【精品】新视野大学英语第一册(第二版)教案

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。

新视野大学英语第二版第一册Unit4教案Unit 4, Book OneSection A: Heroes among us1. Teaching Objectives:To talk about heroismTo understand the text fullyTo apply the phrases and patternsTo master the paragraph writing skill2.Time Allotment:Section A (3 periods):1st---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 B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by as king questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. Who is the greatest hero in your mind? And Why?2. What makes a hero in your eyes?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 4 parts.Part1 (para.1) QuestionPart 2 (para.2-4) Example 1(civilian heroes)Part 3 (Para.5-12) Example 2 (First responder heroes)Part 4 (Para.13) ConclusionPurpose: Improve the student s’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teachingmethod, 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:Purpo se: 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) apply pressure to/on按压，给…施加压力You can apply pressure on the injury to make the blood bleed slower.你可以按压伤口让血流的慢些。

NEW HORIZON COLLEGE ENGLISH BOOK 1 TEACHING PLAN《新视野大学英语》第一册教案Unit One: Section A---Learning A Foreign LanguageObjectives (目标)：The students are required to have a good knowledge of the main idea, a good command of the core words, expressions and structures, learn to find out the meanings of unfamiliar words.Key Points (重点)：Comprehension of the text; Core words, expressions and structures.Difficulties (难点)：Sentences beyond comprehensionApproach (方法): InteractionProcedures (步骤):1.Word Study，90 minutes2.Sentences beyond comprehension, 90 minutesprehension of the text, 90 minutes4.Exercises, 90 minutesStep One: Word StudyIn or out of class, the students are required to tell the derivatives or synonyms of some words and make sentences with some collocations.1.Derivatives （派生词）reward ---rewardingfrustrate ---frustrating ---frustrated ---frustrationunlike ---like---alike ---likely ---likelihood ---likewisecommunication ---communicatecommitment ---commitassignmen t ---assignembarrass ---embarrassing --- embarrassed---embarrassmentcontinual ---continually ---continue --- continuous ---continuityfavorite ---favor ---favorable以下派生词出现在课文里：eagerly---eager---eagerness; teacher---teach; quickly---quick; incorrect---correct---incorrectly; whenever---when, wonderful---wonder;conversation--- converse; unforgettable---forgettable---forget; friendship---friend2.Synonyms （同义词）reward: award, medal, payment, prizefrustrate: defeat, depress, disappoint, discourage, dismay, fail, smashpositive: certain; definite; sure; active; practical; absoluteformer: prior; previous; preceding;intimidate: threatenopportunity: access; chance; occasion; shotmedium: average; mean; middle; moderateaccess: right; means; way;participate (in): attend; campaign; engage (in); enter (into);go (in for); go (into); go (to); join; play; racevirtual：actual; concrete; effective; essential; substantial;commitment:devotion; dedication; promise;assignment: work; job; task; exercisecontinual: continuousreap: achieve; acquire; attain; derive; earn; gain; get; obtain; secure; winbenefit: advantage; gain; good; income; interest; profit; receipts; returns; revenue; yield communicate: exchange; share; beam; cable; carry; conduct; convey; diffuse; deliver; hand; propagate; radio;relay; spread; sweep; transmit; transport; transfergap:difference; divide; division; gulf3．Collocations (搭配)1）rewardEg. He received a medal in reward for his bravery. 因表现勇敢他获得了一枚奖章。

新视野大学英语第二版第一册第十单元教案Unit 10Period (1-2)Part 1: Class Planning1. Teaching MaterialNew Horizon College English Book IUnit 10 Being Honest and Open Text A2. Teaching Objectives1) Let students grasp the new words and expressions2) Let students master the meaning of each word including English and Chinese meaning.3. Teaching FocusSome important new words:demonstrate boundary convenience scarce apply consist assistance ensure assure concede clarify appoint progressive genuine rely preserve basis yield Important phrases:middle point sell out (to) at handin short supply the bottom line demand ofconsist of stand for account forthink of do fine give (the) creditrely on/upon feel good engage inin other words win the day4. Teaching Methods1) Interactive Teaching2) Communicative Teaching5. Teaching AidsTeaching notes prepared by the teacher6. Time Allotment:1) Ts’ opening remarks (3’)2) Pre-reading Tasks (5’)3) While-reading T asksExplanations of new wor ds and phrases (60’)4) ConsolidationAfter-text Exercises on page 57-58 (10’)5) Assignments (2’)Part Ⅱ.Teaching LecturesStep One: Read new words, phrases and expressions and pay attention to your pronunciation. The teacher gives simple analyses, explanations or extensions.Step Two: Explanation of some key words1) demonstratevt. show clearlyE.g. You have to demonstrate how to operate the computer.vi. take part in a march or meeting to protest or to make demandsE.g. Some 30,000 angry farmers are demonstrating in the central square.2) integrityn. honestyE.g. His integrity is unquestioned.3) moralityn. 