Title
Unit 1
Section A: Toward a Brighter Future for All Section B: What We Wish
Instruction
Types 1.Lecture and explanation
2.Discussion
3.Multi-media
Objective 1. Talk about the college and educational systems.
2. Learn about the importance of communication.
3. Enlarge vocabulary.
4. Reading Skills
5. To learn about letter writing
Difficulty
& Emphasis 1. Key words and expressions
2. Know how to analyze and use these devices
3. Reading Skills
Teaching Procedure 1.Lead-in
2.Background Knowledge
3.Text Structure
4.Detailed Study
5.Critical Thinking
6.Homework
Unit 1
Section A
I.Lead-in
1.How do you understand the two following quotations
1)Education is not preparation for life; Education is life itself.
— John Dewey
2) Try not to be a man of success, but rather try to become a man of
value.
—Albert Einstein
2.Watch some videos and discuss the questions below:
1)What is the ideal university like in your eyes
2)What are your expectations of your college life
3)What advice did your parents give you before you left for college II.Background Information
1. American higher education
In the United States, students can choose to go to college after high school. (They can also choose to go straight to the workforce after high school.) They have the option of attending a two-year community college before applying to a four-year university. Admission to community college is easier, tuition is lower, and class sizes are often smaller than at a university. Community college students can earn an associate degree and transfer up to two years of course credits to a university.
College and university students need to pay tuition, but many earn scholarships or receive loans. Although admissions policies vary from one
university to another, most determine admission based on several criteria, including a student's high school course of study, high school Grade Point Average (GPA), participation in extracurricular activities, SAT (Scholastic Assessment Test) or ACT (American College Testing) exam scores, a written essay, and possibly a personal interview with a representative from the admissions office.
Most students in the United States take the SAT Reasoning Test or the ACT during their final year of high school. Each university sets a minimum SAT or ACT score that a student must achieve in order to gain admission. These are standardized quantitative examinations. The SAT tests critical reading, mathematics, and writing skills. The ACT tests English, mathematics, reading, science reasoning, and includes an optional writing test.
Extracurricular activities may include scholastic clubs, athletic teams, student government, and philanthropic clubs. Voluntary participation in these kinds of activities is an indication that a student has learned valuable life lessons, such as teamwork, leadership, or civic responsibility.
University students pursuing a bachelor's degree are called "undergraduates"; students pursuing a master's or doctoral degree are called "graduate students". Most universities give undergraduate students a liberal education, which means students are required to take courses across several disciplines before they specialize in a major field of study. Graduate and professional programs, such as medicine or law, are specialized. All degree programs require students to complete a minimum number of credit hours before graduating.
Selection for admission to a graduate program is based on several criteria. These include completion of a bachelor's degree, the student's undergraduate coursework and GPA. Students are also expected to write an essay as part of their application or to submit a writing sample. Most master's programs require students to have a minimum score on the Graduate Record Examination (GRE), which tests verbal reasoning, quantitative reasoning, critical thinking, and analytical writing skills.
Students continue to take courses at the graduate level. A final thesis is required for most master's programs. Doctoral students take courses until they have earned enough credit hours to attempt their qualifying examinations. These are usually taken over several days and often include a written and oral component. After doctoral students pass their qualifying exams, they are advanced to candidacy and can begin writing their dissertation. Before the degree is given, the completed dissertation must be orally defended before the candidate's faculty committee.
2. Vera Wang
Vera Wang (王薇薇, 1949- ) is a
Chinese-American fashion
designer. She was born and raised
in New York City. While trained as
a figure skater in high school,
she eventually earned a degree in
art history from Sarah Lawrence
College in 1971. But a career in fashion was her dream. She worked as a senior fashion editor for Vogue magazine for 15 years. In 1985, she left Vogue and joined Ralph Lauren as a design director for two years.
In 1990, she opened her own design salon in New York, and featured her trademark bridal gowns. Wang has made wedding gowns for many celebrities and public figures, such as Jennifer Lopez (珍妮弗?洛佩兹), Sharon Stone (莎朗?斯通) and Chelsea Clinton (切尔西?克林顿).
III.Text Structure
Part I The president congratulates students on their achievement and reminds students of the fact that their current success was due to the ir own and their parents’ efforts, and that their future is built on a solid foundation of the past.
Part 2 The president offers students comprehensive advice on how to make the most of their four college years and makes them realize the university’s expe ctations and their own responsibilities.
Part 3 The students are called upon to cherish the opportunity and to bear in mind their responsibilities as citizens of their communities, their country and the world.
IV.Detailed Study
1. Words in Using
1)Pledge
vt. make a formal, usu. public, promise that you will do sth. 发誓；
作保证
. The new president pledged to cut taxes and increase employment.
新总统承诺要削减税收、增加就业。
2)routine
n. [C, U] your usual way of doing things, esp. when you do them in a fixed order at the same time 例行公事；常规；惯例
. Arriving at the office at 8 . and staying there until 5 . has become my
routine.
