新视野大英1教案

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 minutes3. Comprehension 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:回报，报答，报酬，酬金，奖赏，奖励award, bonus, medal, payment, prizefrustrate:使沮丧；使受挫折，挫败，crush, defeat, depress, disappoint, discourage, dismay, fail, smashpositive:积极的；确实的，肯定的；bound, certain; definite; sure; active;practical; absolute,former:旧时的，以前的，在前的prior; previous; preceding;intimidate:恐吓，威胁frighten, threaten，threat,opportunity:机会，时机access; chance; occasion; shotmedium:中等的average; intermediate, mean; middle; moderateaccess:权利，机会，通道，途径right; means; way;participate (in): 参加，参与attend; campaign; engage (in); enter (into);go (in for); go (into); go (to); involve; join; play; plunge, race;virtual：实际上的，实质上的actual; concrete; effective; essential;substantial;commitment:承诺；投入，献身devotion; dedication; promise;assignment: work; job; task; exercisecontinual:连续不断的，不停的，频繁的continuous，constant, consistent, frequent, always, often， successivereap: 得到，获得achieve; acquire; attain; derive; earn; gain; get; obtain;secure; winbenefit:好处，益处advantage; bonus, gain; good; income; interest;privilege; profit; receipts; returns; revenue; yieldcommunicate: 1）交流，沟通；exchange; share;2）传播，传达beam; cable; carry，circulate, conduct; convey; diffuse;deliver; hand; propagate; radio; relay; spread; sweep; transmit;transport; transfer差距，分歧difference， dispute, 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。

Section AHeroes among usI.Warming-up activities1.Who is the greatest hero in your mind? And Why?•Huang Jiguang, Qiu Shaoyun, Dong Cunrui… (combat heroes who sacrificed their own lives to fulfill the operational mission)•Wu Juping (the most beautiful mother), Zhang Lili (the most beautiful teacher)…(civilian heroes who risked their own lives to save others in modern times)• 2.What makes a hero in your eyes?• A good heart•The readiness to lend a hand to people in trouble•The courage to risk one’s own life to help others in danger•The determination to fight for his own country and peopleII .Background information1.Joseph John Campbell was an American mythologist, writer and lecturer, best known for his work in comparative mythology and comparative religion.His famous book The Hero with a Thousand Faces retells dozens of stories and explains how each represents the hero’s journey.2.Katniss Everdeen is a fictional character and the protagonist of Suzanne Collins' The Hunger Games trilogy.3.Frodo Baggins is a fictional character in J.R.R.Tolkien’s The Lord of the Rings.III.Analysis of the whole text structureText A is an essay on people’s view about what makes a hero.It is pointed out that in the past the word “hero”was reserved for those who performed acts of courage beyond the call of duty or for great leaders, while today heroes can be ordinary people like us.Besides, first responders, whose duty is to rush toward danger, are also heroes, even when their efforts failed to bring about desirable effects.Hopefully, we will also act heroically when circumstances call on us.This text can be roughly divided into four parts.Part I — (Para.1)Today the word “hero”becomes more common and is used to refer to both victims and survivors of all kinds of difficulties and tragedies.Part II —(Paras.2-4)Both Daniel and Dory are civilian heroes as they acted instinctively with courage and grace when situations call for.Para.III —(Paras.5-12)First responders are heroes no matter they succeed in their effort to save people or get injured or killed in their efforts.Para.IV —(Para.13)The stories of heroes help remind us that ordinary people can do extraordinary things and, being inspired by them, we can also be heroes when circumstances call on us to act heroically.nguage focus1)Practical phrases1.apply pressure to / on 按压, 给…施加压力你可以按压伤口让血流的慢些。

课时：2课时教学目标：1. 知识目标：（1）掌握本单元的关键词汇和短语；（2）了解大学生活的基本情况；（3）学会描述自己的大学生活。

2. 能力目标：（1）提高学生的英语听说能力；（2）培养学生的阅读理解能力；（3）提升学生的英语写作能力。

3. 情感目标：（1）激发学生对大学生活的热爱；（2）培养学生的团队协作精神；（3）提高学生的自我认知能力。

教学内容：1. 单元词汇：college, university, campus, dormitory, lecture, class, major, academic, extracurricular activities, etc.2. 单元短语：go to college, live on campus, take a course, attend a lecture, participate in activities, etc.3. 单元句型：What's your major? I'm majoring in...; How do you like your college life? I like it very much.教学步骤：一、导入（10分钟）1. 利用多媒体展示大学生活的图片，激发学生的学习兴趣；2. 提问：What do you think of college life? 引导学生思考大学生活的特点。

二、新课导入（20分钟）1. 介绍本单元的主题：Introduction to College Life；2. 预习课文，让学生了解课文内容；3. 分析课文结构，划分段落大意；4. 重点讲解生词、短语和句型。

