致用英语综合教程综合英语2 教案综合英语2 单元设计 unit 5

Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships. Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some studentsgive a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状e.g. The plane flew round and round in wide loops.2. flare n. a bright but unsteady light or flame that does not last long 光，火光e.g. The flare of the candles formed a heart.3. relive v. to experience something again, especially in your imagination 再次体验，重温，回味e.g. I relived that fateful day over and over again in my mind.4. hightlight n. the best, most interesting or most exciting part of something 最有意思或最精彩的部分e.g. The highlight of our tour was seeing the palace.5. bring (sth.) home to (sb.)to be understood by somebody or to make somebody understandsomething 使深切的感到（或清楚的认识到）e.g. His account brought home to us the gravity of the situation.6. perception n. the way you notice things, especially with the senses, the ability to understandthe true nature of something; an idea or belief 知觉，感知，洞察力，看法e.g. His analysis of the problem showed great perception.7. overlap v. if two things overlap, part of one thing covers part of the other 部分重叠，交叠e.g. The tiles on the roof overlap one another.8. bond v. to (cause to) stick together, e.g. with glue 紧紧连接e.g. You need a strong adhesive to bond wood to metal.Step 3 Post-reading exercises1.Read the sentences below and decide whether they are true (T) or false (F).1)Douglas was a happy man before his wife died. (T)2)After dinner he and his wife would wash dishes together and talk about what they hadexperienced in the whole day. (T)3)Carol died of a heart attack. (F)4)I am a strange loop is a book written by Carol. (F)5)Douglas thought that the mind is very complicated. (T)6)According to Douglas, a dead person’s habits and was of thinking could still be active inthe minds of his/her friends and relatives. (T)2.Answer the following questions1)What is Douglas’s profession?A: A professor of cognitive science at Indiana University.2)How does Douglas understand the function of the mind?A: Douglas understood that the mind is not a centralized thing. There are dozens of thoughts processes and emotions swirling about and competing for attention at any one time.3)What is the mental process like when people communicate according to Douglas?A: When people communicate, they send out little flares onto each other’s brains.Friends and lovers create feedback loops of ideas and habits and ways of seeing the world.4)What are the implications of Douglas Findings?A: See the last five paragraphs.5)How do you understand the title?A: open.3. Discussion:1) What is the mental process like when people communicate according to Douglas? What arethe implications of Douglas’s findings?2)How do you understand the title?Group the students and have them have a brief discussion on the above questions. And then ask several representatives of the groups to express their points and views and at last the teacher summarizes.4. V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Find words or phrases in the text which mean the following. The first one has been done foryou.B.Fill in the blanks with the words below. Change the form where necessary.plete the sentences with the correct form if the words in the brackets. Explain themeaning of each sentence.6.WritingThis is a combined activity of both listening and writing. The activity is quite challenging, as students should not only understand what they are listening and grasp the main idea but also use their own words to summarize the main points. You may ask students to listen to the recording two or three times. Give them enough time. Make sure they can write down what they want to say.After students do the listening work, they have got some ideas of their own to handle the situation and they may have a strong desire to share them with others. Encouraging students to discuss this issue and then ask theme to write down what they think are good solutions. The teacher asks some volunteers from the class to read out their writing to the whole class. Don’t forget I praise them after they have read their writing.Section 3 language in use: the use of what and whichStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understandingof this grammatical phenomenon.The teacher may ask students to do the exercise before the lesson. After checking the answers, the teacher will know immediately whether they are clear about the use of what and which.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the use of what and which. Then ask students to finish these exercises. Check their work when they finish.What➢What常用来引导名词性从句，即主语从句、宾语从句、表语从句和同位语从句。