早上8点到办公室，一直呆到下午5点，这已经成了我的惯例。
a. happening as a normal part of a job or process 常规的；例行的；
惯常的
. The problem was discovered during a routine check.
这个问题是在一次例行检查中发现的。
3)attain
vt. (fml.) succeed in achieving sth. after trying for a long time 得到；获得；赢得
. Not all athletes attain this standard of physical fitness.
并非所有的运动员都能达到这种身体素水平。
4)faculty n.
1 [U] (AmE) all the teachers in a university, college, or school 全体教员
. Both the faculty and students opposed the proposal to turn one of the playgrounds into a parking lot.
老师和学生都反对把其中一个运动场改为停车场的提议。
2 [C, usu. pl.] a natural physical or mental ability that most people
have 天赋；能力；本领
. She had her mental faculties even in her 90s.
她九十多岁了，但仍然思维清晰。
5) explore
vt. examine or discuss a subject, idea, etc. thoroughly 探讨，研究（主题、思想等）
. We are exploring the possibility of taking legal action against the
我们正在探讨对这家公司采取法律行动的可能性。
v. travel around an area in order to learn about it or to search for sth. valuable such as oil 勘探；探测；考察
. A group of experts have set out to explore for minerals in this area.
一组专家已经出发前往该地区勘探矿物。
6) pursue
vt. 1 try to achieve sth. 追求；致力于
. He wanted to pursue a bachelor’s degree after working for tw o years.
他想工作两年以后再去读学士学位。
2 chase sb. or sth. in order to catch them 追赶；追逐
. The police officer pursued the speeding car and eventually stopped it with the help of another police car.
这名警官追赶一辆超速行驶的车，最终在另一辆警车的协助下，截下了那辆车。
7) reap
vt. get sth. as a result of sth. you have done 收获；获得
. We will certainly reap the rewards of this meaningful research.
我们肯定会从这项有意义的研究中受益。
v. cut and gather a crop such as wheat 收割（庄稼）
. It’s about time to reap the rice in the field. 快到去地里收割稻子的时候了。
8) overwhelm
vt. (usu. passive) exist in such great amounts that sb. or sth. cannot deal with them（数量大得）使无法对付
. We were overwhelmed by the number of applications for this position.
这个职位的求职申请多得让我们应接不暇。
vi. 1 appear or become recognized 出现；为…所公认
. No new leader has emerged to take his place. 还没有新领导来接替他。
2 come out of sth. or out from behind sth. 出现；露出
. The sun emerged from behind the clouds. 太阳从云层后面露了出来。
10) glow
n. [sing.] 1 a strong pleasant feeling（某种）强烈的情感
. Upon hearing what Anne said, she felt a warm glow deep inside.
听到安的一番话，她内心深处感到一阵暖流流过。
2 a soft steady light 柔和稳定的光
. He turned on the table lamp and the room was filled with a soft glow.
他打开台灯，房间里充满了柔和的光。
vi. produce or reflect a soft steady light 发出柔和稳定的光
. The tip of his cigarette was glowing in the dark. 他的烟头在黑暗中闪烁着。
11) yield
vt. 1 produce a result, answer, or piece of information 产生（结果等）
. Our research has only recently begun to yield important results.
我们的研究最近才取得重要成果。
2 produce crops, profits, etc. 出产；产生
. The tourist industry yielded an estimated $20 million for the area last year.
去年旅游业为这一地区带来了估计两千万美元的收益。
vi. finally agree to do what sb. else wants you to do 屈从；让步. The hijackers finally yielded to demands to release the passengers.
劫机者最终同意了释放乘客的要求。
12) inherit
vt. receive a belief, tradition, or way of life from people who lived before you 沿袭，秉承（信仰、传统或生活方式）
. Many countries have inherited traditions of public service.
许多国家沿袭了公共服务的传统。
v. receive property or money from sb. who has died 继承（财产）
. He inherited a fortune from his grandmother, so he bought a huge house.
他从祖母那里继承了一大笔遗产，所以他买了一个大房子。
13) acquire
vt. 1 gain knowledge or learn a skill 学到，获得（知识、技能）
. She acquired a good knowledge of Chinese. 她汉语学得很好。
2 get or gain sth. 取得；获得
. We should acquire more first-hand information.
我们应当取得更多的第一手资料。
3 obtain sth. by buying it or being given it 购得；得到
. She hoped to acquire valuable works of art as cheaply as possible.
她希望以尽量低的价格买到有价值的艺术品。
2.Practical Phrases
1) remind sb. of sb./sth.
1 make sb. remember sb. that they know or sth. that happened in the
past 使某人想起某人或某事
. The song always reminds me of our holiday in Mexico.
那首歌总让我想起我们在墨西哥的那次假期。
2 be very similar to sb. or sth. else 使某人想起（相似的）人或事
. Nancy was tall and slim, and reminded me of my cousin Sarah.