三、词汇学习（20分钟）1. 列出本单元的生词和短语，让学生朗读并解释；2. 设计单词卡片，让学生通过游戏形式复习生词；3. 引导学生运用所学词汇进行造句。

四、听力练习（20分钟）1. 播放听力材料，让学生听后回答问题；2. 分析听力材料，讲解听力技巧；3. 让学生复述听力材料的主要内容。

一、教学目标1. 知识目标：（1）掌握本单元的词汇和短语；（2）了解本单元的主题，提高阅读理解能力；（3）熟悉本单元的语法结构，提高语法运用能力。

2. 能力目标：（1）提高学生的听说能力，通过课堂活动进行口语练习；（2）培养学生的跨文化交际能力，了解不同文化背景下的生活习俗；（3）提高学生的写作能力，学会撰写英文短文。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）培养学生关爱他人、乐于助人的品质；（3）提高学生的团队协作精神，培养集体荣誉感。

二、教学内容1. 课文：《Learning English》2. 词汇：English, language, difficulty, reward, experience, learn, take, class, teacher, positive, method, question, mistake, class, etc.3. 语法：现在进行时三、教学重点与难点1. 教学重点：（1）词汇和短语的理解与运用；（2）现在进行时的语法结构；（3）阅读理解能力的提高。

2. 教学难点：（1）现在进行时的语法运用；（2）阅读理解中复杂句型的分析；（3）跨文化交际能力的培养。

四、教学方法与教学手段1. 教学方法：情境教学法、任务型教学法、交际教学法、合作学习法等。

2. 教学手段：多媒体课件、实物、图片、视频等。

五、教学过程1. 导入（1）展示与英语学习相关的图片或视频，激发学生的学习兴趣；（2）简要介绍本单元的主题，引导学生思考。

2. 词汇教学（1）展示词汇卡片，引导学生朗读、拼写；（2）结合课文内容，讲解词汇在句子中的运用；（3）设计词汇练习，巩固词汇学习。

3. 语法教学（1）讲解现在进行时的语法结构，结合例句进行讲解；（2）设计语法练习，让学生运用所学语法知识进行句子翻译；（3）通过小组合作，引导学生发现语法错误并进行纠正。