1) moral values; right or wrongE.g. It's not a question of morality but a question of conscience.2) quality; goodnessE.g. One's morality often reflects his conscience.4) boundaryn. 1) (figuratively) limitE.g. the boundaries of human thoughtthe boundaries of one's knowledge2) dividing lineE.g. The river forms the boundary between the two states.5) conveniencen. 1) comfortE.g. The new house has every modern convenience.2) usefulnessE.g. Shopping bags are provided for the customers' convenience.6) scarcea. not much or many compared with what is wanted; hard to findE.g. Nowadays men of integrity are scarce and hard to find.7) applyv. 1) give or have an effect; use for a purposeE.g. The rules of safe driving apply to everyone.He knows the rule but does not know how to apply it to his work.2) request officiallyE.g. She is applying for a job as secretary.3) cause to work hard; devoteE.g. The reason for his failure in the exam is that he didn't apply himself to his study.8) consistvi. (of) be made up ofE.g. The textbook consists of ten units.10) assistancen. (U) fml. help or supportE.g. Unless we receive more financial assistance from the government, the school will have to close.11) ensurevt. 1) make sure or certainE.g. Come early to ensure getting a good seat.The novel ensured his name as a great writer.2) make sure of getting; secureE.g. A letter of introduction will ensure you an interview.This medicine will ensure you a good night's sleep.12) assurevt. 1) tell positively or confidentlyE.g. I assure you that this medicine cannot harm you.2) make (oneself) sure or certain; convinceE.g. Before going to bed she assured herself that the door was locked.13) protestv. 1) make complaint, objectE.g. They protested about the bad food at the hotel.There was a large crowd in the square, protesting against the war.2) declare seriouslyE.g. We urged her to come to the party with us, but she protested that she was too tired.n. 1) a statement that declines or objectsE.g. If everyone refused to buy meat in protest, the shops would have to bring their meat prices down.2) a serious statementE.g. The charged man was judged guilty despite his protest of not being at fault.14) concedev. 1) yieldE.g. He conceded us the right to walk through his land.2) admit as true, often unwillinglyE.g. The government conceded defeat as soon as the election results were known.I'm willing to concede that a larger car would have cost more, but I still think we should have bought one.15) appointvt. choose (someone) for a job, etc.E.g. They appointed him as chairman.They appointed him (to be) chairman.16) progressivea. 1) moving forward continuously or by stagesE.g. We see the progressive development of the city with our own eyes.2) improving or changing according to new ideasE.g. This is a progressive firm that uses the most modern methods of operation in its business.17) dwarfn. a person of much less than usual sizeE.g. Their second son is a dwarf.vt. cause to appear small when comparedE.g. The new tall building dwarfs all the little shops.18) giantn. 1) a person who is much bigger than is usualE.g. He is one of the giants in the field of science.2) a person of great abilityE.g. Shakespeare is a giant among writers.a. unusually large or importantE.g. It is a giant step towards success.19) genuinea. real; trueE.g. They're convinced that the picture is genuine.If the offer is genuine I will gladly accept it.20) coren. 1) (figurative) the central or most important partE.g. This is the core of the discussion.The core subjects are English, mathematics and Chinese.2) the hard, central part, containing the seeds, of fruits like apples and pearsE.g. Someone threw an apple core.21) relyvi. (on) trust; have confidence inE.g. You can't rely on the weather.22) externala. 1) (figurative) easily seen but not essential; on the surfaceE.g. Judged by his external appearances he was a quiet man, but he had a violent temper.2) outsideE.g. an external wound 外伤The medicine is for external use, not to drink.22) inevitablea. which cannot be prevented from happeningE.g. An angry exchange was inevitable because they hated each other so much.23) preservevt. 1) keep; protectE.g. We need to preserve the forest.I hope that fate may preserve you from all harm.2) storeE.g. preserved eggs 皮蛋preserved fruit 果脯24) maskn. a covering for the face, to hide or protect itE.g. Each motorcycle driver has to wear a mask.vt. 1) put a mask overE.g. The bank robbers masked their faces.银行抢劫犯戴了面具。

