实用标准文案Teach ing Procedure:next morning (L.42)two days passed (L.42)whe n I saw him lift my paper from his desk …(L.45)when Mr. Fleagle finished (L.58)3. True or false1) . Baker had never thought of becoming a writer until he was in theeleve nth grade. ( F )As a child in Belleville, he had thought of beco ming a writer from time to time.2) . Teachers found it painful to read stude nts ' long and lifeless essays. ( T ).3) . Before Mr. Fleagle became the English teacher for Baker' s class, the En glishcourse had bee n in terest ing. ( F ).3. How do you understand the title ” Writing for Myself ” ?To write for on eself may be a good way in maki ng some certa in articles such as essay pr poem and so on. For by read ing such an essay, the readers expect of nothing but of the author ' s in dividual feeli ngs toward certa in matters.T expla ins Ian guage points and key senten ces in paragraph one:1. The idea of becoming a writer had come to me off and on since mychildhood in Belleville, but it wasn ' t until my third year in high schoolthat the possibility took hold: Ever since I was a child in Belleville, I hadthought of becoming a writer from time to time, but I didn ' t make up my mind un til I was in the eleve nth grade.off and on (or on and off): from time to time, now and again, irregularlyExamples: It has been raining on and off for a week. That ' s why the clothes feelExamples: Martin Luther King ' s speeches in spired people to fight for equal treatme nt ofAfrica n America ns.in spire a new thought into sb. 将新思想灌输给某人in spire sb.with courage 鼓起某人的勇气in spire sth. in sb. 使某人产生某种感情；激发某人的某种感情in spire sb. with sth. 使某人产生某种感情；激发某人的某种感情5. It was said that Mr. Fleagle was very formal, rigid, and hopelessly out ofdate: Mr. Fleagle was said to be very formal, rigid, and hopelessly out of date.T asks Ss to pay attention to this structure and gives them more exercises.E.g. It is said hat they ar e building another bridge across the river.It was said that only a few stude nts in the class have really captured the esse nee of the essay.rigid: (ofte n disappro ving) fixed in behavior; based on correct or accepted rulesExamples: The rigid headmaster would butt on up his clothes eve n on the hottest days.rigid in on e's views 意志坚定rigid discipli ne 严格的训练rigid adhere nee to rules 严守规贝Uout of date: old-fashi oned6. and a prim manner of speak ing that was so correct, so gen tlema nly, that he seemed acomic an tique: He spoke in a very formal and exact way .In deed, his style of speak ing was so proper and polite that he looked funny, like somethi ng rare form out of the past.comic: Characteristic of or having to do with comedy. Of or relating to comic strips..comic opera 喜歌剧comic book ［美］连环图画杂志comic paper 报纸的连环图画版comic strip 连环图画tragic ( 来自希腊语tragikos). adj 悲剧的；悲惨的；不幸的Period 5-6 Detailed Study and ExercisesT asks Ss to read Part three closely and be ready to answer the following questio ns: (35m inu tes)1) What was Baker prepared for whe n he found all the papers were give n back but his?2. Useful expressi ons:1）断断续续1）对…感到腻味2）觉得…枯燥男懂3）以…而出名4）据说某人…5）拘谨刻板，落后于时代6）随笔小品文7）躺在沙发上8）不得不面对上…9）围坐在晚餐桌旁table10）…重现在我脑海中11）自得其乐12）违反规定13）不及格分14）别无选择，只好做…15）更不可思议的是…16）专心听讲17）乐乎乎地开怀大笑18）心花怒放19）最后的时刻3. Synony ms:off and onbe bored by …find …dull a nd difficulthave a reputati on for …sb. be said to be …formal, rigid and out of datean in formal essaylie on a sofaface up tobe seated around the supper•••reawake in my mi ndfor my own joyviolate the rulesa faili ng gradeThere is no choice but to do … what ' s more listen attentivelylaugh with ope n-hearted enjo yme nt pure delightat the eleve nth hour实用标准文案文档。
一、课题Unit 1：My First Day at College二、教学目标1. 教学目的：（1）帮助学生了解大学生活的方方面面，为适应大学生活做好准备。
（2）提高学生的英语阅读、听力、口语和写作能力。
（3）培养学生的跨文化交际能力。
2. 教学要求：（1）学生能够阅读并理解关于大学生活的英文文章。
（2）学生能够听懂关于大学生活的英文听力材料。
（3）学生能够用英语表达自己在大学生活中的所见所闻。
（4）学生能够撰写关于大学生活的英文短文。
三、教学内容1. 阅读材料：《新标准大学英语》综合教程1 Book One Unit 12. 听力材料：关于大学生活的英文听力材料3. 口语练习：学生分享自己在大学生活中的经历和感受4. 写作练习：撰写关于大学生活的英文短文四、教学重点与难点1. 教学重点：（1）阅读理解：掌握文章的主旨大意和段落大意。
（2）听力理解：捕捉关键词汇和句子。
（3）口语表达：用英语流利地表达自己的观点和感受。
（4）写作能力：运用正确的语法和词汇撰写短文。
2. 教学难点：（1）词汇理解：掌握与大学生活相关的词汇。
（2）语法运用：正确运用英语语法知识。
（3）跨文化交际：了解西方文化背景，提高跨文化交际能力。
五、教学过程1. 导入新课（1）教师简要介绍大学生活的相关背景，激发学生的学习兴趣。
（2）提问：学生对自己大学生活有什么期待？2. 阅读教学（1）学生阅读课文，了解文章主旨大意。
（2）教师讲解文章中的生词、短语和语法结构。
（3）学生分组讨论，分享阅读心得。
3. 听力教学（1）学生听关于大学生活的英文听力材料，捕捉关键词汇和句子。
（2）教师总结听力材料中的主要内容，并引导学生进行复述。
4. 口语练习（1）学生分组讨论，分享自己在大学生活中的经历和感受。
（2）教师鼓励学生用英语表达自己的观点，并给予适当的评价和指导。
5. 写作教学（1）学生根据课文内容，撰写关于大学生活的英文短文。
（2）教师批改作文，指出学生的优点和不足，并进行针对性指导。