4. 阅读教学（1）朗读课文，引导学生关注文章结构、段落大意；（2）分析课文中的复杂句型，提高学生的阅读理解能力；（3）设计阅读练习，巩固阅读技能。

课程名称：《新视野大学英语1》教材版本：外语教学与研究出版社教学对象：大学一年级英语学习者教学目标：1. 理解课文内容，掌握文章主旨和细节。

2. 培养学生的阅读理解能力，提高词汇和语法水平。

3. 增强学生的英语听说能力，提高跨文化交际意识。

4. 培养学生自主学习的能力，提高英语学习的兴趣。

教学重点：1. 课文内容的理解与分析。

2. 词汇和语法的运用。

3. 阅读技巧的训练。

教学难点：1. 复杂句型的理解和运用。

2. 词汇的积累与运用。

3. 阅读速度的提升。

教学准备：1. 教材《新视野大学英语1》。

2. 多媒体教学设备。

3. 课件、词汇卡片等辅助教学材料。

教学过程：一、导入（5分钟）1. 复习上一节课的内容，检查学生的掌握情况。

2. 通过提问或讨论，引导学生思考本节课的主题。

二、课文阅读（15分钟）1. 学生自读课文，了解文章大意。

2. 教师引导学生找出文章的主题句，分析文章结构。

3. 学生朗读课文，注意语音、语调的准确性。

三、课文分析（20分钟）1. 分析文章的主旨和细节，引导学生思考作者的观点。

2. 讨论文章中的关键句子，分析其语法结构和词汇用法。

3. 结合生活实际，引导学生举例说明文章中的观点。

四、词汇和语法练习（15分钟）1. 教师讲解重点词汇和语法点，帮助学生理解和运用。

2. 学生完成相关练习，巩固所学知识。

五、课堂讨论（10分钟）1. 学生分组讨论课文内容，分享自己的观点和感受。

2. 教师引导学生进行互动，提高学生的口语表达能力。

六、总结与作业布置（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。

2. 布置课后作业，要求学生完成相关练习，巩固所学知识。

教学反思：1. 关注学生的学习进度，及时调整教学策略。

2. 注重培养学生的阅读兴趣，提高学生的阅读能力。

3. 加强学生的口语训练，提高学生的跨文化交际能力。

4. 注重培养学生的自主学习能力，激发学生的学习兴趣。

课后作业：1. 复习本节课的课文内容，整理重点词汇和语法点。

课时：2课时教学目标：1. 让学生掌握新视野大学英语1的基本词汇和语法知识。

2. 提高学生的阅读理解能力，培养学生的阅读兴趣。

3. 培养学生的口语表达能力，提高学生的交际能力。

教学内容：1. 词汇：掌握新视野大学英语1的基本词汇，包括名词、动词、形容词、副词等。

2. 语法：学习时态、语态、虚拟语气等语法知识。

3. 阅读理解：通过阅读课文，提高学生的阅读理解能力。

4. 口语表达：通过角色扮演、小组讨论等方式，提高学生的口语表达能力。

教学重点：1. 词汇和语法知识的掌握。

2. 阅读理解能力的提高。

3. 口语表达能力的培养。

教学难点：1. 语法知识的运用。

2. 阅读理解中的长难句解析。

3. 口语表达中的流畅性和准确性。

教学过程：一、导入1. 老师简要介绍新视野大学英语1的特点和教学目标。

2. 学生自由讨论，分享自己对英语学习的认识和经验。

二、词汇教学1. 老师带领学生复习上节课的词汇，并进行新词汇的讲解。

2. 学生通过游戏、练习等方式巩固所学词汇。

三、语法教学1. 老师讲解时态、语态、虚拟语气等语法知识。

2. 学生通过例句、练习等方式理解和运用所学语法知识。

四、阅读理解1. 老师带领学生阅读课文，并讲解课文内容。

2. 学生完成阅读理解练习，老师讲解答案和解析。

五、口语表达1. 学生进行角色扮演，模拟课文中的场景。

2. 学生分组讨论，就课文内容发表自己的观点。

3. 老师点评学生的口语表达，给予指导和建议。

六、课堂小结1. 老师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学知识，提出疑问。

七、作业布置1. 完成课后练习题。

2. 复习本节课所学词汇和语法知识。

3. 预习下一节课的内容。

教学评价：1. 课堂参与度：观察学生在课堂上的积极性和参与度。

2. 作业完成情况：检查学生的课后作业完成情况。

3. 考试成绩：通过考试检验学生对本节课所学知识的掌握程度。

教学目标：1. 培养学生阅读、理解、表达和翻译的能力。

2. 提高学生的英语听说能力，培养良好的英语语感。

3. 培养学生跨文化交际意识，提高国际视野。

教学重点：1. 词汇和语法知识。

2. 阅读理解能力。

3. 听力理解能力。

4. 口语表达和写作能力。

教学难点：1. 词汇和语法知识的运用。

2. 阅读理解中的长难句分析。

3. 听力理解中的细节把握。

4. 口语表达和写作中的语法错误和词汇选择。

教学时间：2课时教学过程：一、导入（10分钟）1. 播放一段与课文相关的英语视频，激发学生的学习兴趣。

2. 提问：视频中有哪些你认为重要的信息？如何用英语表达？二、词汇教学（15分钟）1. 介绍课文中的重点词汇，如：abandon, acquire, ambitious, etc.2. 通过例句和图片，帮助学生理解词汇的意义和用法。

3. 练习：完成词汇填空题，巩固所学词汇。

三、语法教学（15分钟）1. 介绍课文中的重点语法结构，如：一般过去时、现在进行时、过去进行时等。

2. 通过例句和练习，帮助学生掌握语法结构。

3. 练习：完成语法填空题，巩固所学语法知识。

四、阅读理解（20分钟）1. 阅读课文，了解文章大意。

2. 分析文章结构，把握文章脉络。

3. 提问：文章的主要观点是什么？如何支持这个观点？4. 练习：完成阅读理解题，巩固阅读技巧。

五、听力理解（15分钟）1. 播放与课文相关的听力材料。

2. 提问：听力材料中有哪些重要信息？如何用英语表达？3. 练习：完成听力理解题，提高听力技巧。

六、口语表达（10分钟）1. 组织学生进行角色扮演，模拟课文中的场景。

2. 引导学生用英语表达自己的观点和感受。

3. 鼓励学生积极发言，提高口语表达能力。

七、写作（10分钟）1. 介绍写作技巧，如：如何组织文章结构、如何选择合适的词汇等。

2. 学生根据课文内容，完成一篇短文写作。

3. 互相批改作文，提高写作水平。

八、总结与反馈（5分钟）1. 总结本节课的学习内容。

---课程名称：新视野大学英语1授课教师：[教师姓名]授课班级：[班级名称]授课时间：[具体日期]教学目标：1. 知识目标：- 掌握本单元的基本词汇和短语。

- 理解并分析文章的结构和主旨。

- 提高英语阅读理解能力。

2. 技能目标：- 培养学生的英语口语表达能力。

- 提高学生的听力理解能力。

- 增强学生的英语写作能力。

3. 情感目标：- 激发学生对英语学习的兴趣。

- 培养学生的跨文化交流意识。

- 提升学生的自信心和团队合作精神。

教学内容：本单元主要围绕以下主题展开：- 单元主题：英语学习的方法与技巧- 课文内容：《英语学习者的困惑》- 辅助材料：英语学习方法相关文章、视频资料教学重点：1. 理解并分析文章的主旨和结构。