新视野大学英语（BookII）教案Unit OneI. Objectives1. Skills:1) Reading: reading for the main idea in a paragraph2) Writing:how to present a paragraph of general statement supported by specific details and reasons3) Listening: understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4) Speaking: talking about time2. Vocabulary1) Words: budget convention leisure social interaction assesses abrupt tick conduct skillful fulfill2) Expressions: fall behind result in go with due to in person pour into in a rush3. Grammar:1)present participle phrases functioning as adverbials2) conjunctions: much lessII. Teaching Arrangement1. Total Class Time for This Unit: 8 periods2. Suggested Arrangement:Section A: 4 Periods1) Background Information 5'2) Pre-reading Activities 10-15'3) While-reading(1) General Reading 5-10'Questions on the T ext(2) Detailed Reading 100'a. Words and Phrasesb. Language Pointsc. Sentence Patternsd. Main Idea of Each Part4) Post-reading(1) Useful Expressions 5'(2) Summary of the Text 10'(3) Structured Writing 15'(3) Exercises 45'(4) AssignmentsSection B: 2 Periods1) Reading Skills and Exercises 30'2) Detailed Study of the Text 50'3) Summary of the Text 20'14) Exercises 50'Listening and Speaking: 2 Periods1) Listening 75'2) Speaking 25'Section A Time-Conscious AmericansI. Background Information1. Time OrientationAmericans place considerable value on punctuality. Because they tend to organize their activities by means of schedules, they may seem harried, always running from one thing to the next and unable to relax and enjoy themselves. Since Americans are so time conscious, the pace of life may seem very hectic(紧张的). Being on time is regarded as very important, and in the U.S. most people make an effort to arrive on time. Not all Americans are punctual, but almost everyone is conscious of time. Differenttypes of activities have different conventions. One should arrive at the exact time specified for meals, and for appointments with professors, doctors, and other professionals. You can arrive any time between the hours specified for parties, receptions, and cocktail parties. Plan to arrive a few minutes before the specified time for public meetings, plays, concerts, movies, sports events, classes, church services, and weddings. If you are unable to keep an appointment, it is expected that you inform the other party that you will be late or unable to arrive.2. Hourglass:A glass container holding fine sand for measuring time, which is narrow in the middle like a figure8 so that the sand inside can run slowly from the top half to the bottom taking exactly one hour.沙漏：一种装上细沙以用来测量时间的玻璃容器，其颈部细小，形状象一个8字，使得上半部的沙子能缓慢地流到下半部中，其时间正好是一个小时。

Situation 4: (para.15)I lock my car and walk to my apartment with my key ready. I have my gun when a man ……Stage 3: Film Replay--- topic comprehension (25min.)Watch the film once again, be prepared to answer the questions during viewing.Questions1. Whose gun does this man use to shoot James Bond? (Pause at 4 min.)2. Who does this woman really want to shoot? (Pause at 36 min.)1.Why does she want kill Mr. Goldfinger?2.What type of gun does the man use to shoot 007? (Pause at 54min.)5. why does this mute man shoot Mr. Solo? (Pause at 1:17)Stage 4: Assignment (3 min.)Please complete all the exercises of the unitRole-playing and Exercises (2 class periods)Stage1: Role-playing (1.5 class periods)Now act out the role-play group by group. Be sure to speak clearly and slowly and make yourself understood. After your performance, prizes are given to Best Group (2), Best Actor/Actress (Bobber A--- 1; Bobber B --- 1; Victim --- 1) and Best Director (1)Role-play Evaluation FormNHCE Book 1 Unit 7 Text A --- Face to Face with GunsTime:Class:Role-playing and Exercises (2 class periods)Stage1: Role-playing (1.5 class periods)Now act out the role-play group by group. Be sure to speak clearly and slowly and make yourself understood. After your performance, prizes are given to Best Group (2), Best Actor/Actress (Bobber A--- 1; Bobber B --- 1; Victim --- 1) and Best Director (1)Role-play Evaluation FormNHCE Book 1 Unit 7 Text A --- Face to Face with GunsTime:Class:Stage 2: Exercises (25 min.)2.1 Question time for Text C2.2 Question time for the exercises of the unit2.3S entence DictationEach of the sentences will be read three times1.Their attentions usually focus on the handguns rather than theirusers.2.Doctors say he only has a slight problem and need not to havean operation.3.The Chinese government has attached great importance to Mr.Bush’s visit.4.I was gradually being brought face to face with the fact that Ihad got little achievement.5.She is cautious and checks again if she turned off the gas beforeleaving; Today is no exception.Unit 8, Book 1Section A Birth of Bright IdeasI.Teaching Objectives:1.To involve the students in conversation. To discuss somethingabout bright ideas2.To give the students practice in reading both for the general ideaand specific information (skimming and scanning)3.To give the students practice in paraphrasing the important wordsand sentences4.To give the students oral accuracy practice5.To give the students oral fluency practice6.To give the students writing practice in contrast7.To give the students writing practice in comparisonⅡ. Teaching Allotment·1st period: Pre-reading Activities & While-reading Activities·2nd period: While-reading