gone and I’m free from years of responsibilities for her.(2) The mess left by the daughter and my responses (Paras.5-12)The daughter leaves a mess in her rooms and the mother straightens up the rooms.(3) Concluding part (Paras. 13 - 22)After the mother finds a large envelope with all the memorable things the parents gave to the daughter, the mother’s attitude changes completely.2. Language focus●Practical phrases(1)make it: 成功；准时到达他腿上流着血，支撑着走到附近的一所房子。
新视野读写教程第一册 Unit 2 教案
新视野读写教程第一册 Unit 2 教案教学目标1.学习并掌握本单元的词汇和短语。
2.掌握并运用本单元的语法点。
3.提高学生的听、说、读、写能力。
4.培养学生的合作学习和自主学习能力。
教学重点1.掌握并运用本单元的词汇和短语。
2.运用本单元的语法点进行语言表达。
3.提高学生的听、说、读、写能力。
教学难点1.运用本单元的语法点，进行语言表达。
2.提高学生的写作能力。
教学准备1.课本《新视野英语读写教程第一册》。
2.多媒体投影仪和电脑。
3.学生课前预习任务。
教学过程Step 1 课前导入 (5分钟)教师与学生互动，以复习上一课时所学的内容。
教师可以提问一些与本单元主题相关的问题，以激发学生的学习兴趣。
Step 2 词汇和短语讲解 (10分钟)教师使用多媒体投影仪展示本单元的核心词汇和短语，并进行讲解和示范。
教师可以提供词汇的中文释义、发音和部分例句，以帮助学生理解和记忆。
Step 3 语法点讲解 (15分钟)教师使用多媒体投影仪展示本单元的语法点，并进行讲解和示范。
教师可以通过例句和练习来帮助学生理解语法规则和用法。
Step 4 听力练习 (15分钟)教师播放本单元的听力材料，学生进行听力练习，并完成相关的听力任务。
教师可以播放两遍录音，以帮助学生更好地理解和掌握听力材料。
Step 5 口语练习 (15分钟)教师组织学生进行小组或全班口语练习，让学生运用本单元所学的词汇、短语和语法点进行对话或演绎，以提高学生的口语表达能力。
Step 6 阅读理解 (15分钟)教师组织学生进行阅读理解训练，学生阅读本单元的阅读材料，并回答相关的问题。
教师可以提供一些阅读技巧和策略，以帮助学生更好地理解和掌握阅读材料。
Step 7 写作练习 (20分钟)教师给学生分发写作任务，学生根据要求进行写作练习。
教师可以提供写作模板和范文，以帮助学生进行写作。
Step 8 课堂总结 (5分钟)教师对本节课进行总结和归纳，并鼓励学生复习和巩固所学的知识和技能。
新视野第一册教案unit (2)
新视野第一册教案unit (2)新视线大学英语第一册教课设计Unit One Section A Learning a Foreign LanguageI.Teaching Objectives1)reading: reading for the main idea and the ways to develop the main idea, finding out word meanings2)writing:deduction, sequence of time and space order, comparison and contrast, how to presenta paragraph of cause and effect3)listening: understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4)speaking:talking about English study2.Vocabulary development:1)words: positive, virtual, access, commitment, discipline, minimum, reap, benefit, insight,forum, visual, barrier, hinder, critical, perspective, arise, explicit, comment, requirement,likely, commit, assimilate, essential2)expressions: be well worth the effort/time/ money, lose the desire to do sth, far from , tostay at the same level, to get access to sth., to keep up with the flow of , to meet the minimum standards set by , to cry with frustration, to feel like doing sth, to reap the benefitsof , to trade sth for sth, to teach sb the value of, to give sb insights into , to keep sb ’s mind open to sth., to bridge the gap between different cultures, to be open-minded about, inaddition, reflect on / upon, to feel (un)comfortable doing sth, to gain insight from sth. / sb., speak up, think through, allow for, on sb ’s part, remind of3.Grammar:1)present participial phrases functioning as adverbials2)inverted sentence: not only3)conjunctions: now that, while, that4)prepositions: because of, unlikeII. Teaching arrangement1.Total class time for this unit: 8 periods新视野第一册教案unit (2)2. Suggested arrangement:1) pre-reading activities: 15-20'2)understanding the structure of text A: 25-30'3)detailed study of the language: 45'4)writing skills: 15'5) text summary 10’6)exercises: 20'7)reading skills: 15'8)detailed study of of text B: 45'9)comprehensive exercises: 30'10)supplementary reading and vocabulary exercises: 45'11) listening＆speaking:90’III. Detailed Study of Text APre-reading1. Background informationOnline learninga form of distance education, refers to learning and other supportive resources that are available through anetworked computer. With the development of the Internet, online learning often takes place on the Internet. In anonline lesson, the computer displays material in response to a learner’ s request. The computer asks the learner for more information and presents appropriate material based on the learner ’ s input.2. Understand the major details of the text1） What made the author’ s English learning in junior middle school very successful?The kind and patient teacher and her positive method of praising all students often.2） What is basic to online English learning?Much time, commitment and discipline to keep up with the flow of the course.3） What interested the author most about English?He could communicate with many more people than before.3.Understand organization of the text1 ）Main idea of the text.Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.2）Division of the textPart One Introduction (Para. 1)Learning a foreign language was one of the most difficult yet mostrewarding experiences of my lifePart Two The author’s4stages of language learning experiences (Paras. 2-7)（1）Junior middle school （2）Senior middle school （ 3） College（4）Online learningPart Three Conclusion (Para. 8)Learning a foreign language has been a most trying experiencefor me, but one that I wouldn’ t trade for anything.Detail reading1. Words and phrases1） reward (L.1)在奥运会上的成功使他的努力获取了报偿。
新视野第三版大英1教案(Unit 2)讲课教案
Section AA child’s clutter awaits an adult’s returnI. Warming-up activities1.How close are you and your parents?Check (√) the statements which are true for you.☐I have been missing my parents a lot since I left for college.☐I often chat with my parents.☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.2.To what extent are you close to your parents?Tips :be like friends;never keep secret from them;ask them for advice;give me directions about life …3.Is there any conflict or disagreement between you and your parents? And what shouldwe do to settle the conflict or disagreement?Tips: 1) Keep our minds open to our parents;2) Treat our parents the way we want them to treat us;3) Make friends with our parents;4) Learn to be responsible for our actions;5) Be sure to show love to our parents in different forms.II. Text study1.Main ideas of the partsThe text depicts a mother’s responses to her daughter’s fight for independence through detailed description of the mess left behind by the daughter.(1)Disagreements between the mother and the daughter (Paras.1-4)My daughter is gone in her large and expensive truck, declaring that she is an adult.I’m glad she’s gone and I’m free from years of responsibilities for her.(2) The mess left by the daughter and my responses (Paras.5-12)The daughter leaves a mess in her rooms and the mother straightens up the rooms.(3) Concluding part (Paras. 13 - 22)After the mother finds a large envelope with all the memorable things the parents gave to the daughter, the mother’s attitude changes completely.2. Language focus●Practical phrases(1)make it: 成功；准时到达他腿上流着血，支撑着走到附近的一所房子。
新视野教案book 1 unit 2
A Teaching Plan for Unit 2(In New Horizon College English Book1)Ⅰ.Time : the second 10 class hours in Oct. 2006Ⅱ. Contents:●Listening and Speaking●Section A: A Busy Weekday Morning●Section B: Parent TalkⅢ. Suggested Timetable:1.The first two-class-hour for listening and speaking(Unit 2 in CollegeEnglish and Speaking Course Book 1).2.Next four-class-hour session for Section A3.The fourth two-class-hour session for exercises of Section A4.The fifth two-class-hour session for Section B and CⅣ: Aims and Requirements:. Listening and Speaking:1. Train the students’ ability to get the general idea and grasp important details of the text by listening to it.2. Train the students’ ability to make a summary about the material which they have heard and read.. Section A:1. Students are able to understand the passages thoroughly by readingthem.2. Students will be able to write one short paragraph with a series of actions organized according to the order of the sequence, using time markers.3. Students will be able to grasp some words and expressions and some sentence structures in the unit.4. In terms of grammar, students will learn about the information about “as”.Section B:1.Students will be able to distinguish between facts and opinions.2.Enable the students to grasp the main idea and some importantexpressions.Ⅴ. Focal points and Difficult Points of this unit:. Listening and Speaking:1.Enable students to open and close a conversation.2.Students will be able to distinguish between similar sounds.3.Students will learn about how to improve their conversation skills..Section A: A Busy Weekday Morning1. Learn to make a summary.2. Analyze the series of actions according to the time when they happened.3. Writing a short paragraph with a series of actions according tothe order of the sequence, using time markers.4. Grasp some CET-4 words .Section B: Parent Talk1.Distinguishing between facts and opinions.2.Grasp some CET-4 words.