2. 掌握本单元的基本词汇和短语。

3. 学会运用英语进行口语表达和写作。

教学难点：1. 如何将所学词汇和短语运用到实际情境中。

2. 如何提高英语口语表达和写作的流畅性和准确性。

教学方法：1. 课堂讲授：教师讲解课文内容，分析文章结构和主旨，引导学生掌握重点词汇和短语。

2. 小组讨论：组织学生进行小组讨论，培养学生的团队合作精神和英语口语表达能力。

3. 角色扮演：通过角色扮演活动，让学生在模拟情境中运用所学知识，提高实际应用能力。

4. 多媒体教学：利用视频、图片等多媒体资源，丰富教学内容，激发学生的学习兴趣。

教学过程：1. 导入：通过简短的导入语，激发学生的学习兴趣，引出本单元的主题。

2. 课文讲解：教师讲解课文内容，分析文章结构和主旨，引导学生掌握重点词汇和短语。

3. 小组讨论：组织学生进行小组讨论，探讨文章中的问题，培养学生的英语口语表达能力。

4. 角色扮演：让学生进行角色扮演活动，模拟实际情境，提高学生的实际应用能力。

5. 课堂小结：总结本节课的重点内容，布置课后作业。

课后作业：1. 阅读课文，完成课后练习题。

2. 搜集英语学习方法相关资料，撰写一篇小论文。

3. 准备一篇英语演讲，分享自己的英语学习经验。

一、教学目标1. 让学生掌握本单元的词汇、短语和句型；2. 培养学生阅读理解能力，提高学生的英语阅读水平；3. 培养学生听说能力，提高学生的英语口语水平；4. 培养学生自主学习能力，激发学生的学习兴趣。

二、教学重点1. 词汇：本单元重点词汇包括：difficult, interesting, important, possible, impossible 等；2. 短语：本单元重点短语包括：in order to, because of, in addition to, instead of 等；3. 句型：本单元重点句型包括：It is + adj. + to do sth.，There is/are + n. + prep. + n. 等。

三、教学难点1. 词汇的正确运用；2. 短语和句型的正确搭配；3. 阅读理解能力的提高；4. 听说能力的培养。

四、教学方法与教学手段1. 教学方法：采用启发式、讨论式、任务型教学法，注重培养学生的自主学习能力；2. 教学手段：多媒体课件、实物教具、网络资源等。

五、教学过程（一）导入1. 用英语进行简单的自我介绍，引导学生进入英语学习氛围；2. 提问：What do you think is the most important thing in learning English? 引导学生思考，激发学习兴趣。

（二）词汇教学1. 展示本单元重点词汇，让学生听音跟读，巩固发音；2. 通过图片、例句等方式，帮助学生理解和记忆词汇；3. 进行词汇练习，如：填空、翻译等。

（三）短语和句型教学1. 展示本单元重点短语和句型，让学生听音跟读，巩固发音；2. 通过例句，帮助学生理解和运用短语和句型；3. 进行短语和句型练习，如：完成句子、翻译等。

（四）阅读理解教学1. 展示本单元课文，让学生自主阅读，了解文章大意；2. 引导学生分析文章结构，找出文章的主旨大意；3. 进行阅读理解练习，如：判断正误、填空、简答题等。

