新编英语教程第一册讲义Word下载.docx
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新编英语教程第一册讲义Word下载.docx
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3rdperiod:
Dialogue2andoralpractice
4thperiod:
Readings
5thperiod:
ExercisesintheWorkbook
6thperiod:
Notewritingandassignments
IIITeachingtasksandprocess
PartOneLanguageStructures&
Dialogues
1.Grammarreview
Verbsinsentencesbeginningwith“Thisisthefirst/second…timeareinthepresentperfectform.Forexample,
ThisisthefirsttimeI’vebeeninXi’an.
ThisisthesecondtimeI’veseenthismovie.
Pastprogressiveisacombinationoftheprogressiveaspectwiththepasttense.Theuseofthepastprogressivehasmuchincommonwiththatofthepresentprogressive,onlythetimereferencebeingpushedbacktothepast,oftenovertlyexpressedbyatime–when/whileadverbial.Forexample,
Susanwaswashingherhairwhilehermotherwascooking.
Dickwaschangingaflattirewhilehisfatherwasmowingthelawn.
Pastperfecttense
Forthepastperfecttensewesetupanadditionalfocalpointinthepastandsaythatanotheractwascompletedbeforethattime.Forexample,
GreghadfinishedhisworkwhenIvisitedhim.
ThechairhadcollapsedbeforeIsatonit.
In-classActivityOne
Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendothesubstitutionexercises.
2.Languagepoints
HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionsonspecificdetails.
Gothroughthedialogueandexplainsomelanguagepoints:
1.Youknowwhat?
–Thisquestionisusedtointroduceapieceofinformationwhichissurprising.AsimilarexpressionisGuesswhat?
.
2.
scenicspots–placesofnaturalattractivescenery
Iwasgreatlyimpressedbyitsnaturalbeauty.–Iwasmovedbyitsbeautifulscenery.impress–toinfluencedeeply,esp.withafeelingofadmiration:
Thestudentswereimpressedbyhisinspiringspeech./Weareimpressedbyhisperformance.
4.Ibetyouhadlotsoffunthere.–Iamcertainyouhadlotsoffunthere.Anotherexample,Ibet(that)itwillraintomorrow.
5.
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.
IVDiscussion
In-classActivity
1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpression.
2.AskthestudentstolistentoDialogueIIandthenretellit.
3.Makeadialoguediscussingaboutoneofyourtravelingexperiences.
VAssignments:
1.
Workinpairstopracticethesituationineachdialogue.
Workingroupstodiscussthetopicof“HowIspentthesummervacation”.
HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&
II.
4.
DothecorrespondingexercisesinWB.
PartTwoReadings
Havethestudentsreadthepassagefirstanddothecorrespondingexerciseinworkbook.Thentheteachermayaskthemquestionsinclasstochecktheircomprehension.
ILanguagepoints:
HerbertwenttoFranceforholiday.–Forisanprepositionusedheretoshowpurpose:
Icametothisbuildingforaninterview./Whatisthishandlefor?
2.runoutof–touseallone’ssupplies,tohavenomore:
Iamafraidwe’verunoutofsugar.
expect–tothinkorbelieve(thatsomethingwillhappen):
Iexpectthatshewillcometoourparty./Thespokesmanisexpectedtomakeanannouncementlaterontoday.
Thebackdoorburstopen.–Thedooropenedsuddenly.burst–tocomeintothestatedconditionsuddenlyandoftenviolently:
Inspringtheflowersburstopen./Heburstfreefromthechains.Anothersimilaruseofthepattern:
Thedoorbangedshut.
peerat–tolookverycarefullyorhard,esp.asifnotabletoseeclearly
peekat–totakeaquicklookatsomethingwhenoneshouldnot
peepat–tolookatsomethingquicklyandsecretly,esp.throughaholeorothersmallopening
6.convince–tomake(someone)completelycertainaboutsomething;
persuade:
Theyfailedtoconvincethedirectorsthattheirproposalwouldwork./Iamconvincedbyyourstory.
asoundsleeper–adeepsleeper
tothumbaride/lift–toaskpassingmotoristsforafreeridebyholdingoutone’shandwiththethumbraised
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.