Activities·3rd period: After-reading Activities·4th period: Text Structure Analysis and ReviewⅢ.Teaching procedurePeriod One:Objective 1: (Estimated time: 12 minutes)1.Task: Topics for discussionA.Have you ever had bright ideas? If you have, what are they?B.When do you usually have bright ideas?2.Activity and class organization: The teacher asks two studentsto answer the above questions. After S1 and S2 have answeredthe questions, the teacher asks S3 and S4 to add some newinformation about the two questions. Then the teacher summariesthe main points mentioned by the four students and encouragesthe other students to add their opinions.3.Possible problems:The students may have difficulty inexpressing themselves clearly and make a number of errors intheir speaking. The teacher will not correct the mistakes (unlessserious) and will then use gentle correction in order to encouragethe students to speak.Objective 2: (Estimated time: 18 minutes)1.Task: Understand the text2.Activity and class organization: The students skim and scan thetext individually and do the following tasks:A.Find out the main idea of the text. (How bright ideas areformed.)B.Analyze the organization of the text. Fill in the chart with themissing information.3.Possible problems:The students may not use the right readingskills of skimming and scanning. They may also make errors in finding out the main idea of the passage. The teacher should make his instructions especially clear in these respects.Objective 3: (Estimated time: 30 minutes)1.Task: Learn some important words and sentences from the text.2.Activity and class organization:The students are divided intofour groups and they ask and answer questions in turn. Thequestions are mainly about how to paraphrase some importantwords and sentences from the text. Then they make somesentences by using the important or new words.Pay more attention to the following points besides the students’:☐particular about: hard to pleasee.g: She is very particular about her clothes.☐personal/ individual/ personnel/ personality/ personification☐intensify/ reinforceintensify: to become more intense, to become strongere.g: The strong wind seems to intensify the cold.Reinforce: to add strength or support to; to make stronger orfirmere.g: Their arguments are strongly reinforced by the latesttrade.Newspapers like this tend to reinforce people’s prejudices.☐sleep on sth.: leave sth. undecided or unattended until the next daye.g: He often sleeps on his tasks.take shape: take on a defined forme.g: A good idea was slowly taking shape in his mind.3.Possible problems:The students may not have vocabulary orlanguage they need in paraphrasing. They may not paraphrase the words or sentences preciously. The teacher will act as a resource in this case.That’s the end of the first period.Period TwoObjective 4: (Estimated time: 8 minutes)1.Task: Oral accuracy practice2.Activity and class organization: The teacher mainly asks somequestions and the student answers the questions:T: Why do bright ideas sometimes burst into your mind?S:_____________________________________________________ ______.T: Can you, according to the text, mention some fields in which people can form bright ideas comparatively easier?S:_____________________________________________________ _________.T: How did Wagner feel when he fell into a sleeplike condition one day?S____________________________________________________ __________.T: What happened to Henri Poincare one night?S:_____________________________________________________ _______.T: What was Descartes’ discovery?S:___________________________________________________ _________.3.Possible problems:The student may not answer the questionsfluently and may make some mistakes. The teacher will give some hints to make the conversation move on as smoothly as possible.4. feedback:The teacher comments on the oral accuracy practiceand corrects the errors on time.Objective 5: (Estimated time: 10 minutes)1.Task: Oral fluency practice2.Activity and class organization: Group discussion: The studentsare divided into 5 groups. Each group has a picture of a famous people:Group One: Thomas JeffersonGroup Two: ConfuciusGroup Three: Bill GatesGroup Four: Nelson R. MandelaGroup Five: Mr. Deng XiaopingThen the students are asked to talk about the stories of the above famous people.3.Possible problems: The students may not speak fluently. Theysometimes may not express themselves clearly. The teacher will provide some information to the students.4.Feedback: The teacher asks some group leaders to have apresentation of their discussion and comments on their work. Objective 6: (Estimated time: 15 minutes)1.Task: Writing practice in contrast2.Activity and class organization: The teacher gives the some keywords and then asks the students to have brief discussion about how to write a paragraph. After that, the teacher writes the passage on the blackboard. Then the students are asked to write a passageaccording to the given topic and