Unit 1, Book OneSection A: Learning a Foreign Language (4 hours)Teaching Objectives:This unit is intended to introduce you to studying by computer. After learning it, Ss should be able to1.understand the main idea (the author’s experiences of learning Englishand the way to learn a foreign language by using a computer) and structure of the text in Section A (three parts : Introduction, Body and Conclusion).2.learn the way to write a paragraph of cause and effect.3.master a reading skill: Finding out word meanings by using contextclues and word part clues .4.grasp the key language points and grammatical structures in the textsin Section A and B .5.conduct a series of reading, listening, speaking and writing activities . Time allotment1st period------ Pre-reading; While-reading (Part I: Para.1,Part II: Para. 2-4) 2nd period------While-reading (Part II: Para. 5-7,Part III: Para.8)3rd period------Post-reading Exercises4th period------Text structure analysis: A paragraph of cause and effect Teaching Procedures:Pre-reading ActivitiesQuestions (stimulating, involving, extending, thought-provoking, inductive questions, opinion-gap activity (20 minutes)1.T asks the following questions to learn about the students’ experiencesof learning English. Questions: 1) How long have you learned English?2) What do you think of learning English?2.T asks Ss to listen to a short passage (provided with the textbook)twice and answer the questions with their own experiences1) What problems do you have in trying to learn English in your middle school?2) What other things do you think we can gaine through English language learning ?3) Why do you think the computer can help you in learning English?Thus leading into the text by saying: Although English language learning is not easy and sometimes frustrating, we can get many things from it. Besides studying English in regular classrooms, we can learn it online. The text we are going to learn is to tell us how one student learned English by using a computer.While-reading tasks1.T asks Ss to read the first paragraph and try to find the topic sentence(Learning a foreign language was one of the most difficult yet mostrewarding experiences of my life.) (5mins)2.Ss skim the paragraphs from 2 to 4 and find out the answers to thefollowing questions by working in pairs.(20 minutes)3.Questions:1)What made the author’s English learning in junior middle schoolvery successful?(The kind and patient teacher and her positive method of praising all students often.)2)How was the author’s experience with English learning in seniormiddleschool different from his experience in junior middle school? (In junior middle school, his English teacher was kind and patient. He liked to answer questions in class and he made much progress in English. But, in his senior middle school, his teacher punished those who gave wrong answers. He didn’t want to answer questions any more in class. As a result, he didn’t make much progress in English.)3)In what way is the author’s experience with English in jun iormiddle school similar tohis experience in college? In what way are they different from each other? (In college and junior middle school, his English teachers were both patient and kind, but he didn’t have as many chances toanswer questions in college as he did in junior middle school.)nguage points and difficult sentences in the first four paragraphs(10minutes)1)Although at times, learning a language was frustrating, it was wellworth the effort. (Para.1)Meaning: Although sometimes learning a language is disappointing, it was rewording enough to spend timeand effort on it.Be well worth sth./doing sth.: be rewording enough for the time and effortThis film is well worth seeing.He has decided to have a look at the house for it is well worthbuying.2)Because of the positive method, I eagerly answered all thequestions I could, never worrying about making mistakes. (Para.2)Meaning: Because of the effective and helpful method, I was very willing to answer all the questions I could, and I never worried about making mistakes.Note: The present participle phrase “never worrying about making mistakes” functions as an adverbial of reason.positive: adj. A. effective; helpful B. definite, allowing no room for doubtC. sure, having no doubt about sth.Would you please give me any positive advice?We have to wait because we still don’t have a positive answer as to what to do next.Are you positive that he is the person you are looking for?3)Not only did I lose my joy in answering questions, but also Itotally lost my desire to anything at all in English. (Para.3)Meaning: I not only didn’t feel happy answering questions, but also I didn’t want to say anything in English.Note: With “not only” or “only” placed at the beginning of a sentence, the sentence order should be inverted.Only in this way can we finish the work in time.Not only did we enjoy the film, but also we had a good time.4)unlike: prep. Different; not like, not the same (Para.4)Her recent report is quite unlike her earlier work.Unlike me, Tom often plays football in his spare time.5)far from: not… at all; rather than (Para.4)Far from (being) angry, he’s very happy.Her son is far from (being) handsome; he is somewhat ugly.6)a couple of: two or three (Para.4)a pair of: twoa pair of shoes, a pair of gloves, a couple of children, acouple of questions7)I began to feel intimidated. (Para. 4)Meaning: I began to feel frightened and lack confidence.intimidate: vt. Make one frightened by threatsJohn intimidated his brother by saying that he would kill him.As a boy, I used to intimidate my sister into crying by telling her that a wolf was coming.Ss work in pairs to skim the paragraphs from 5 to 7 and fill in the following blanks.(10 min)8)The necessary equipment for learning English online is(a computer, phone line and modem)2) Online learning is not easier than regular classroom study becauseit requires. (much time, commitment and discipline)3) The method used by the author for online English learning is .(hard work)5.T sums up the main idea of Part II (Para.2-7) (the author’s experiencesof learning English and the way to learn English online) and asks Ss to read Para.8 and then answer the following questions.(10 minutes)Questions: 1) Why wouldn’t the author trade his experience in learning a foreign language for anything else? (Because learning aforeign language taught him the value of hard work and gave him insights into another culture.)2) According to the last paragraph, what interests theauthor most about English?