Ⅵ. Suggested Teaching Procedures and methods:(Underlying approaches: mucative approach 2.Theme-based approach 3. Student-centered and content-centered teaching. ) (Teaching Aids: 1. Using tape recorder 2. If available, using computer) Listening and Speaking:1.In everyday life, we often have to open and close a conversation. Doyou know how to do that in English? (Let the students discuss at first. ) Then listen to some short passages. Then go back to the previous question. Let the students supplement the answers.2.Before listen to the material ,discuss some questions:Do you often speak English with your classmates and friens?Are you afraid of making mistakes?How can you improve your English conversation skills?3.Then listen to the material, let the students try to make summary of thelistening passage. Then listen again and do the concerning exercises. 4.Let the students form an oral passage about how to improve theirconversation skills.Section A:1. Lead in (and the background): Tell a story about the generation gap between youngsters and their parents. (Different teachers have different stories owing to different experiences.)Do you think there is generation gap between you and your parents? Can you present some stories between you and your parents? Background:What is “generation gap”, do you know?(A generation gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. This can be defined as occurring "when older and younger people do not understand each other because of their different experiences, opinions, habits and behavior" )2. Today we will learn a story about the generation gap between a girl and her parents—“A Busy Weekday Morning”.3. Pre-reading activities: The purpose of the pre-reading activities is to help the students focus on the content of the reading passages.(Text: You are about to read an early morning exchange between a daughter and her parents. You will also hear about how they miss connecting with or understanding each other. It is as if they are blind to what is important in each other’s worlds. This puts them in separate worlds and creates the gap between the older and the youngergeneration.)4. Now I will let you listen to the passage without reading the book. Let’s find how much you can understand just by listening. (After listening, asking somebody to present the information he/she has caught.)5. Then let’s read the story to find what the story is about. (The students read passage A. If they have previewed the passage, go directly to the next step. )6. Answer the following questions according to Passage A you just have read.a. What woke up Sandy?b. Why did Mr. Finch shout at his daughter?c. Did Sandy agree with her father? Why?d. Sandy seemed to enjoy the bathroom, but she didn’t stay long init. Why?e. What class was Sandy going to have that day?f. From the dialogue between the mother and daughter we knowthat the mother was very much concerned about the daughter.Was the daughter thankful to the mother? And why?g. At the end of the dialogue Mrs. Finch said to her daughter,“Sandy Finch, you’re too young to wear that much makeup.”Why did she greet her daughter by full name?h. Throughout the story the parents and the daughter seem to havedifferent views on things. What do the differences suggest tous readers?7. Now you know more about the text, let’s listen to the text again to see if you can catch more.8 Now that you have known the general idea about the text, can you retellthe text with your own words.9. Then dealing with the language points in the text.1>. Weekday : any day except Saturday and Sunday.e.g. My mother is free on weekdays but busy on weekends.2>. Click : v. make a short, sharp sounde.g. The key clicked in the lock.n. a short ,sharp sound.e.g. The door opened with a click.3>. Blast: v.a, make a sudden, loud sound 发生猛烈响声e.g. As she entered the room, the sound of western musicblasted forth.b, break up by explosion 爆炸e.g. They blasted a hole in the wall so that they could getthrough.c, attack with explosives 以炸药攻击e.g. The soldiers blasted the stronghold.4>. Like a shot, the music woke Sandy.Meaning: Sandy heard the music and woke up as if startled by a gunshot. “shot ”is used to suggest the suddenness .5>. along with: in company with, together withe.g. I’ll go along with you.There was a bill along with the letters.6>. burst into:a, enter hurriedly or explosivelye.g. The children burst into the room looking for food.b, start suddenlye.g. She burst into laughter at seeing his lovely daughter.7>. over and over: again and again, repeatedlye.g. Read the sentence over and over until you do it right.I have told them over and over again, so they know what to do.Notice that you can say “over and over”or “again and again”or “over and over again”, but never say “again and over”.8>. ... though it does have rhythmrhythm: regular repeated pattern of sounds or movements.e.g. That music has a strong rhythm.Here “does” is used for emphasis and should be followed by the bare infinitive form of the verb.e.g. He does have a brother in England.9>. It is definitely horrible stuff.definitely: adv. Certainly, with no doubte.g. Without enough teachers, the education in this area is definitelya problem, no one can argue that it is not serious.Horrible: adj. Awful, unpleasante.g. What a horrible mistake you’ve made.10>. Green Waves: a fictional name for a musical group made up bythe writer for use in this story.11>. Sandy reached for the radio to turn it up louder.reach for: stretch one’s hand so as to touch or hold something.e.g. There was no time for me to reach for my gun.turn up: increase(a flame, a sound,etc.) usually by moving aswitch.e.g. We turned up the heat to make the room warmer.12>. I can’t stand it.stand: vt. endure, bear. Here “stand ”is used as a transitive verb,but it’s not as formal as “bear”.e.g. He can stand more pain than anyone else I know.13>. … and the musicians didn’t use such offensive language.offensive: adj. Bad, very unpleasante.g. The room has an offensive smell. Why not open the windowand air it?14>. Now, would you please hurry up and turn it off?hurry up: move or do something faster.e.g. She hurried up and posted the letter.turn off: In this passage we learn four verbal phrases beginningwith the verb “turn”. That is “turn on”, “turn off”, “turn up”,“turn down”. Do you know the differences among them? 15>. Her mom or dad usually banged on the door.bang: v. (cause to) knock, beat or move violently and with a loudnoise.e.g. I could hear the door banging in the wind.She banged the chair against the wall.16>. …so she grabbed a towel and dried off.dry off: (cause to) become drye.g. She ran in after the rainstorm and dried herself off with athick towel.17>. As usual, she didn’t know what to have for breakfast…as usual: as in common, as has happened before.e.g. As usual, Sandy’s music made her father’s stomach feeluneasy.18>. I’ll brush my teeth when I’m done.Meaning: I’ll brush my teeth when I have finished my breakfast.done: a. finishede.g. When you are done, come back.19>. It’s disgusting.disgusting: a. very unpleasant.e.g. What a disgusting smell.I think it’s disgusting the way the government raised taxes.20>. Stop bugging me.bug: (informal/ slang) bother; annoy; trouble.e.g. Don’t bug me any more. I’m occupied.I did it only to bug my colleagues.21>. Sandy pretended not to notice that her mother was a littleannoyed.annoy: vt. make a little angry.e.g. The police told me to call them immediately if the manannoyed me again.22>. French Lilac Blue: It is a fictional name for eye-liner made up bythe writer for use in this story.23>. Sandy Finch, you’re too young to wear that much makeup.Notice that the mother greeted the daughter by full name, which means the mother was very firm in her opinion and/orwanted to be sure to get her daughter’s full attention.that: adv. (informal) so, to such a degree.e.g. I didn’t know you cared that muchI like him but not that much(Here “this” is also referred to)24>. … and bolted out of the house.bolt out: leave in a hurry.When I opened the door, a cat bolted out.25>. … but she hadn’t heard from him for a while.hear from: receive a letter or telephone call from (someone).We were so worried when we didn’t hear from you for three week.The girl’s parents didn’t hear