南希身材高挑，让我想起了我的表妹萨拉。
2) get by
have just enough of sth. such as money or knowledge so that you can do what you need to do 过活；过得去；勉强应付
. I couldn’t possibly get by on $300 a month with everything so expensive.
什么都很贵，一个月300美元我恐怕无法生活。
3) make the most of sth.
gain the greatest possible advantage from sth. 最大限度地利用某物. Since the Internet is a very useful tool, we should make the most of it in our study.
既然互联网是很有用的工具，我们就应该在学习中最大限度地利用它。
4) reap the benefits (of sth.)
enjoy the advantages of sth. 得享（某事物的）好处
. The town was still reaping the benefits years after the film’s release.
电影发行好几年后这个小镇仍在受益。
5) in advance
before sth. happens or is expected to happen 预先；提前
. Details of the meeting had been given to the public in advance.
会议的详细内容在会前已经公之于众了。
6) stand a chance (of doing sth.)
have the possibility of succeeding or achieving sth. 有（做成某事的）希望
. Do they stand any chance of winning against France in the soccer game
他们有希望在这次足球比赛中战胜法国队吗
7) over time
gradually 逐渐地；慢慢地
. For good or bad, things will change over time.
不管是好是坏，事情慢慢都是要变的。
8) turn (sb./sth.) into sth.
become sth. different, or make sb. or sth. do this （使某人/某物）变成
. Hollywood discovered her and turned her into a star.
好莱坞发现了她，并把她变成了明星。
9) all at once
1 at the same time 同时
. She had two projects at hand, three classes to teach, and a baby to take care of all at once.
她同时有两个项目要做，三个班级要教，还有一个婴儿要照顾。
2 suddenly and unexpectedly 一下子；突然
. All at once there was a loud banging on the door. 突然传来重重的敲门声。
10) take pleasure in (doing) sth.
enjoy (doing) sth. very much 乐于做某事
. He took great pleasure in his work. 他从工作中得到了很大的乐趣。
11) open the door to sth.
make an opportunity for sth. to happen 给…以机会；给…敞开方便之门
. Research on genes should open the door to new medical treatments.
基因研究应该会为新医疗方法的诞生创造机会。
12) take delight in (doing) sth.
enjoy (doing) sth. very much 以（做）某事为乐
. I take delight in warm sunshine. 我喜欢享受温暖的阳光。
3.Functional Pattern
1) As …, sb. is proud /happy/sorry /sad… to do sth.
用于表达“某人在特定身份下做某事的感受”。
2) In doing sth, sb. is reminded of sth. 用于表达“某事引起的回忆”。
3) If sb. could give sb. else only one piece of advice about…, it would be this: Do sth.!用于表达“某人认定的最为重要的建议”。
4) … A wonderful example of this is sb. who…/ sth. that…
用于列举“最典型的事例”。
V.Critical Thinking
1.What role do you think a university education will play in your life
2.Do you think a university education can change a person’s life In what
way and why
3.How do you think about those successful people such as Bill Gates who
dropped out of university
4.What are you going to do at university in order to sample widely and
challenge yourself
VI.Homework
Exercises on P9-15
Section B
I.Reading Skills
Previewing is a useful and important reading strategy. Previewing the text before you read it will help you recognize how information is organized, identify main ideas, and predict what lies ahead in the text. As a result, you will understand the material better.
II.Detailed Study
1. Words in Using
1) participate
vi. take part in an activity or event 参加；参与
. Everyone in the class is expected to participate actively in the discussions.
班里的每位同学都应该积极参与讨论。
2) incredible
a. 1 extremely good, large or great 极好的；极大的
. What an incredible performance that was! 那真是一场精彩的演出。
2 too strange to be believed or very difficult to believe难以置信的
. It’s incredible that he survived the airplane crash.
他在飞机失事中幸存了下来，这真是难以置信。
3) inquisitive
a. 1 keen to learn about a lot of different things 好学的；好问的
. My elder brother is an intelligent and inquisitive young man.
我哥哥是个聪明好学的年轻人。
2 asking a lot of questions about things, esp. things people don’t want to talk about 过分好奇的；过于好问的；好打听的
. The journalist was so inquisitive that she asked me far too many questions.
那个记者太好问了，她问了我太多的问题。
4) engage
vt. attract and keep sb.’s interest or attention 吸引住（某人的兴趣、注意力）
. The toy engaged the little girl’s interest. 那个玩具引起了小女孩的兴趣。
vi. (~ in/on/upon) be doing or become involved in an activity 参加，参与（活动）
. Only 10% of adults engage in regular exercise. 只有10%的成年人定期锻炼。
5) despair
vi. (fml.) feel that there is no hope at all 绝望；感到无望
. Don’t despair. Things will get better soon. 不要绝望，情况会很快好起来的。
n. [U] a feeling that you have no hope at all 绝望
. At the end of the month, she still had no job and was close to despair. 到了月底，她还是没有找到工作，她几乎绝望了。
6) embrace
vt. (fml.) eagerly accept a new idea, opinion, religion, etc. 欣然接受；乐意采纳
. We hope these regions will embrace economic reforms.