key words.Key words:Alfred Nobel/ Swedish/ inventor/ industrialist/ bankrupt/ millionaire/ scientist/ literature/ remain/ idealist/ fortune/ simple/ cheerful in company/ sad in private/ mankind/ patriotic/ foreign/ explosive/ dynamite/ peacetime/ weapon/ useful/ useless/ world-famous/ personally/ throughout/ avoid/ publicity/ Model paragraph:Alfred Nobel, the Swedish inventor and industrialist, was a man of many contrasts. He was the son of a bankrupt, but became a millionaire; a scientist with a love of literature, an industrialist who managed to remain an idealist. He made a fortune, but lived a simple life, and although cheerful in company he was often sad in private. A lover of mankind, he never had a wife or family to love him; a patriotic son of his native land, he died alone on foreign soil. He invented a new explosive, dynamite, to improve the peacetime industries of mining and road building, but saw it used as a weapon of war to kill and injure his fellow men. During his useful life, he often felt he was useless. Although he was world-famous for his works, he was never personally well-known, for throughout his life he avoided publicity.Task: Write a passage according to the subject and key wordsgiven below.Subject: Lectures and Group DiscussionKey words:worthless/ boring/ interesting/ mathematics/ all the time/ whisper/ yawn/ history/ information/ exciting/ different/ opinionsObjective 7 (Estimate time: 15 minutes)1.Task: Writing practice in comparison2.Activity and class organization: The teacher gives the somekey words and then asks the students to have brief discussion about how to write a paragraph. After that, the teacher writes the passage on the blackboard. Then the students are asked to writea passage according to the given topic and key words.Key words:raise/ pet/ involve/ care/ knowledge/ child/ sensitive/ environment/ healthy/ tender/ similarly/ require/ physical/ mental/ development/energy/Model Paragraph:Raising pets involves nearly as much care and knowledge as raising children. First, both pets and children are sensitive to their environment. If a pet is raised on an environment of tender, loving care, it will grow faster and be much healthier. The same is true for children, who will be happier and healthier if their parents love and take good care ofthem. Similarly, proper care of pets requires a basic knowledge.The owner of a pet must know, for example, which food is suitable for the pet, how to avoid diseases, etc. Parents, too, must have a basic knowledge of their children’s needs in order to provide what is necessary and essential for the best physical and mental development. Finally, the owner of a pet must be willing to provide the best possible care for his pet. The parents must also spend time caring the children, such as talking and playing with them. In a word, healthy and happy pets and children are the result of knowledge, energy and extra time.Task: Write a passage according to the subject and key words given below.Subject: Learning and Depositing MoneyKey word: just as/ step by step/ little by little/ gradually/ work hard/Feedback: Peer correction and comment on the compositionsHomework:1.Read the text as many times as you can. Next time I’ll a sksome of you to retell the text.2.Write a passage based on the information given on page 183 ofthis book. The passage should be at least 150 words.3.Please preview the next texts.That’s the end of the second period.Period ThreeI. Check the homework: (Estimated time: 20 minutes)☐Retell the text: Ask three students to retell the text.☐Check the compositions: Ask three students to read their compositions.II.Move on to Section BSection B Ways of Increasing CreativityObjective 1: (Estimated time: 10 minutes)1.Task: Topic for discussion2.Activity and class organization: The teacher asks thestudents to answer the question: How can you increase yourcreativity?3.Possible problems: Some students may just repeat the waysmentioned in the text. Some of them may not have good ideasabout this topic, so they may not answer the questionsmoothly. The teacher will guide them to express themselvesclearly.Objective 2: (Estimate time: 20 minutes)1.Task: Answer questions2.Activity and class organization: The teacher asks the studentsto skim and scan the text individually and answer the following questions:☐What’s the main idea of this passage?☐How many ways are mentioned in this text about increasing creativity? What are they?☐What’s the topic sentence of each paragraph?☐Can you share your opinion between your partner of the writing skill of this section?3.Possible problems: Some students may not find out the topicsentences correctly.That’s the end of the third period.Period FourObjective 3: (Estimated time 20 minutes)1.Task: Learn some important language points in Section B2.Activity and class organization: The students are divided intofour groups and they ask each other questions about the important words or sentences or other language points from the text.Pay attention to the following points besides the students’:☐right away: right off, at oncee.g: You must deal with that event right away.