from her for five days.10. Read the text again, get the whole information the text. Then come toExerciseⅨon page 34.11. A Busy Weekday Morning presents what Sandy did on a weekdaymorning through a sequenced order, describing a series of actionsaccording to the time when they happened. Then having paragraph 5 as an example, analyze how the author describes Sandy’s series of actions according to the order of the sequence.12. Then come to ExercisesⅩand structured writing.13. Check the answers to the other exercises as the review of Section A. Section B:1. (Starting to deal with Section B.) Tell the differences between facts and opinions.(seeing the information on page 37.) Let the students deal with the quizzes on page 37 to see if they understand that.2. Read Passage B quickly then deal with the exercises concerning with iton pages 42 and 43.3. After that let the students do the story summary. (It’s very important ,Ithink.)4. Dealing with some language points of Passage B.1>. in peace and quiet: calmly, in a peaceful and silent state.e.g. Please let me get on with my work in peace and quiet.at peace: “free from war or quarrel” or “ in a state of quietness”e.g. He is at peace in the dead of the night.The two countries have been friendly and remained at peace forhundreds of years.2>. My stomach feels upset like it’s full of knots.The expression comes from the idiom “knots in one’s stomach”which means “feeling nervous, tense or physically ill”.upset: adj. Worried ,anxious, physically unwell.e.g. Mrs. Smith was upset when she found out about her husband’stelling a lie.v. make (someone) worried or physically unwell.e.g. Sandy’s music upset her father.3>. …hearing those tuneless, offensive lyrics repeatedly makes myblood boil.tuneless: without tune; not musical; not tunefule.g. The song is tuneful, but her voice is tuneless.make one’s blood boil: make one angry.e.g. Seeing the driver beating his horse made the kind old man’sblood boil.4>. Different music appeals to different generations.appeal: vi. Please, attract, interest. In this sense, “appeal” is usually followed by “to”.e.g. This music is too old-fashioned to appeal to young people anylonger.5>. I’m distracted .distracted: adj. Unable to focus on something because of being troubled.e.g. He is distracted by the loud music played next door.6>. I suppose they’re expressing their identity.identity: n. who or what a person or thing is.e.g. It’s very bad of one loses his identity.I.D. card: (identification card)7>. I remember defying my parents…defy: vt. rebel against, challengee.g. The child defied his parents and went to the cinema.8>. Anyway, you’re right.anyway: anyhow, regardless of everything.e.g. “Anyway” is more formal than “anyhow”.9>. She and Sandy could still talk things over.talk over: consider (something) in detail (with somebody).e.g. My parents and I have always got along well because they’rewilling to talk over problems.5. Let students skim and skip Passage C and do the exercises after it6. Review the whole unit together with the students before entering thenext unit.。
最新新视野第三版大英1教案(Unit 2)
Section AA child’s clutter awaits an adult’s returnI. Warming-up activities1.How close are you and your parents?Check (√) the statements which are true for you.☐I have been missing my parents a lot since I left for college.☐I often chat with my parents.☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.2.To what extent are you close to your parents?Tips :be like friends;never keep secret from them;ask them for advice;give me directions about life …3.Is there any conflict or disagreement between you and your parents? And what shouldwe do to settle the conflict or disagreement?Tips: 1) Keep our minds open to our parents;2) Treat our parents the way we want them to treat us;3) Make friends with our parents;4) Learn to be responsible for our actions;5) Be sure to show love to our parents in different forms.II. Text study1.Main ideas of the partsThe text depicts a mother’s responses to her daughter’s fight for independence through detailed description of the mess left behind by the daughter.(1)Disagreements between the mother and the daughter (Paras.1-4)My daughter is gone in her large and expensive truck, declaring that she is an adult.I’m glad she’s gone and I’m free from years of responsibilities for her.(2) The mess left by the daughter and my responses (Paras.5-12)The daughter leaves a mess in her rooms and the mother straightens up the rooms.(3) Concluding part (Paras. 13 - 22)After the mother finds a large envelope with all the memorable things the parents gave to the daughter, the mother’s attitude changes completely.2. Language focus●Practical phrases(1)make it: 成功；准时到达他腿上流着血，支撑着走到附近的一所房子。