我们希望这些地区会乐意接受经济改革。
v. put your arms around sb. and hold them in a friendly or loving way 抱；拥抱
. Jane warmly embraced her son when he came back from the army.
当她的儿子从部队回来时，简热烈地拥抱了他。
7) stimulate
vt. 1 encourage sb. by making them excited about and interested in sth. 激发；鼓励；激励
. Her interest in engineering was stimulated by her grandfather.
她祖父激发了她对工程的兴趣。
2 encourage or help an activity to begin or develop further 刺激；促使；促进
. The local government is making efforts to stimulate economic growth. 当地政府正在努力刺激经济增长。
8) capacity
n. 1 [C, U] sb.’s ability to do sth. 能力；才能
. His capacity for reasoning is unmatched by anyone. 他的推理能力无人能及。
. Do you think it’s within his capacity to lead this team
你认为他有能力领导这个团队吗？
2 [sing.] the amount of space a container, room, etc. has to hold things or people 容量；容积；容纳能力
. Our classroom has a seating capacity of 150. 我们的教室可容纳150人。
9) bind
vt. (bound, bound)
1 (often passive) limit what sb. is allowed to do by making them obey a rule or agreement 使受（规则或协议）约束
. Each country that signed up the agreement is bound each country to reduce pollution levels.
每个签署了协议的国家都必须降低污染水平。
. If you sign that paper, you will be bound hand and foot.
如果你签了那份文件，你就会完全受到束缚。
2 tie sb.’s hands or feet together so they cannot move 捆；绑
. They bound the criminal’s arms and legs with rope.
他们用绳子捆绑住罪犯的手脚。
. The burglars bound him to a chair with a rope.
盗贼们用绳子把他绑在了一个椅子上。
3 form a strong emotional or economic connection between two people, countries, etc. 把…紧紧联系在一起；使关系密切
. A group of people may be bound together by shared language, culture, and beliefs.
一个群体可能是因共同的语言、文化和信仰而紧紧联系在一起的。
. Government has a responsibility to promote the common moral values that bind us together.
政府有责任推广使我们凝聚在一起的共同的道德价值观。
10) decent
of a good enough standard or quality 可接受的；相当好的；像样的
. I don’t have a decent dress for the ceremony. 我没有合适的衣服参加典礼。
2 following moral standards that are acceptable to society 正派的；规矩的
. John is a decent person, who keeps his word and respects others.
约翰是个正派人，他信守诺言，并且尊重他人。
11) bond
n. [C] sth. that unites two or more people or groups, such as love or a shared interest or idea 纽带；联系；关系
. The emotional bond between mother and child is usually very close. 母子之间的感情纽带通常是很紧密的。
vi. develop a special relationship with sb.（与某人）培养一种特殊的关系
. Time must be given for the mother to bond with her baby.
母婴之间必须通过时间来培养感情。
12) blossom
vi. develop and become more successful 发展；成长；繁盛；兴旺
. Their relationship blossomed on a trip to Australia.
他们的关系在澳洲之旅中得到了发展。
n. [C, U] a flower or the flowers on a tree or bush （树或灌木的）花，花簇
. By March, the cherry trees are in blossom. 到了三月，樱桃树鲜花盛开。
13) cultivate
vt. 1 work hard to develop a particular skill, attitude, or quality 培养；养成
. You should try to cultivate a more positive attitude to life.
你应该努力培养更加积极的生活态度。
2 prepare and use land for growing crops and plants 耕；耕作；开垦
. Rice is cultivated in many coastal regions. 很多沿海地区都种植水稻。
14) innocence
n. [U] 1 lack of life experience or knowledge of the bad things in the world 涉世不深；天真；单纯
. It surprises many people that she has the innocence of a child.
她有着孩子般的天真，对此很多人都感到惊讶。
2 the fact of being not guilty of a crime 清白；无罪
. We often say that a person is innocent until proven guilty.
我们常说，一个人在被证明有罪之前是清白的。
15) flexibility
n. [U] 1 the ability to change or be changed easily to suit a different situation灵活性
. A freelance career has the attraction of flexibility.
自由职业吸引人的地方是它的灵活性。
2 the ability to bend or be bent easily 弹性；柔韧性
. Basketball requires speed, strength, balance, flexibility, and coordination.
篮球运动需要速度、力量、平衡、柔韧性和协调性。
16) potential
n. [U] the possibility to develop or achieve sth. in the future 潜力；潜能
. People under stress tend to realize their full range of potential. 处于压力之下的人往往会发挥其所有的潜力。
a. (only before noun) possible or likely in the future 可能的；潜在的
. A high unemployment rate is a potential source of social conflict. 高失业率是社会冲突的一个潜在根源。
2.Practical Phrases
1) be about to do sth.
be going to happen or do sth. very soon 正要发生某事；即将做某事
. We arrived just as the ceremony was about to begin.