Topic: Unit 1 My First JobTeaching Objectives:1. Function: greetings & farewells2. Grammatical Point: this/that be + n. or adj.Teaching Methods:Lecture; Pair work; DiscussionThe Important/Difficult Points:1. The basic concepts of first/given and last/family names2. The structures for identifying/introducing people3. Practicing classroom English4. Practicing different ways of greeting and introducing/identifying people5. The meanings and usage of some colloquial, routinized expressions6. The cultural implications in the proverbTeaching Procedures:P1 Listening and Speaking Activities1. Introduction of functions1) Greet the class and introduce yourself by using some pictures to familiarize the students withthe basic concepts of first/given and last/family names and the structures for identifying/introducing people.2) Activity 1: Draw a rough sketch of themselves or somebody they know, and then ask eachother questions about the pictures they are showing to each other.3) Summarize the questions and structures used in performing the function of greetings andfarewells.2. Listen and speak1) Ask the students to identify the job of the woman in the picture, and then speak on her behalf.Get the students to fill up the blanks while listening to you. Lastly, check the answers.2) Play the tape one or two times and get them to do Conversation One and Two. Then, selectsome students to give answers. Lastly, check the answers and correct mistakes in their pronunciation if any.3) Key points:“I’m” is more common in speaking than “I am” which is often used for the emphatic purpose in such a contrast as “but he isn’t”. Other contractions often used in conversational English include the following: it’s = it is/has I’d like = I would like he’s = he is/has let’s = let us you’re = you are don’t = do not3. Try to speak moreConversation One:1) Explain the language in Conversation One by using Useful Structures and Expressions. Then,organize reading aloud practice and correct pronunciation problems.2) Have the students make a new conversation by using the substitutes word. Then, have one ortwo pairs of students present the conversations they have made up.3) Ask questions to check their understanding of first name and last name/family name.4) Key points:Friendly greetings can be followed by an offer of help: Hi, may I help you?Possible answers: No. Thank you. I have been helped. I’m being helped.Introduce middle name and initials such as: Allen D. Wallace A.D. WallaceIn some types of writing, such as dictionary entry or bibliography, a person’s name can also be written in the form: Wallace, A.D.Conversation Two:1) Have the students read aloud, check their pronunciation. Then, ask them to make a newconversation by using the substitutes. After that, have one or two pairs of students demonstrate the dialogue they have made. Finally, highlight Useful Structures and Expressions by writing them on the blackboard.2) Key points:Will + be + v-ing: the future continuous tense for a scheduled event which is coming soon.It’s been nice talking to you: In American English, people also use “It’s nice to talk to you.”Goodbye and good luck: A farewell used especially when you and your friend are not expected to see each other for a long time.I’m flying back…: The present continuous tense indicates a scheduled action in the near future.write to: write a letter/an e-email tohave a happy landing: a farewell used only to people who are going to make a plane trip3) Activity 2: Spelling games.4. Make your own dialogueMonologue:1) Explain the monologue and present the key expressions on the blackboard. Then, have themread the passage aloud. After that, ask the students to draft a similar farewell speech. Have them exchange their speeches and correct each other’s errors, if any. At last, have two or more students present their speeches to the class. Comment on their presentations and ask the students for their comments as well.2) Key points:We know why…a sad job…to Put my feelings to words I’m lucky toTomorrow I’ll…I’ll ThanksConversation:1) Explain the language points first, and then have the students act out the conversation. Afterthat, have them make up their own conversations. Have two or more pairs present their own conversations. Comment on their work and correct language errors, if any.2) Key points:To be polite, one usually introduces oneself first before asking for the name of the person one is talking to. Similarly, one gives information about where one is from first.5. What are they for?1) Pair work: One reads the actual words spoken and the other matches them with the functions.2) Key points:Some sentences, such as, “Let’s have lunch sometime”, though often used at parting, is not necessarily intended as a real invitation. A real invitation should involve a definite time and location for the meeting.How are you getting on?: a greeting often used among friends or acquaintancesFancy meeting you here!: a greeting used in a chance encounter, spoken in a high pitch that reflects excitement and high spirits6. If you want to learn more1) Have the students read the sentences, and then ask a few students explain when and wherethe sentences are used. Finally, have them read the exercise aloud and try to memorize them.2) Key point:Couldn’t be better: The sentence is comparative in form but superlative in meaning.7. Proverb1) Have the students translate the proverb into Chinese.2) Activity 3: A class discussion about what counts as a good beginning for English study in thecollege. Provide the following clues as lead-ins:Adopting a right attitude.Setting a goal for one’s study. For ex ample, learn five words a day.Setting up a pattern of study. For example, practice pronunciation for 15 minutes a day.Assignment:1. Review what we have learnt today, and prepare a short speech for next class.2. Preview the text in P2.Evaluation:。