☐emerge: appeare.g: The moon emerged from behind the clouds.☐scarcely … when: hardly …when; no sooner …thane.g: Scarcely had we got to the station when the train started tomove.☐take advantage of: make use ofe.g: They took advantage of the great opportunity and madegreat progress.3.Possible problems: The students may not give clear definitionsor expressions of the words or sentences asked. The teacher will provide some necessary information.Objective 4: (Estimated time: 10 minutes)1.Task: Oral accuracy practice2.Activity and class organization: The teacher and a studenthave a conversation based on the text:T: Have you ever met somebody who suddenly had a good idea?If you have, who was he and when and where did it occur?S:__________________________________________________.T: Have you yourself ever had a bright idea when you were introuble? If you have, please tell us the story.S:__________________________________________________.T: What do you think of daydream? Is it positive or negative?S:___________________________________________________.T: Do you like challenges? Why or why not?S:____________________________________________________ .T: Are you interested in other subjects besides your major?Why?S:____________________________________________________ _.3.Possible problems:The student may have difficulty inexpressing himself clearly and make some mistakes. The teacher will give some hints and correct the errors in time.Objective 5: (Estimated time: 18 minutes)1.Task: Oral fluency practice2.Activity and class organization: Pair work. The students workin pairs. The conversation they’ll have is based on the one justhad between the teacher and the student.3.Feedback:After the students have practiced for about 10minutes, the teacher asks some pairs to have a demonstration.Then the teacher and other students give some comments. Homework: (2 minutes)1.The students are supposed to visit the web site at to find two or three famouspeople and their achievements. Next time, the students will beasked to tell the stories of the famous people.2.The students will be asked to read Section B carefully and thenwrite a summary of it.That’s the end of the fourth period.Period FiveI. Check the homework: (Estimated time: 20 minutes)☐Five students are asked to tell the stories of the famous people they fuond at the web site.☐Feedback on the stories: The teacher asks other students to add something new. Then the teacher comments on the workdone by the students, pointing out and correcting mistakes ifany.☐Three students are asked to read the summaries they have written based on Section B.☐Feedback on the summaries. The teacher points out the strong points and weak points of the summaries written by thestudents.II. Do the exercises of Section B. (Estimated time: 10 minutes)Unit 9, Book ISection A Looking to the 21st Century* Teaching Objectives:This unit is intended to present students the possibilities in the 21st century. After learning it the students should be able to•obtain an insight into our life as well as our lifestyles in future;•get a good understanding of the trends for the 21st century;•read for topics and precise details;•predict from subtitles in reading;•develop vocabulary and learn the sentence structures relevant to the topic and use them. These include:Words: predict, performance, beyond, survive, tension, interactive, career, advertisement, volunteer, analysis, monitor, diagnosis, treatment,alternative, connection, security, facilities, grocery, purchase,widespread, percentage, management, emission, output, prescribe Phrases: impose on (upon), work on, more and more, pay for, bill for, start up, on average, at risk, change from, under siegeSentence structures:a.Psychologist Arthur Kramer tested volunteers working on…b.More and more, doctors will use visual information about yourcondition from computers, instead of textbooks…c.Home computers will enable you to answer… should you…puters enable homework assignments to be done withworldwide resources, using….Teaching Allotment·1st period: Pre-reading Activities & While-reading Activities·2nd period: While-reading Activities·3rd period: After-reading Activities·4th period: Text Structure Analysis and Review* Teaching Procedures1.Pre-reading Activities1) Listen to a short passage twice and answer the following questions:a.What is this passage mainly about?b. In which way will home computers help us in future?2) Listen to the passage again and fill in the blanks with words you hearfrom the passageThis new century will bring many changes. Computers could measure brain activity to determine the quality of our work. Doctors will use computers instead of books to evaluate and treat sickness; citizens will use computers to learn about health problems. Computers in cars will show our routes, take money from our bank