我们到达时仪式正要开始。
2) go off
leave a place, esp. in order to do sth. 离开；走
. They have gone off to the coast for the summer. 他们已经去海边消夏了。
3) open up
become available or possible, or make sth. do this（使）出现；（使）成为可能
. His stories opened up new worlds of the imagination.
他的小说开创了想象力的新天地。
4) take sb./sth. seriously
believe that sb. or sth. is worth your attention or respect 认真对待某人/某事
. These suggestions may not be perfect, but we must take them seriously. 这些建议可能不是很完美，但是我们必须认真对待。
. As a teacher, it’s important that you take your students seriously. 作为教师，重要的一点是你要把学生当回事儿。
5) sign up (for sth.)
put your name on a list for sth. because you want to take part in it 报名
. Don’t sign up for too many courses in one semester.
不要在一个学期内报太多的课。
6) get to sb.
(infml.) make sb. feel annoyed or upset 使生气；使烦恼
. His jokes started to get to me, so I found an excuse and left.
他的笑话让我感到生气，所以我找了个借口离开了。
7) give sb. the benefit of the doubt
accept what sb. tells you even though you think they may be wrong or lying, but you cannot be sure 虽有怀疑但还是相信某人；姑且相信某人
. After hearing his explanation, I was prepared to give him the benefit of the doubt.
听了他的解释，我准备姑且相信他。
8) reduce sb. to sth.
force sb. into a particular unpleasant state or situation 使陷入（不利境地）
. Stress has reduced him to a nervous breakdown. 压力使他精神崩溃了。. She was reduced to tears by their comments. 他们的评论使她流下了眼泪。
9) as long as
used to say that one thing can happen or be true only if another thing happens or is true 只要
. I’ll stay in Mexico as long as my money holds on.
只要我的钱还能维持一天, 我就在墨西哥呆一天。
10) feel like (doing) sth.
(spoken) want to have sth. or do sth. 想要（做）某事
11) safe and sound
unharmed, esp. after being in danger 安然无恙
. It was a challenging climb, so I’m relieved that they got home safe and sound.
那是一次有挑战性的登山活动，所以，他们平安回到家后我才放下心来。12) take sb./sth. away
remove sb. or sth., or make sth. disappear 拿走；带走；使消失
. This medicine will take your pain away. 这种药会消除你的疼痛。
. He was taken away to begin a prison sentence. 他被带走开始服刑。13) be born to be/do sth.
be very suitable for a particular job, activity, etc. 天生适合做某事. Nancy was born to be a dancer. She danced so well without having any dance training.
南希天生就是个舞蹈家。她没有经过任何舞蹈训练，却跳得这么好。
14) sb. can’t wait
(spoken) used to emphasize that sb. is very excited about sth. and is eager for it to happen 某人急着/等不及（用于强调对即将发生的事感到兴奋和迫不及待）
. I can’t wait to tell my mother the good news.
我迫不及待地要告诉妈妈这个好消息。
3.Functional patterns
How do you study for a test?单元分析 内容提示 本单元主要内容是学会利用verb十by/with gerund 表示方式方法来讨论学习英语的策略,认识自己在学习方面的长处和不足。初步了解现在完成时的结构和用法。现在完成时由助动词have/has+动词的过去分词构成,主要表示过 去发生的某一动作对现在仍有影响或造成的后果,常与already,yet,just,ever,never等副词连用。 教学目标 一、学习目标(Language Goal) 1. Talk about how to study . 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 二、语言结构(Language Structures) 1. Verb + by with gerund by+动名词短语表示“通过…途径,方法” 2. How questions have引导的特殊疑问句 三、目标语言(Target Language) 1. How do you study for tests ? 你是怎样准备考试的? Well , I study by working with my classmates.
哦,我和同学们一起学习。 2. Have you ever studied with a group ? 你曾经参加过学习小组吗? Yes , I have . I’ve learned a lot that way . 是的,参加过。通过这种方式我学了许多。 3. I don’t have a partner to practice English with . 我没有同伴可以练习英语。 Maybe you should join an English club. 或许,你应该参加一个英语俱乐部。 4. What about reading aloud to practice pronunciation ? 大声朗读来练习发音怎么样? Why don’t you join an English language club ? 你为什么不参加一个英语俱乐部呢? 四、重点词汇(Key words and phrases) 1. flashcard n. 抽认卡 2. frustrating a. 令人沮丧的 3. memorize v. 记忆,背诵 4. aloud adv. 出声地、高声地 5. comma n. 逗号 6. pronunciation n. 发音 7. solution n. 解决办法 8. not at all 根本(不) 全然(不)
《Module 1 Unit 1 I’m Sam》教学设计 知识与技能： 1、基本能听懂会说:“Hello, Hi, Goodbye, Bye-bye” 2、学会运用句型“I’m…”进行自我介绍。 3、不与陌生人接除、交谈，注意自我保护。 过程与方法： 通过模仿教师发音、口型和观看多媒体教学课件，并经过师生、生生之间的对话基本能听懂“Hello, Hi, Goodbye, Bye-bye”，能运用“I’m…”进行自我介绍，达到初步认识本册书中主要人物Sam、Amy、Lingling 、Daming的目的。并注意Sam和Amy的正确发音。 情感态度与价值观：培养学生学习英语的兴趣，初步了解东西方文化差异。 教学方法设计：主要采用情境教学法、交际法、游戏教学法、动作教学法等。教学重难点：句型“I’m…”的运用。 教学准备：多媒体资源包，单词卡片，小贴画，人物头饰 课时安排：一课时 教学过程设计： 一、Free talk . （1）播放英文歌：Happy birthday to you! （2）使用课前收集的一些常用英文单词或缩略语如：DVD，CD，CCTV，OK等让学生了解一些身边的英语，同时也请同学们说一说他们所知道或听到的英语。 二、New teaching.