新视野大学英语1教案参模板unit(第1、2学时)
U nit 1第1、2课堂教学设计
授课日期：授课班次：授课教师：批准人：
重点、难点：
1.掌握文章的大意；
2.熟悉并理解文章的内容；
3.掌握文中使用的重要的写作方法。
教学方法：
1.教师讲课
（1）以讨论和提问的方法导入文章的主题；
（2）通过提问法帮助学生掌握文章的大意及文章的细节；
（3）通过提问法帮助学生掌握文章的结构及写作方法
2.学生学习应采用的方法：
（1）课前预习文章；
（2）积极参与小组讨论和其它课堂活动；
（3）课后及时复习，并积极完成不知的作业。
教学互动设计：
1.提出与课文主题相关的问题，学生先进行分组讨论，然后回答；
2.通过多媒体手段播放视频音频或图片，使学生对文章的主题有更全面更直观的了解；
3.通过提问、举例、提示等方法引导学生掌握文章结构和大意；
4.通过举例、造句、翻译等方法扩大学生的词汇量。
教学步骤及时间分配：
1.Self-introduction（5 mins）
2.Course Arrangements (2 mins)
3.Requirements (3 mins)
4.Objectives (2 mins)
5.Lead-in (10 mins)
6.Text analysis (20 mins)
7.Text Understanding (30 mins)
8.Writing devices (25mins)
9.Summary ( 2 mins)
10.Assignments ( 1 min)。
新视野读写教程第一册 Unit 2 教案
新视野读写教程第一册 Unit 2 教案教案教学目标：1. 学生能够通过阅读和写作来提高英语综合能力；2. 学生能够理解并运用本单元所学的词汇和句型；3. 学生能够运用正确的写作技巧来撰写一篇文章。
教学重点：1. 学生能够准确理解并运用本单元所学的词汇和句型；2. 学生能够运用正确的写作技巧来撰写一篇文章。
教学内容：1. 本单元的主题是“电影欣赏”，通过学习相关课文，学生能够了解电影的不同类型和如何欣赏电影；2. 学生将通过阅读和写作来提高英语综合能力；3. 本单元的重点词汇和句型有：- Types of movies: comedy, drama, action, animation, romance, science fiction, thriller, horror;- Talking about movie preferences: I prefer..., I like..., I enjoy..., etc.- Expressing opinions: It's interesting/funny/sad, etc.- Giving reasons: because, since, as, etc.教学过程：Step 1：导入新课1. 提问学生对电影的喜好及不同类型电影的了解，鼓励学生积极参与讨论。
2. 引入本单元的主题和内容，激发学生的学习兴趣。
Step 2：课文学习1. 学生阅读课文，并在阅读中理解并记录关键词汇和句型，同时注意语法结构和篇章结构。
2. 听音频或录音，模仿朗读课文，提高口语表达和语音语调。
Step 3：讨论与分享1. 学生分组讨论自己最喜欢的电影类型，并与其他组分享自己的观点和理由。
2. 鼓励学生用英语进行讨论和表达，教师及时给予指导和反馈。
Step 4：写作训练1. 学生根据自己最喜欢的电影类型，撰写一篇介绍该类型电影的短文。
2. 引导学生运用本单元所学的词汇和句型，包括表达喜好、观点和理由等。
新视野1+unit2教案
大学英语1级课程教案Session 1 (90mins):Section A: Deep ConcernI. Pre-reading activities (20mins)Step 1Questions for discussion:1. What is the generation gap?2. How to deal with the gap between the older and the younger generation?3. Give some examples for a generation gap.Step 2Pre-reading listening:First listening: Listen to a speaker talking about his love story.Second listening: Listen to the passage again and answer the following questions according to what you hear.1. What happens to the daughter and her parents one morning?2. What creates the gap between the older and the younger generation?3. Give some other reasons for a generation gap.II. Text structure analysis and introduction of the reading skills: distinguishing between facts and opinions. (25mins)Step 1:Text structure analysisDivide the text into parts and work out the general idea of each partThe passage is a description of what happened between the daughter Sandy and her parents.The whole passage is organized according to time sequence, the first thing first and the second thing second. Along with the time sequence, we can find young people and their parents often fail in their attempts to communicate with each other. However, no matter how different they are from each other in their responses and evaluations, in the passage we find that Sandy’s parents have decided to keep the lines of communication with her open. The passage is made up of five parts.Part One(para.1-4) reveals the first problem or conflict between the daughter and her father.Part Two(para. 5) is a transitional paragraph. Sandy was pretty annoyed by her father.Part Three(para. 6-20) tells us the direct and brief conversation exchanges between Sandy and her mother.Part Four(para. 21-28)describes parent’s response and evaluation to the problem from their daughter.Part Five(para. 29) tells us that Sandy’s mother was thinking about how to talk to her daughter.Step 2: Introduction of the reading skills: distinguishing between facts and opinions.Facts are statements that twll what really happened or what the case is, and they are usually based on direct evidence. Opinions, on the other hand, are statements of belief, judgment, or feeling. Opinions, of course, are often based on facts—but they also involve the writer’s personal interpretation of the facts, which may or may not match your interpretation of them.III. Explain new words and phrases in the passage of Section A (40mins)1. concern:n. 1) [U] a feeling of worryFollowing the accident there is growing concern over the safety of rail travel. 意外发生后，铁路交通的安全日益受到关注。
