新编英语教程第一册教案1Word文档下载推荐.docx

新编英语教程第一册教案1Word文档下载推荐.docx

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MainTasks:

I. 

Grammar

1.Thesimplepastandthepresentperfectcontrasted

2.Thepastprogressive

3.Thepastperfect

II. 

Communicativeskills

1. 

Askingfor/givinginformationaboutsomebody’s（first,second,last,etc.）visittoacertainplace;

2. 

Askingforandgivinginformationaboutwhatwasgoingonintwodifferentclassesatthesametimeinthepast;

3. 

Askingforandgivinginformationaboutwhatwasgoingonatacertaintimeinthepast;

4. 

Givinginformationaboutactionscompletedbeforeacertaintimeinthepast/beforeanotheractioninthepast;

5. 

Introducingyourselfandrespondingtoanintroductionwhenyouareintroduced.

III.Usefulwordsandexpressions

IV. 

Note-writing:

Noteofintroduction

V. 

Useoftransitions

DetailedTeachingPointsandSuggestedTeachingProcedures：

LanguageStructures&

Dialogues

Grammarreview

1.Simplepastandpresentperfecttense

Verbsinsentencesbeginningwith“Thisisthefirst/second…timeareinthepresentperfectform.Forexample,

ThisisthefirsttimeI’vebeeninXi’an.

ThisisthesecondtimeI’veseenthismovie. 

2.Pastprogressivetense

Pastprogressiveisacombinationoftheprogressiveaspectwiththepasttense.Theuseofthepastprogressivehasmuchincommonwiththatofthepresentprogressive,onlythetimereferencebeingpushedbacktothepast,oftenovertlyexpressedbyatime–when/whileadverbial.Forexample,

Susanwaswashingherhairwhilehermotherwascooking.

Dickwaschangingaflattirewhilehisfatherwasmowingthelawn.

Pastperfecttense

Forthepastperfecttensewesetupanadditionalfocalpointinthepastandsaythatanotheractwascompletedbeforethattime.Forexample,

GreghadfinishedhisworkwhenIvisitedhim.

ThechairhadcollapsedbeforeIsatonit.

Dialogues

HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionsonspecificdetails.

Gothroughthedialogueandexplainsomelanguagepoints:

1.Youknowwhat?

–Thisquestionisusedtointroduceapieceofinformationwhichissurprising.AsimilarexpressionisGuesswhat?

.

scenicspots–placesofnaturalattractivescenery

3.Iwasgreatlyimpressedbyitsnaturalbeauty.–Iwasmovedbyitsbeautifulscenery.impress–toinfluencedeeply,esp.withafeelingofadmiration:

Thestudentswereimpressedbyhisinspiringspeech./Weareimpressedbyhisperformance.

Ibetyouhadlotsoffunthere.–Iamcertainyouhadlotsoffunthere.Anotherexample,Ibet（that）itwillraintomorrow.

Itbroughtbacksuchsweetmemories.–Sweetmemoriescametomymind.bringback–tocausetoreturntothemind:

Hearingthesongbroughtbackhappymemories. 

6. 

Youremindmeofmylasttripthere.–Itseemstobesimilartomylasttripthere.remindsbdy.ofsbdy./sthg.–toappeartobesimilarto;

tocausetoremember:

Thismuseumremindsmeoftheonewevisitedlastyear./Theeventremindedmeofmyschooldays.

7. 

IwishIhadbeentherewithyouthistime.–Thisisawishaboutanon-factinthepast.Anotherexample,IwishIhadpassedtheexam.

8. 

hobbygroups–differentgroupsofstudentsclassifiedbyhobbies.

9.Somestagedanexhibition.–Someheldanexhibition.stage–toperformorarrangeforpublicshow;

puton:

TheartgroupisgoingtostageanartshowonSunday.

In-classActivity

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpression.

2.AskthestudentstolistentoDialogueIIandthenretellit.

Homework:

1.Workinpairstopracticethesituationineachdialogue.

2.Workingroupstodiscussthetopicof“HowIspentthesummervacation”.

HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&

II.

DothecorrespondingexercisesinWB.

SectionTwo 

Readings

Havethestudentsreadthepassagefirstanddothecorrespondingexerciseinworkbook.Thentheteachermayaskthemquestionsinclasstochecktheircomprehension.

Usefulwordsandexpressions:

1.HerbertwenttoFranceforholiday.–Forisanprepositionusedheretoshowpurpose:

Icametothisbuildingforaninterview./Whatisthishandlefor?

runoutof–touseallone’ssupplies,tohavenomore:

Iamafraidwe’verunoutofsugar.

expect–tothinkorbelieve（thatsomethingwillhappen）:

Iexpectthatshewillcometoourparty./Thespokesmanisexpectedtomakeanannouncementlaterontoday.