1、学习打招呼： Hello Hi. Goodbye Bye-bye 教师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好Hello , Hi。同时也引导学生向教师说Hello , Hi 。谈完话分手时用Good bye或者Bye-bye道别。然后让学生相互间用Hello, Hi 练习问好，用Good bye或者Bye-bye道别。（Hello与Hi 的区别与联系：一般在正式的场合用Hello 为引起对方的注意而问好；而Hi一般是用于对自己亲密的人打招呼）操练时注意避免重复使用。 2、传声筒游戏。游戏规则：将全班分成四组，教师分别悄悄告诉每组第一名学生一句问候语：Hello、Hi、Good bye、Bye-bye，四组游戏同时开始，第一名同学将问候语悄声传给第二名同学……，依次下去，哪一组先传完问候语，哪一组就是获胜组并给予小红花奖励。（交换每组的问候语再玩3次，以加深学生对语言点的熟练程度和准确把握程度。） 3、学习：I’m… （1）教师胸前佩带英文的名字卡片进行自我介绍：Hello, I’ m Wangxingjian ,借助手势让学生理解句子含义。 （2）邀请几位同学到讲台上来，分别戴上他们喜欢的人物头饰并自我介绍说Hello ,I’m …然后请同学作真实的自我介绍。 4、认识人物：Sam, Amy, Lingling , Daming
Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:
Unit 1 nice to meet you! Period 1 【教学目标】 语言知识目标： A) 词汇： first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B ）句型 : Hello!/Hi! Good morning/ good afternoon/ good evening. I ’ m ? .. Nice to meet you!/ Nice to meet you too. Where are you from? 教学重点和难点 1．重点： A) 认知新词汇： first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B) 认知 last name 和 first name 在中西方的差异。 2． 难点： 语言功能： Enable students greet peple in English. 情感目标： A ) 激发生学习英语的兴趣，发挥学生习英。 B ) 通过小组活动、组间竞赛等，培养学生的 C ) 学习英语文明礼貌的询问。 学习策略： A ）认知策略：为完成学习任务而自觉采取一些适合自己的学段。 B ）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情。 C ）资源策略：学会利用一切可利用的学习资源，如学习用品，字典 获取更多的信息。 D ）调控策略：在学习的过程中，通过自我评价和反思，不断调整自【教学步骤】 Period 1 Step 1 Warming up 1. Introduction: 1min Good afternoon, boys and girls. I ’m your new teacher in this new term.. Before we learn the new lesson, I want to give a brief introduction of myself. My name is ysy. You can call me Miss Ye. (中文重复一遍 )。I hope we can have a great time in this term. 希望同学们配合我的工作，同时也欢迎同学们课后对 我的教学工作提出建议。希望在接下来的这段时间里，和同学们相处愉快， 共同进步。
Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
教学内容 A Let's talk～Let's find out、B Let's sing 教学目标 【知识目标】 1.重点词汇：ruler、pencil、crayon、eraser 2.重点句型：（1）Hello/Hi,I'm... （2）I have a/an... 【能力目标】 1.会进行自我介绍。 2.会唱“A B C song”。 【情感目标】 通过图片、歌曲、游戏等多种方式培养学生学习英语的兴趣。 教学重点 1.掌握单词ruler、pencil、crayon、eraser。 2.句型“Hello/Hi,I'm...”的运用。 教学难点 1.单词的准确发音。 2.在情境中运用句型打招呼并自我介绍。 教学准备 课本、录音机、磁带、相关文具、人物头饰、 字母挂图、课件。 课时安排3课时。 第一课时 教学过程批注 一、Warm-up 1.请学生说说他们在生活中已经了解的英语词汇或日常用语。 2.教师先播放B Let's sing中的歌曲“Hello！”录音三遍，学生跟 着唱。然后学生分组比赛唱歌，教师表扬唱得好的小组。 激发学生学习英 语的兴趣和愿望。 Part A Hello
教学过程 批注 一、Warm-up & Revision 1.做游戏。教师说文具单词，学生拿出相应的文具，拿错的学生淘汰出局。教师接着说另一个文具单词，学生拿出相应的文具，拿错的学生淘汰出局。依次复习四个文具单词。 2.教师请几名学生进行自我介绍。 S1：Hello,I'm... S2:Hi,I'm... S3:Hello,I'm... 复习并检测学生掌握单词、句型的情况。 二、Presentation & Practice 1.Let's sing （1）教师利用字母挂图展示26个字母，带领学生将字母Aa~Zz 读两遍，边读边指着相应的字母。 （2）教师播放三遍歌曲“A B C song”，学生边听边跟唱，然后让能力强的学生唱一遍，教师适当进行奖励。 （3）教师领唱，学生跟唱，然后全体学生一起唱。 （4）分小组比赛唱，对于唱得好的小组进行表扬。 （5）教师随意指着字母挂图上的字母，点学生读。 2.Let's find out （1）教师让学生打开课本第六页，让学生圈出图中的字母。（2）让学生说出找到的字母并指着相应的字母。若没有说全，其他学生可相互补充。 （3）利用课件呈现答案，核对答案。 （4）教师指着图中字母点学生读。 通过歌曲及挂图让学生初步熟悉26个字母的大小写以及顺序。 通过找字母，让学生熟悉字母的形状。 作业设计 将歌曲“A B C song”唱给家 长听。 板书 设计 Unit 1 Hello！ 在A部分的三节课中，我设计了不同的活动，意在激发学生学习英语的兴趣与积极性。通过A部分的学习，学生初步了解了26个字母，学习了四个文具词汇，学习了见面打招呼及自我介绍用语。这些都是与学生日常生活息息相关的，学生更加容易接受。 Part B
Unit 1How can we become good learners? 1 2 单元话题 Talk about how to study, in this unit, students learn to talk 3 about how to study for a test and give advice to those who have difficulties 4 in studying. 5 单元语法By ＋ sth./doing sth. 6 教学目标 7 1.语言目标：理解重点句子，掌握学习英语的方法。介词by引导的方式状语8 的合理运用。 9 2.技能目标：正确运用动名词谈论学习中的问题。 10 3.情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅11 读，培养学生的文化意识，陶冶思想情操，让学生树立终身学习的道德素养。 12 13 14 第一课时Section A(1a～2d) 15 自主学习案 16 翻译下列词组。 17 1．通过制作生词卡 ________________________________ 18 2．通过听录音带___________________________________ 19 3．向某人寻求帮助__________________________________ 20 4 大声读来练习发音___________________________________ 21