新视野第三版大英1教案(Unit-2)
Section AA child’s clutter awaits an adult’s returnI. Warming-up activities1.How close are you and your parents?Check (√) the statements which are true for you.☐I have been missing my parents a lot since I left for college.☐I often chat with my parents.☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.2.To what extent are you close to your parents?Tips :be like friends;never keep secret from them;ask them for advice;give me directions about life …3.Is there any conflict or disagreement between you and your parents? And what shouldwe do to settle the conflict or disagreement?Tips: 1) Keep our minds open to our parents;2) Treat our parents the way we want them to treat us;3) Make friends with our parents;4) Learn to be responsible for our actions;5) Be sure to show love to our parents in different forms.II. Text study1.Main ideas of the partsThe text depicts a mother’s responses to her daughter’s fight for independence through detailed description of the mess left behind by the daughter.(1)Disagreements between the mother and the daughter (Paras.1-4)My daughter is gone in her large and expensive truck, declaring that she is an adult.I’m glad she’s gone and I’m free from years of responsibilities for her.(2) The mess left by the daughter and my responses (Paras.5-12)The daughter leaves a mess in her rooms and the mother straightens up the rooms.(3) Concluding part (Paras. 13 - 22)After the mother finds a large envelope with all the memorable things the parents gave to the daughter, the mother’s attitude changes completely.2. Language focus●Practical phrases(1)make it: 成功；准时到达他腿上流着血，支撑着走到附近的一所房子。
新视野第三版第一册第2单元教案
大学外语（一）教案教材：《新视野大学英语读写教程第三版》（第一册）学院、系：外国语学院大外一部任课教师：授课专业：课程学分： 2课程总学时：32课程周学时： 22017年9月4日大学外语（一）教学进程2017-2018（1）第 次课 2 学时注：本页为每次课教案首页第次课 2 学时注：本页为每次课教案首页Unit 2, Book OneSection A: Loving parents, loving children1. Teaching Objectives:To talk about the love between the parents and childrenTo understand the love between the mother and the daughter in the textTo apply the phrases and patternsTo write an essay creatively based on the understanding of the text2.Time Allotment:Section A1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises)Section B4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. Greetings Greet the whole class warmly.Step 2. Lead-in and preparation for readingLet them have a surveySurvey: How close are you and your parents?Check (√) the statements which are true for you.☐I have been missing my parents a lot since I left for college.☐I often chat with my parents.☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.Ask a question: To what extent are you close to your parents?be like friends;never keep secret from them;ask them for advice;give me directions about life …Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-4) Opening part :General situation & my responses.Part 2 (para.5-12) The mess left in my daughter’s bathroom and my responses.Part 3 (Para.13-22) Concluding part: The changes of my attitude.Purpose: Improve the students’ reading an d writing ability and understand the general ideaof each paragraph.Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understandi ng and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) make it. 成功；准时到达With blood pouring from his leg, he made it to a nearby house.他腿上流着血，支撑着走到附近的一所房子。