accounts, identify motor problems, figure our repair costs and locate repair shops. Home computers will take care of regular duties in the home and help with homework and order food. More women will enter the work force and start their own businesses; people will change jobs every ten years; middle managers will disappear while people with precise skills will become more important than ordinary workers. Protecting the environment will be an international concern. Health and fitness will be major interests of government and business as well as citizens.NB: The underlined parts are blanks when the passage is used as handouts delivered to the students.2.Warming-up Exercises1) Predict From Title•Direct students' attention to the title and ask them to predict the content of the text.Title: Looking to the 21st Century.Content:a. future: it is determined by what we do now;b. aspects relevant to future way of life: your car, your brain,your health, the workplace, the environment, etc..2)Prediction From Subtitles•Pair work: Direct students' attention to the subtitles and ask them to predict with precise details.Example: Subtitle 4: Your CarPrecise details: controlling of the future cars; ways to pay forthe costs; how to show the directions; auto repair, etc..3) Background Information•The Futurist•The World Future Society3.While-reading Activities1) Text Survey• Students survey the text and work out the questions in pairs (Page 205, students' book).• Check the answers2) Text Structure AnalysisThe text is structured by eight important elements in the formof subtitles about our future life supported by details. The formula is as follows:Example: Page 208, Students' book3) Class Activity•Group work: Students work out one of the topics and its precise details.•Check the result of students' work.Example:•Subtitle: Your future•Topic: The future is determined by present actions•Precise details: Mr. Edward Cornish's remark (The quotation part).4) Language Points:a.Difficult Points:Group Work: Students work in group of 4 to find out thedifficult points in the text.Teacher: explains difficult points to the students.Example:Sentence: " The responsibilities we have …..(paragraph 4 ) Meaning: It is we who are responsible for the future. It is not fate or other forces beyond our control that determine the future. When we realize the fact that we ourselves create the future, our responsibility begins.Note: In this sentence, the second that-clause is the further explanation of the first one.b.Key Points:Sentences level: explain to the students structures of the sentences included in the objectives part and give them similarexamples.Example:Sentence: Home computers will enable you to answer interactive questions about your health and show the alternative result should you act in a certain way. (Para. 11)In British English, the structure: “ If + subject + should + verb”is often used as “ Should +subject + verb”.Examples: Should you change your plan, please inform us of it in advance.( = If you should change your plan, please let us know in advanceNote: Also please notice the difference between:If you see Harry, give him my regards.(You may see him.)If you should see Harry, give him my regards. (You might see him.)Words Level1) Phrases: The teacher illustrates the phrases of the text andmakes students use them by making sentences. (Oral practice)Example:impose on(upon): force on, place onSome parents tend to impose their likes and dislikes on their children and they don't realize it.People in this country have been imposed on higher income taxes than before.………….(Other points please see teacher's reference book)2)Words:a. Five minutes for students to survey the new words in the text.( special attention to parts of speech)b. Students do the vocabulary exercise.( Page 205, students book)c. Students do the exercise 1on page 90, integrated training,students book. (Optional)d.The teacher facilitates class by working around in theclassroom.3)Notes: The teacher should direct students’attention to thefollowing:a.beyond: ( Para 4)beyond power 非力所能及的beyond doubt 毫无譺义beyond compare 无与伦比的beyond praise令人赞叹不已的b.more and more: ( Para 10)Nowadays more and more people own private cars.More and more, doctors will use visual information oncomputer for diagnosis and treatment.As time went on, he found it more and more difficult to support his family.c.groceries: 杂货grocery: 杂货店d.change from: change ( something or someone) from a state toanother, 由…..变成Cf. change into: cause (something or someone) to become ( something or someone else), 从…….