5．小组合作学习___________________________________ 22 6．和朋友练习对话___________________________________ 23 7．逐个单词___________________________________ 24 8．作报告___________________________________ 25 9．意群___________________________________ 26 10．慢慢来___________________________________ 27 11．口语技能___________________________________ 28 12 英语口语___________________________________ 29 §课堂导学案 30 Step 1 准备与热身(Preparation) 31 Lead-in with a free talk(自由对话导入新课)(2分钟) 32 Greeting with the students：Hello, everyone.Welcome back to school.I'm 33 very happy to see you again.Most of you got good grades last term ! Of 34 course, don't lose your heart if you didn't get good grades. 35 OK.Today, let's talk about how to study for a test and how to learn 36 English well. 37 T: How do you study English? Do you study English by the following ways? 38 (Show some pictures and present the important phrases.) 39 T: How do you study English? 40 S: I study English by ________. 41
教案
河南大学大学外语教学部教案
Unit 1 College Culture Unit overview Campus traditions form college memories. They unite the students of past and present. They also create a strong connection to the campus for everyone who spent time there. Each college has its beloved culture and traditions that students kept alive through the years, or even through centuries. However, some are forbidden due to various reasons. After learning this unit, you will get to know your college from a new perspective. Lesson 1 Agenda: 1.Lead in (课程导入) 2.Audio Studio (语音材料听力练习) 3.Speaking Workshop (口语工作坊) 4.Home Assignments （课下作业） Part I Lead-in Task 1 Read the following mottos of some famous universities. Try to list as many mottos of Chinese universities as you can (both in Chinese and English). Part II Audio Studio Listening Passage
单元教材解析 Unit 1 My day 教Let ’s learn Let ’s talk Let ’s try 学Let ’s spell Let ’s wrap it up Read and write 内 Let ’s check Story time 容 教本单元重点学习的主题是日常学习生活以及周末活动安排。主情景图通过张鹏和来自西班牙的新朋友Pedro 讨论他在 材西班牙的学习生活， Amy和 Sarah 以及 Zoom和 Zip 分别讨论各 分 自周末活动的情景呈现本单元要学习的核心句型。 析 1.能够听、说、读、写并在情景中运用句型 Whendo you get up ? I often get up at 7 o’clock... What do you often do on the weekend? I often clean my room and wash my clothes. Sometimes I play ping-pong with Zhang Peng.询问并回答某人的日常作息与周末安排。 教 2. 能够在语境中理解词汇 finish class ,go back to 学 school,classes start,就学校的课程安排时间进行问答；能 目够理解句型 Why are you shopping today?I ’m also hard-working . 的意思，并能正确发音。 标 3. 能够听、说、读、写五个有关日常作息活动的词组： do morning exercises,eat breakfast,have class,play sports,eat dinner 以及四个日常活动的词组： clean my room, go for a walk, go shopping,take a dancing class ，并能够在语境中正确运用这些词组询问并回答关于日程作息和周末安 排的问题、描述日常活动与周末安排。
Book3 Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元分五课时： 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：