(He could communicate with many more people thanbefore.)6.T explains the language points in the last four paragraphs and asks Ssto make sentences with them. (20 minutes)8) access: n. way of entering; right of using, reaching, or entering (Para.5)The only access to the building was guarded by the soldiers.With the mayor’s help, we at last allowed access to those people who suffered from the traffic accident.9) as well as: in addition to (Para.7)He gave me money as well as advice.It is not easy to do scientific research; it requires time, energy and money as well as discipline and commitment.10) feel like sth./doing sth.: want to do sth. (Para.7)After traveling a long distance, I felt like a rest.At the sight of the miserable scene, the lady felt like crying.11) give up: stop having or doing (Para.7)In order to lead a happy life, you’d better give up smoking.12) I had finally reaped the benefits of all that hard work. (Para.7)Meaning: I gained the good things that happened as a result of all that hard work at last.reap the benefits of: get sth. as a rewardHe felt that he reaped the benefits of conversations with foreigners.Note: We may say: reap a profit; reap a reward; reap wheat.13) Learning a foreign language has been a most trying experience forme, but one that I wouldn’t trade for anything. (Para.8)Meaning: Learning a foreign language has been an experience full of difficulties, but I wouldn’t exchange it for anythingelse.trade ( in) …for…: exchange…for…In order to buy a birthday present for his wife, he traded his watch for a comb.trade on: make use ofHe traded on his father’s name to r un for mayor.14) participate in: take part in (Para.8)I want to have the opportunity to participate in the party.15) now that: conj. because (something has happened) (Para.8)Now that you’re grown up, you must take good care of yourself. 16) reach out to: communicate with; contact (Para.8)reach out for: try to getreach for: hold out one’s hand to get sth.With the introduction of Internet, we can reach out to our friendsby e-mail.You must reach out for any opportunity that comes your way.The boy reached for the apple but failed.Post-reading tasks1.T checks if Ss have done vocabulary exercises (Exercise III and IV),structure exercises (Exercise V and VI) and story summary, and discuss some common errors that crop up. (35minuts)2.Ss are asked to have compound dictation (Para.8) and translate thisparagraph into Chinese. (15 minutes)Learning a foreign language has been a most experience for me, but one that I wouldn’t for anything. Not only did learning another language teach me , but it also gave me into another culture, and my mind new ways of seeing things. The most result of having learned a foreign language was that I could_________ many more people than before. Talking with people is one of my , so being able to speak a new language lets me meet new people,____________ conversations, and form new, friendships. I speak a foreign language, staring into space when English is , I can participate and . Iam able to _______ others and the gap between my language and culture and theirs.Text structure analysis1.T explains the way to write a paragraph of cause and effect and asksSs to do Exercise X in pairs. (15 minutes)2.T writes a t opic sentence “The computer is good for our life.” on theblackboard; Ss are divided into small groups (four Ss in a group) and discuss the cause and the effect, and then a group leader writes a paragraph showing a cause-and-effect relationship. T walks around the classroom and participates in the discussion. (20 minutes)3.Several Ss are asked to read their paragraphs to the class and decidewhich is the best one. (15 minutes)A paragraph for referenceThe computer is good for our life. Because of its ability to store vast amounts of information and the incredible speed at which it can work, it can speed up calculation, save us from arduous calculation, keep company accounts, analyze statistics, finish designation of projects and monitor production in factories. With the development of science and technology, people use the computer to send e-mail, or even to learn a foreign language. There is now hardly aspect of everyday life that doesn’t bring us into contract with computers.Section B: Keys to Successful Online learning (1 hours)I. Reading skill: Finding out word meaningsII. Checking on students’ home reading; ReviewReading skill: Finding out word meanings1. T introduces ways to figure out word meanings by using context cluesand guides Ss through Exercise XII. (25 minutes)Context Clue 1: Definition1)All other birthdays are called sing il (born day). The sixty-firstbirthday is called huan gup (beginning of new life).2)The harbor is protected by a jetty— a wall built out into thewater.Context Clue 2: Restatement1)He had a wan look. He was so pale and weak that we thought hewas ill.2)I am a resolute man. Once I set up a goal, I won’t give it up.Context Clue 3: General knowledge1)The door was so low that I hit my head on the lintel.2)Mark got on the motorbike, so I sat behind him on the pillion.Context Clue 4: Related information1)“She went to school for 12 years and she can’t write a sentence?”Timken said. “They made an illiterate out of my daughter!”2)Timken was now angry… Once again he flew into a rage.Context Clue 5: ExampleSelect any of these periodicals:Time, Newsweek, Reader’s Digest or The New Yorker.Context Clue 6: ComparisonThe snow was falling. Big flakes drifted with the wind like feathers.Context Clue 7: ContrastMost of us agreed; however, Bill dissented.2. T introduces ways to figure out word meanings by using words part clues and gives some common prefixes and suffixes. (15 minutes)1) Dividing Compound Wordsbackground back+ground newspaper news+paper runaway run+away skyscraper sky+scraper2) Recognizing PrefixesA prefix is a word or syllable put at the beginning of a wordto change its meaning or add to its meaning.indirect in- +direct remarry re- +marry3) Recognizing SuffixesA suffix is a syllable or syllables added to the end of a word.Suffixes can also offer clues to meanings of new words as they usually just change the parts of speech of the base words.peaceful peace+ -ful amazement amaze+ -ment Note: some common prefixes and suffixesPrefixesSuffix3.Ss work in pairs to complete Exercise XVI and check the answers.