IINote-writing
Notesmustbepreciseanddirect;
however,thestyleiscasual.Innotesofintroduction,thefollowingareusuallyincluded:
Thenameofthepersontobeintroduced
His/Heridentity
3.Thepurposeoftheintroduction
Appreciation
IIIAssignments:
1.Writeanoteofintroduction
2.ExercisesinWB
Unit2
Thenominalclauseusedastheobject,introducedby
1.if
2.wh-word
that
Grammarreview
Insteadofusinganounwithmodifierstofunctionasanobject,wemayuseanominalclause:
Doyouknowifthere’salecturethisafternoon?
Everybodyknowsthatmoneydoesn’tgrowontrees.
Notethattheconnectivesusedinthetwosentencesaredifferent.Inthefirstsentence,theobjectclauseisoriginallyayes-noquestion,i.e.,“Istherealecturethisafternoon?
”Whenayes-noquestionisturnedintoanobjectclause,theconnectiveifisusedandthewordorderofthequestionchangesalittle.Inthesecondsentence,theobjectclauseisastatement.Whenastatementisturnedintoanobjectclause,theconnectivethatisusedandthewordorderofthestatementdoesnotchange.Theconnectivethatisoftenomittedinshortandinformalsentences.
2.In-classActivityOne
Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendothesubstitutionexercises.
3.Languagepoints:
1.Idon’tthinkhedoes.–Whenthinkisusedtointroduceanegativeidea,thenegativeparticlenotisnotusedinthesubordinateclause;
instead,itcomesbackbeforethink.Otherverbsusedinthesamewayare:
believe,suppose,imagine,etc.,e.g.,Idon’tbelievethatJohnknewthetruth.
2.whatfor–why,forwhatpurpose:
IwillgotoShanghainextweek.–Whatfor?
/Whatishecomingtothemeetingfor?
3.highjump–asportinwhichsomeonemakesajumpoverabarwhichisgraduallyraisedhigherandhigher跳高Othersportevents:
longjump/broadjump跳远,triplejump三级跳远,sprint短跑,walkingrace竞走,hurdles跨栏,
400-metrrelayrace四百米接力赛,
marathon马拉松赛跑,
100-meterdash一百米赛跑,1500-meterrace一千五百米赛跑
4.Dialogues
HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionsonspecificdetails.
GothroughDialogueIandexplainsomelanguagepoints:
IV.Discussion
In-classActivityTwo
1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpressions.
V.Assignments:
Workinpairstopracticethesituationineachdialogue.
Workinpairstodothe“Role-play”inSB.
DothecorrespondingexercisesinWB.
PartTwo
Readings
1.Backgroundinformation:
Whenachildgrowsup,heiseagertoleavehometoseetheworldhimselfandtoexperiencethesociety.Butparentshavecomplicatedfeelings.Theywonderifthechildcanmanageeverythinginthesociety.Whatifhefails,whatifheishurt,andwhatifheisintroubleareallworriesofparents.Anyway,experiencecan’tbetaught.Childrenhavetoencountereverything,goodorbad,inordertogrow.
2.Languagepoints:
1.slap–hitquicklywiththeflatpartofthehand:
Ifyousaydirtywordsagain,Iwill
slapyourface!
Usage:
Compareslap,smack,andpunch.Slapandsmackarebothusedabouthittingsomeonewithanopenhand.Slapisusuallyusedabouthittingsomeoneacrosstheface.Smackisusedespeciallyabouthittingchildren.BequietorI’llsmackyou./I’llsmackyourbottomifyoudon’tbehave.Punchisusedabouthittingsomeoneorsomethingwithaclo
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