TEACHING PLAN Unit 1 How often do you exercise? Ⅰ. Knowledge Objectives 1. Master how to use adverbs of frequency properly (always, usually, often, sometimes, hardly ever, never, how often, once, twice, three times a week, every day). 2. Master how to describe the arrangements of activities in the spare time。 3. Master how to describe the eating hobbits and how to keep healthy (milk, junk food, health, unhealthy). Ⅱ. Ability Objectives 1. Improve the students’ skills of speaking, reading, listening and writing. 2. Train the students to formulate adverbs of frequency accurately by using some effective learning methods and information. Ⅲ. Moral Objectives Enlighten the students to open their horizon, arrange their daily life efficiently, and have a healthy lifestyle. Ⅳ. Difficulties and focus: 1.Master the vocabulary. exercise, hardly, ever, once, twice, time, Internet, program, most, no, result, active, as for, about, coffee, chocolate, drink, health, habit, try, grade, better, same, as, different, difference, maybe, although, for, keep, must 2.Master Adverbs of Frequency always, usually, often, sometimes, hardly ever, never every day, once a week, twice a month, four times a year 3.Master the structures by using Adverbs of Frequency What do you usually do on weekdays? I often go to the movies. How often do you watch TV? I watch TV every day. How often does she/ he eat vegetables? She /He eats them three times a day. How many hours do you sleep every night? I sleep nine hours.
Starter Unit 1 Good morning! 全单元教案 【教学内容】 Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。它的主要内容为26个字母和最基本的英语日常用语。本单元的教学内容为：学习Aa---Hh 8个字母。学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks 等词汇。学习不同时间见面时的问候语及其回答。 【教学目标】 A、语言知识目标 词汇：Letters Aa---Hh hi、hello、good、morning、afternoon、evening、fine、OK、thanks 句型：Good morning/afternoon/evening, Alice! Hello, Frank! Hi, Cindy! How are you? I’m fine/OK, thanks. B、语言技能目标 本单元要求学生掌握英文字母Aa—Hh，能认读其印刷体和手写体字母的大小写等四种 形式；能看, 听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。 C、情感目标 万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。 【教学策略】 1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。 2. 在教学中创设切实可行的任务型教学活动、突出交际性。 3. 教师为主导、学生为主体、任务为基础，注重实用性。 4. 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。 【学习策略】 自主、探究、合作、交流。 【教学重点】 Aa----Hh的字母教学 相互问候：Good morning/afternoon/evening, Alice! Hello, Frank! Hi, Cindy! How are you? I’m fine/OK, thanks. 【教学难点】 a) 不同时间的不同问候； b) 人名的读法和人物与名字的配对（8个）。 【课时安排】 第一课时：完成1a–1c 第二课时：完成2a–2e 第三课时：完成3a–3d 第四课时：完成4a–4d 【教学过程】 The First Period (1a–1c) Teaching aims （教学目标） 1. 能识别书中的八个人物。 2. 学会八个人名的读音。
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit 1 My name’s Gina 一、教学内容、目标与要求 二、教学内容分析
本单元重点话题是自我介绍，也包括询问他人姓名和介绍他人及询问他人的电话号码。通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词：my, your, her , 和his。 三、教学过程建议 本单元从其内容而言，也类似一个过渡单元。自我介绍可能已不再有新鲜感，可以通过给学生取英语名字来激发兴趣，把课本上的名字都反映出来，以减小词汇中姓名教学的难度，同时也允许学生给自己取他们自己喜欢的英文名字。尽量多采用小组和班级活动的方式表现词汇和句式。如姓名、数字游戏、制作名片、名人档案等，让基础较好的学生发挥示范作用，让所有的学生都参与。在教授物主代词your ,his和her时，可以通过距离和性别来反映，让学生在观察中领悟。 Period One 课型： Watching, Listening and Writing 方法： Interactive approach 主要内容： Key vocabulary：my, name, clock, nice, meet Key structures：What’s your name? Nice to meet to you! 目标： To learn to greet others and make simple introduction involving his or her name. To review some of the old words such as book, fish, fall, clock, etc. 教学步骤： Step 1 Warming-up 操作： ·教师以问候形式开始第一节课，教师可以说:Nice to meet you, everybody!如果学生不能正确反应，帮他们作答。 ·教师接着作一个自我介绍，说：My name is…, I’m…years old. 引导出目标语言并写在黑板上。 ?教师与单个学生对话，说：My name is….? What’s your name, can you tell us? 必要时帮助学生回答：My name is…. Step 2 Compete to say the words (1a)