(10 minutes)Checking on students’ home reading (the text in Section B) and review1. Ss are asked to answer the question “What are the ideal qualities of successful online students?” (10 minutes)1) Be open-minded about sharing life, work, and learningexperiences as part of online learning.1)Be able to communicate through writing.2)Be willing to “speak up” if problems arise.3)Take the program seriously4)Accept critical thinking and decision making as part of onlinelearning.5)Be able to think ideas through before replying.6)Keep up with the progress of the course.3.T writes some words and expressions in Unit One on the blackboardand helps Ss review them. (15 minutes)play a role in be/become aware of/that- in addition reflect on allow forbe vital to arise embarrass reap the benefits of commitnot only…but also now that come across keep up with insightbe well worth sth./doing sth. trade for feel like access participate infrustrate unlike opportunity be likely It is/wascritical that-4.Ss are divided into two groups to have a sentence-making contest in20 minutes. The group who make more sentences will be the winner.(T-S interaction, 20 minutes)5.T assigns the homework . (5 minutes)1)Do Exercise XI in the exercise books.2)Preview the text in Section A, Unit Two and prepare a story aboutthe generation gap between children and parents.Authentic tasks after class--look up / search for information about online learning; SAT: The Scholastic Aptitude Test; GCE: General Certificate of Education-- find and read Section C, copy a thought-provoking/inspring quotation from it, bring it to the next class and share it with the class.Unit 2, Book OneSection A A Busy Weekday MorningTeaching ObjectivesThis unit explores the generation gap between young people and theirparents. After finishing studying Section A, Ss shouldbe able to·grasp the main idea (Young people and their parents might think quite differently on the same thing and seem to ignore what is important in each other’s worlds. This put them in separate worlds and creates the generation gap.)·understand the causes of the generation gap (lack of communication and understanding leads to the two different generations going separate directions) and try to bridge the gap.·be well-acquainted with the writing structure: Narration in Time Sequence·describe a series of actions in time sequence·have a good command of the important words, expressions and grammatical structure in the textTeaching 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 ReviewTeaching Procedure1.Pre-reading Activities1.1 Ss give examples for the following words and phrases (assigned in thelast period):definitely, offensive, disgust, turn up (down), turn on (off), as well asSs listen to a recording and answer the following questions after the second listening. Ss are encouraged with whatever answers they have.These are open-ended questions with no right or wrong answers.Q1: What are some of the things you think the daughter and her parents might have different ideas about?Q2: How can the older and the younger generation have real communication with and understand each other?Compound Dictation: Ss listen to the recording again and fill in the blanks with words from the tape.You are (about to) read an early morning (exchange) between a daughter and her parents. You will find how they think about the same things very (differently). You will also hear how they miss (connecting with) or understand each other. It is as if they are (blind to) what is important in each other’s worlds. This put them in separate worlds and (creates the gap between) the older and the younger generationWhile-reading Activities2.1 Para.1Important messages1) Ss find the sentence that is a strong reminder of time, the beginningof a series of actions in time sequence(The radio clicked on)2) Ss find the words that suggest a sense of suddenness(click, blast, shot)Q: Why does the author suggest a sense of suddenness?(It sets the tone of the story: The rush, suddenness, impetuousness and excitement are characteristic of young people and might come into a clash with the reserved parents.)Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) The radio clicked on. (Para. 1)click: v. & n. (make) a short, sharp sound (like that of a key turning in a lock)The soldier clicked his heels and saluted.He clicked the light switch on.The door closed with a click.2) Rock music blasted forth. (Para. 1)blast: v. make a loud, blaring noiseThe drivers are blasting on their horns.The judge blasted his critics.3) Sandy sang along with the words as she…(Para. 1)along with: in company withShe submitted a reference and degree transcripts along with the application.2.2 Para. 2-4Main ideaSs summarize the main idea: the difference between Sandy and her father when they talked about music (Sandy likes the music which is her favorite because it has a powerful massage; her father thinks it is horrible stuff instead of really music; it is weird with offensive language, hurting ears and brain)Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) Steve Fench burst into her room. (Para. 2)burst into: come forth suddenly and with force or impact; give a sudden express to a feelingThe police burst into the roomShe burst into tears.2)…though it does have rhythm (Para. 2): …though it really hasrhythm.Do shut up, Tom, and get on with your homework.Q: What is the word “does” used for here? (for emphasis)3) Sandy reached for the radio to turn it up louder. (Para. 3)reach for: stretch out one’s arm, esp. in order to get or touch something.He reached for the phone and knocked over a glass.The cowboy reached for his gun and said: “Reach for the skies (=put your hands up).”2.3 Para. 5-6Important messagesAsk Ss what important messages can be drawn from this part. (Sandy was bored with her parents’ bugging and seemed to enjoy privacy only in the bathroom where no one disturbed her.)Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) At first, the water felt cold. (Para. 5)Please note that “feel” here does not mean “experience” as in the example of “He felt cold in the rain”. It means “give off a certain se nsation”.Silk feels soft.The shower feels great.2) No one disturbs me in here. (Para. 6)Sandy enjoyed the peace in the bath where she didn’t have to listen to her parents’ bugging.disturb: interrupt the quiet, rest, or peace ofHe’ll be angry if yo u disturb him while he is in conference.3) Then she put on her makeup. (Para 6): She made up her face.Important structureT draws Ss’ attention to the time sequence.Ss point out the verbs describing actions and time markers linking the actions.