4.Thebackdoorburstopen.–Thedooropenedsuddenly.burst–tocomeintothestatedconditionsuddenlyandoftenviolently:

Inspringtheflowersburstopen./Heburstfreefromthechains.Anothersimilaruseofthepattern:

Thedoorbangedshut.

peerat–tolookverycarefullyorhard,esp.asifnotabletoseeclearly

peekat–totakeaquicklookatsomethingwhenoneshouldnot

peepat–tolookatsomethingquicklyandsecretly,esp.throughaholeorothersmallopening

convince–tomake（someone）completelycertainaboutsomething;

persuade:

Theyfailedtoconvincethedirectorsthattheirproposalwouldwork./Iamconvincedbyyourstory.

asoundsleeper–adeepsleeper

tothumbaride/lift–toaskpassingmotoristsforafreeridebyholdingoutone’shandwiththethumbraised

9. 

madehiswayinthedark–wentinthedark:

Hemadehiswayhome.

10. 

Hewasnotsupposedtobeback.–Hewasnotconsideredtobeback.Besupposedto–tobeintendedto;

tobegenerallyconsideredtobe;

tohavetheregulationofbeing:

Thevolunteersaresupposedtohelptheblindinthestreet./Ihaven’treadthisnovel,butitissupposedtobeagoodone.

11. 

tokeepaneyeon–towatchcarefully:

IoftenaskmyneighbortokeepaneyeonmyhousewhileIamaway.

12. 

wasaboutto–Thisconstructionexpressestheimmediatefutureinthepast.Insomecontexts,itisoftenusedinthesenseofanunfulfilledintention.Forexample,

Iwasabouttoleavewhenhecametovisitme.

Note-writing

Notesmustbepreciseanddirect;

however,thestyleiscasual.Innotesofintroduction,thefollowingareusuallyincluded:

Thenameofthepersontobeintroduced

His/Heridentity

Thepurposeoftheintroduction

Appreciation

III. 

Transitions,orlinkingwordsarewordsthatjoinoneideatoanotheridea.Transitionsaddcoherencetowritingbyjoiningideastogether.Theyhelpawriterformbridgesfromonesentencetoanother.Thereadercrossesthebridgebyconnectingonesentencetoanother,ifthetransitionalwordsaregoodones.HavethestudentsdiscussthealternativesforeachblankinGuidedwritingandhelpthemdistinguishoneconnectivefromanother.

Guidedwriting

ExercisesinWB

Interactionactivities

Exercises

Checktheexercisesandexplainthedifficultpointsinthem.

Unit2

DutyReport,Exercises（100minutes）

Thenominalclauseusedastheobject,introducedby

if

wh-word

that

Askingforandgivinginformationaboutafutureevent

Askingforandgivinginformationaboutapastevent

Expressingone’sinabilitytoansweraquestionandrecommendingsomebodyelsetogivetheinformation

4.Askingforandgivinginformationofthetruthofanevent

Expressingagreement

Findingtheway

Usefulwordsandexpressions

noteofintroduction

Insteadofusinganounwithmodifierstofunctionasanobject,wemayuseanominalclause:

Doyouknowifthere’salecturethisafternoon?

Everybodyknowsthatmoneydoesn’tgrowontrees.

Notethattheconnectivesusedinthetwosentencesaredifferent.Inthefirstsentence,theobjectclauseisoriginallyayes-noquestion,i.e.,“Istherealecturethisafternoon?

”Whenayes-noquestionisturnedintoanobjectclause,theconnectiveifisusedandthewordorderofthequestionchangesalittle.Inthesecondsentence,theobjectclauseisastatement.Whenastatementisturnedintoanobjectclause,theconnectivethatisusedandthewordorderofthestatementdoesnotchange.Theconnectivethatisoftenomittedinshortandinformalsentences.

II.LanguageStructurePractice

In-classActivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendothesubstitutionexercises.

1.Idon’tthinkhedoes.–Whenthinkisusedtointroduceanegativeidea,thenegativeparticlenotisnotusedinthesubordinateclause;

instead,itcomesbackbeforethink.Otherverbsusedinthesamewayare:

believe,suppose,imagine,etc.,e.g.,Idon’tbelievethatJohnknewthetruth.

2.whatfor–why,forwhatpurpose:

IwillgotoShanghainextweek.–Whatfor?

/Whatishecomingto