变为Examples:The beggar was changed from a prince. （这乞丐原来是个王子）The prince was changed into a beggar. （王子变成了乞丐）Unit 10Section A Being Honest and Open1.Teaching Objectives1. Skills.1)Reading: reading for gist, detail and inference, locating topicsentences and the structure of the text (a general principlesupported by an example), developing reading skills2)Writing: writing a paragraph which starts with a principle that issupported by an example (by a short story)3)Learning: the essence of being honest and open2. Vocabulary development—word power: learning words andphrases used in talking about integrity or honesty in general. This includes:1) Receptive words and phrases: integrity, morality, assistance,conscience, attraction, core, genuine, intelligent,fashionable, inner, scarce,, tough, external,enrich,2)Productive words and phrases: demonstrate, clarify, appoint,apply, consist, protest,rely, preserve, boundary, convenience, compass, triangle, mask,component, basis, relationship, rear, mirror, progressive,inevitable3)Synonyms: ensure / assure, concede / yield, tempt / attract,4)Phrases and expressions: sell out (to), demand of, stand for,account for, do fine, give (the) credit, engage in, win the day3. Grammar: clauses int roduced by “where” and “what”4. Integrated practice:students are asked to conduct a series ofreading, listening, speaking and writing activities related to thetheme of the unit.II. I. Teaching arrangement1.Total class time for this section: 4 periods2.Time allotment1st period -----Pre-reading or warm-up activities: First listening; Second listening;2nd period -----While-reading: Main idea; detailed information; Textstructure; language points3rd period -----While-reading: Language points; grammatical structures; Synonyms;4th period -----Post-reading: V ocabulary review; ExercisesIII. Warm-up activities ( the 1st period )1. Before reading the text, students are encouraged to listen to it twice carefully, and answer the questions below.Questions for the first listening: ( 15 minutes )1) What’s the title of the text?2) What’s the key word in the text meaning “honesty”?3) How many principles that constitute honesty does the author mention in the text?2. A compound dictation is designed and handouts are given to the students: they are required to close their books and to fill in the blanks during each pause while listening to the text for the second time.( 25 minutes )My grandparents believed that you were either honest or you were not. There was no middle point. They had a simple saying hanging on their living-room wall: “ Life is like a field newly fallen snow. ________ _______ _________ ________ _______ every step will show.” Theydidn’t have to talk about it; they demonstrated this truth by their life.They understood instinctively that integrity involves _________ ________ ______ ______ ________ ________ ________ ________ that does not sell out to convenience and that is not relative to the situation at hand.Unfortunately, integrity is _______ _________ ________today ---- and getting scarcer. But it is the real _______ _______ in every area of society and a discipline we must ________ _______ _______. A good test for this value is to apply _______ ______ _______ the “ Integrity Triangle”, wh ich consists of three key principles:_______ _______ _______ _______ _____ ______ ______ _______ ______ ________ . There’s a story told about a surgical nurse’s assistance during her first day on the medical team at a well-known hospital…._______ ______ _______ _______ _______ ______ ______ _______ . Don’t be afraid of those who might have a better idea or who might even be more intelligent than you are.David Ogilvy, founder of the advertising firm Ogilvy & mather, clarified this point to his newly appointed office heads by sending each of them a Russian nesting doll with five progressively smaller figures inside._______ _______ ______ _______ _______ _________ ________ _______ _______ . People who lack genuine core values rely on external。

Unit 2 Section AA Busy Weekday MorningI. Background Information1. Generation GapGeneration gap refers to the distance and contradiction between the old and young. It is a common phenomenon that exits everywhere in the world and influences both the old and young. Generally speaking, generation gap results in different understanding and appreciation of the great and constant changes of the world, different reactions to new things, and different attitudes to traditional principles and beliefs.2. Rock and RollRock and Roll, also called Rock, is a form of popular music, usually characterized with vocals (often with vocal harmony backing, electric guitars and saxophones in the early days) and a strong back beat. Rock and Roll emerged as a defined musical style in America in the 1950s, though the elements of rock and roll can be traced in rhythm and blues records as far back as in the 1920s. Early rock and roll combined elements of blues, boogie-woogie(一种爵士乐)，jazz and rhythm and blues together, and it was also influenced by traditional folk music, gospel(福音) music, black and white, and country and western music. Going back even further, rock and roll can trace a direct lineage back to the old Five Points district of mid-1800s New York City, the scene of the first fusion between heavily rhythmic African shuffles and sand dances with melody driven European genres, particularly the Irish jig(快步舞)。