(Sandy walked into the bathroom→turned on the showershe woke up with the help of the cold water she thought…) (Para. 5)her shower, Sandy brushed her hair, put on her old, green T-shirt. Then she put on her makeup, grabbed her books and went to the kitchen) (Para. 6)2.4 Para. 7-25Important messagesWhat does the dialogue between Sandy and her mother suggest about their communication, differences, even conflict?On one hand, Mother was unhappy with what Sandy did in the morning: she ate standing by; she didn’t brush her teeth beforebreakfast; she wore disgusting old T-shirt and she wore eyeliners. On the other hand, Sandy was bored with Mother’s bugging and muddled through their conversation. Both sides were a little annoyed.Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) As usual, she didn’t know what to have for breakfast, … (Para.7)as usual: in the habitual way; as has happened beforeAs usual, he got up very early that morning.As usual, Sandy’s music made her father’s stomach feel uneasy.2) It’s disgusting. (Para. 18)disgusting: bringing or causing a strong feeling of dislike of distasteThere is a disgusting smell of rotting cabbage in the school canteen.His behavior is disgusting to all decent folk.3) Sandy pretended not to notice that her mother was a little annoyed. (Para. 23)annoy: make rather angry; cause inconvenienceShe felt annoyed when her roommate refused to help.He was annoyed to learn that the flight would be delayed.It annoyed me that my neighbor played their TV late at night.Important structure1) She ate a piece of toast while standing by the sink (Para. 7)While + -ing: during the time that; at the same time asHe read the paper while waiting his turn.2) I’ll brush my teeth when I’m done (Para.17).Be + done: at the point of completionWhen you are done, turn out the lights.2.5 Para. 26Main idea(Feeling unhappy about arguing too much with her mother, Sandy missed her brother who could talk with her and share her problems.) This paragraph summarizes the whole reading: Both sides of parents and children seem to ignore what is important in each other’s worlds.This put them in separate worlds and creates the generation gap.Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) … but she hadn’t heard from him for a while. (Para. 26)hear from: receive communicationThe letter was the last the old man heard from his son.We haven’t heard from her for ages.After-reading ActivitiesComprehension of the TextV oluntarily or by turns, Ss answer some of the questions in Exercise II in the textbookFurther understanding of the theme: generation gapSs discuss in pairs. Then T invites several Ss to give their opinions on the following questions:1)How is the music you and your parents like differently?2)What do you think about your wear?3)What do you do when your mother bugs you?4)What do you usually argue with your parents about?5)What signs, if any, of a generation gap exist between you and yourparents?T guides Ss through the following exercises in the textbook.Ss speak out their answers first; T and Ss discuss some common errors1)Summary (Ex. IX)2)V ocabulary (Ex. III, IV)3)Structure (Ex. VI)4)Translation (VII)Structured Writing1) T calls Ss’ attention to the time sequence in writing: To describesomething according to the order of time is especially commonwith narrative writing.2) Ss go through the text again and try to find out how thepresentation of details clearly follows the progress of time.(The radio clicked on, a reminder of time. it was 6:15 A.M., time for getting up. After a couple of events, and after her shower, the conversation went on and something more happened. Then suddenly she looked at the clock again; it was late, still a strong indication of the time passing. And at last, she ran to catch the school bus, the time marker is expressed through the action of leaving.)3) Ss write a short paragraph within ten minutes. Follow the waythe writer presents a series of actions according to a sequenced order and use time markers whenever possible. (Exercise XI)4) T invites a few Ss to read their paragraphs to the classmates.Homework4.1 Improve the written paragraph just finished; prepare a five-minutespoken report on the understanding of Generation Gap4.2 Preview the whole part of B; look up in dictionaries for the usage ofthe following new words and get ready to show some examples in next period.upset, rid, radical, in peace and quiet, get rid of, talk overSection B Parent TalkTeaching ObjectivesAfter finishing studying Section B, Ss should be able to·Understand the main idea (The parents see through the problems withtheir daughter and make efforts to understand howyoung people feel and why they act in a certain wayso as to find answers to the problems. )·Be familiar with one of the important reading skills: DistinguishingBetween Facts and Opinions·have a good command of the important words, expressions andgrammatical structures in the textTeaching Procedure (two periods)1. Pre-reading Activities1.1 Two or three Ss give oral presentation of the report on Generation Gap1.2 Ss give examples for the following words and phrases (assigned in the last period):upset, rid, radical, in peace and quiet, get rid of, go too far, talk over2.While-reading Activities2.1 Ss skim for the answers to the following questions to see how muchthey understand the text by preview:1)Why can’t Jane and Steve concentrate on reading?(They are worried about their daughter.)2)Why does Jane say they should feel lucky?(The biggest problem with their daughter is only makeup, which, compared with that of other teenagers, is not a big problem.)3)Which sentences in the conversation show that Jane is trying tounderstand her daughter? (L8: … different music appeals to different generations.L23: I suppose they’re expressing their identity…L30: Every generation seems to need to identify itself.L36: Oh, I don’t think her music is so terrible. I like it.L38: You know I like loud, weird music.)4)What do we know about Steve?(When he was young, he was also a rebel, wearing long hair and almost got expelled from school)5)What was the answer Jane has found to the problem with herdaughter?(The last paragraph)2.2 Question-raising by SsT continues to ask Ss to paraphrase these difficult sentences if not covered by Ss’ questions.1) My stomach feels upset—full of knots. (Para. 3)(My stomach is making me feel ill. It feels like it is full of tight lumps)2) Every generation seems to need to identify itself.(Individuals in every generation seem to have the need to express themselves and show their identity, including their individuality, character, ideas, attitudes, and problems, et.)3) She knew she had to have patience and keep the lines ofcommunication with her daughter open.。