我的book 2 unit 1Language points

Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of thetext will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(2001年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。

Book 2 Unit I Cultural relicsI. Language points:1. survive vi. 活下来，幸存1). Of the six people injured in the accident ,only two survived.2). Few animals can _____ in the desert.vt. 幸免于……，经历……活下来，从……逃生Only two passengers _____ the air-crashvt.比……活的时间长survive sb by \ forShe _____ her husband by/for ten years.拓展：survivor n.幸存者2. design n.设计，图案，图样，目的vt. 做……的图案，设计，拟定，筹划design sth. for sb. = design sb. sth. 为某人而设计或制定They have designed us a beautiful building .=（变同义句）___________________________________________________.be designed for sb. /sth. 专为……而设计或制定be designed to do sth. 为做……而设计或制定be designed as sth. 作为……而设计for the children .The room was designed as a children’s playing room.to be used by children.这个房间是专们用来招待客人的。

The room ____ ____ ____ treat the guests.by design = on purpose 故意地3.fancy n. 幻想，爱好，想象力，胡思乱想，迷恋have a fancy for 爱好，迷恋take a fancy to sb. /sth.= be fond of sb/sth. 喜欢或爱上某人或某物我突然喜欢上了侦探小说。

Language points知识要点：1、介词从这里开始，我们就要接触事物和它们所处的空间的关系了。

我们用介词来体现这种关系。

介词后面可以接名词或代词，作为介词的宾语。

如果后面是人称代词的话，要用它的宾格形式，即：him, them, her,us, it, me, you等等。

1). in表示“在……中”，“在……内”。

例如：in our class 在我们班上in my bag 在我的书包里in the desk 在桌子里in the classroom 在教室里2). on 表示“在……上”。

例如：on the wall 在墙上on the desk 在桌子上on the blackboard 在黑板上3). under表示“在……下”。

例如：under the tree 在树下under the chair 在椅子下under the bed 在床下4). behind表示“在……后面”。

例如：behind the door 在门后behind the tree 在树后2、bring和take的区别bring 意思是带来，拿来，取来，指从别处把某人或某物带到或拿到说话者所在的地点来。

例如：Why don't you bring him along? 你为什么不带他一块儿来呢?My books are upstairs; will you bring them down? 我的书在楼上，您可以把它们拿下来吗?Socialism brings us freedom and happiness．社会主义给我们带来了自由和幸福．Take 意思是带去，拿走，和bring相反，指从说话者所在地把某人或某物带去或拿走。

例如：We'll take the students to the middle school．我们将带学生到中学去。

Some one has taken my dictionary．有人把我的字典拿走了。

Module 2 Unit 1 She's reading a book.一、Language knowledge学习单词和短语" picture 、friend 、take pictures 、talk to 、little 、play with"和句型"This is...He's/She's…"二、Language skills能够听、说、认读单词，能够讲述正在发生的事情。

Sentiment培养学生学习英语的兴趣，激励学生积极参与活动，逐步养成自觉学习的好习惯。

三、Teaching key points掌握本课语言结构。

能听、说、认读单词和短语，并能熟练运用新知识。

四、Teaching difficult points灵活运用知识讲述正在发生的事情。

五、Teaching procedure1、Warming upGreetings Free talk老师和学生互相问好。

在自由谈话中，随机向不同的学生提问："What do you do at the weekend?"引导学生使用下列词组：play football、play basketball 、play table tennis 、swimming 、watch TV 等。

老师要求学生回答问题时带上动作，在他/她做动作的同时，老师向全班同学说:"Look! He's playng football .She's swimming."使用这种方法呈现更多新语言。

2、Presentation学习单词、短语。

老师釆用“温故而知新”的方法教授新单词和短语。

例如：white-write 、lake-take 、walk-talk。

让学生自己先试着读，然后结合图画熟练掌握新单词和短语。

3、Learn the text请学生仔细观察图画，认真阅读课文，帮助学生弄清楚故事内容和情节：Sam正在展示自己的绘画作品，其中有Lingling写信的画，Daming照相的画，Amy打电话的画，还有Tom玩玩具火车的画。