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S implistic Lesson Plan for Unit 2 ( Preband Book1)Accompanied by HandoutsAIMS: a) To have the class learn to use key words and expressionsb) To have them learn to use some grammar and sentence structuresc) To let them have an idea of celebrity interviewsLANGUAGE POINTS: (See handouts )NEW STRUCTURES: 1) I find it very +adj./adv.2) That used to suggest + n.3) Because they feel as if …4) … partly as a result of…PROCEDURE:Warm-up: pre-reading activities by viewing pictures related to the text and answering some questions after discussionStage 1, presentation and explanation of the new words & expressions, sentencestructures and spotlight on grammarStage 2, discussion on the passage concerning “differences in English language ofmen and women”Stage 3, assignment: translation exercisesHandoutsI.Warm-up activities1)Pictures2) Words to learn:Cross-dressing runs significantly counter to social norms and, therefore, can be seen as a type of transgender behavior. It does not, however, necessarily indicate transgender identity;The Japanese word "newhalf" is used to describe a man who has made the mental and/or physical transition to being a woman.3). Discussion:a. After viewing the pictures, what do you think is the main difference between men and women, in their appearance or personality?b) Do you think men should always dress like men, and women should dress like women?c) Should there be any difference between men and women at work and at home?d) “Women hold up half the sky” was an old saying popular in the 1960s. What’s your opinion about it?II. Words and Phrases1.suggest: v.①say sth. indirectly 暗示e.g.Her silence suggested anger. 她的沉默暗示愤怒。
Are you suggesting that I am not telling the truth?你的意思是我没有讲实话？②put forward an idea for consideration 建议；提出（想法等）e.g. I'd like to suggest another plan for our business.我想为我们的生意提出另外一个计划。
Can you suggest how we should do it? 你能建议我们该怎么做吗？2.prefer: v. choose one rather than another; like one better than another 更喜欢prefer to do sth. / prefer A to Be.g. She prefers coffee to tea. 与茶相比，她更喜欢咖啡。
I prefer walking to driving a car.我愿意步行，不愿意开车。
3.remove: v. get rid of 移去，去除e.g. His words removed the doubts (疑虑) in her mind. 他的话打消了她的疑虑。
When oil is added to the food, it is difficult to remove it.一旦把油掺杂到食品里，就很难再把它除去。
4.suppose: v.①think or accept as true or possible认为；猜想e.g.I don't suppose that he will agree to our suggestion.我认为他不会同意我们的建议。
②have as a condition 假设e.g. The company's decision supposes growing sales.公司的决定假设了销售是不断增长的。
5.sound: v. ①to show a particular emotion or quality in one’s voice 听起来sound + adj.e.g. What he described sounds reasonable. 他的描述听起来合情合理。
②to produce a sound, or to make something produce a sound （使）发声e.g. The bell sounded when the mail arrived. 邮件来时，铃声响了。
6. mean… by: show in writing or speech, etc. by the use of 用……表示……的意思e.g. What Marx meant by a particular society was a group of people making a livingtogether. 马克思所说的社会就是人们有组织地在一起生活。
What do you mean by opening my letters without permission?没得到允许就拆开我的信，你用意何在？7. end in: have as a result at the end 结果为, 以……结束e.g.Their marriage ends in divorce. 他们的婚姻以离婚告终。
His plan ended in failure. 他的计划以失败告终。
8.agree with: have the same opinion as (sb.) 同意……的观点e.g.We all agree with him about the need for a new teaching building.他提出需要建一座新教学楼，我们都表示同意。
III. Sentence Analysis1. I find it very interesting. (Line 3)Note: 词组very interesting 是宾语补足语，用来补足说明宾语it，类似的表达方式还有：I find that book very difficult to understand. 我觉得那本书很难懂。
2. That used to suggest a man, not a woman. (Line 3)Note:不要混淆use to do sth. 和be used to (doing) sth.，前者指过去曾经发生的事；后者强调习惯于做某事e.g. I used to live on my own. 我以前是一个人住的。
I am used to living on my own. 我习惯一个人住。
3.They might think of some silly, beautiful woman who’s more worried about herhair than she is about the play. (Line 15)Note: 此句中的some意为“某一个”，而不是“一些”。
类似的用法还有：For some reason he didn’t accept the prize. 出于某种原因他没有接受这个奖.4.If yo u travel to other cultures, you’ll find all sorts of amazing things. (Line 37)all sorts of: all kinds of 各种各样的She’s got all sorts of problems at the moment. 她现在有各种各样的难题。
sort: n. a group of things that are similar in some way; type 种类，类别Note: “sort of” can also be used when you are not sure about sth. (表示对某事无把握) It’s sort of long and thin, a bit like a pencil. 那个东西好像是细长的，有点像铅笔。
IV．Spotlight on Grammaras if / as though 分句中的动词形式However, some women don’t like such words because they feel as if these words make them less important than men.(Passage A, Unit 2)在这句中，从属连词as if引导一个主语补语分句。