致用英語綜合教程綜合英語2教案綜合英語2單元設(shè)計(jì)unit

1、本次課標(biāo)題：Unit 5 Relationships授課班級(jí)商務(wù)英語一年級(jí)上課時(shí)間10課時(shí)上課地點(diǎn)多媒體教室教學(xué)目標(biāo)能力(技能)目標(biāo)知識(shí)目標(biāo)1. show appreciation to those close to you2. maintain a close relationship with others3. correctly use the relative pronouns what and which 4. talk about relationships among various people5. master the reading skill of skimming an

2、d scanning1. vocabulary of relationship establishment and maintenance2. language points in reading: Bonded by loops and flares3. grammar: the use of what and which4. vocabulary building: compound-words (2)5. important words and phrases: bond, loop, flare, relive, highlight, perception, overlap, brin

3、g something home to somebody, bring up能力訓(xùn)練任務(wù)及案例1.參考資料致用英語綜合教程第二冊（學(xué)生用書）程曉堂主編 外語教育與研究出版社致用英語綜合教程第二冊（教師用書）程曉堂主編 外語教育與研究出版社Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for s

4、tudents to understand, maintain and appreciate relationships.Step 2 Your ideas1. Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI dont know where I would beWithout you staying with meSometimes, Im lost in mise

5、ryYou will take me all the wayIm not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves.Step 3 vocabul

6、aryA. Work in pairs and think of as many English words as possible that have meanings similar to friendly and unfriendly. Compare your list with another pairThis is a pair-work task. Ask students to brainstorm as many related words as possible. Then ask them to exchange opinions with other pairs. Yo

7、u may let them read out the words they have got in front of the class.B. The underlined adjectives in the sentences below are all about friendliness. Read them and work out the meanings. Ask students to read these sentences carefully and discuss their meanings in pairs. Have them explain the meaning

8、s in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant

9、wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what

10、is a friend? What does friendship mean to you? What do you think are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA

11、: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following? phone them write letters to them send them recorded cassettes send them postcards have flowers or other gifts delivered to them e-mail them send them te

12、xt messages visit them during holidays chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. Shes been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. Hes just received a message on the answer

13、phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same ti

14、me, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find th

15、e ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners. Step 1 Pre-reading questionsRead these questions and then put students into small groups f

16、or a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think peoples perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these que

17、stions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the text and get a general understanding about it or not beforehand. 2) Ask students to summarize the text3) The teacher can put the comprehension check either before or aft

18、er illuminating the text according to the needs of class and the students comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students to highlight or underline the important parts when they read the text in detail. Try to explain that it can help stud

19、ents to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 環(huán)形，圈狀 e.g. The plane flew round and round in wide loops. 2. flare n. a bright but unsteady light or flame that does not last long 光，火光

20、e.g. The flare of the candles formed a heart.3. relive v. to experience something again, especially in your imagination 再次體驗(yàn)，重溫，回味 e.g. I relived that fateful day over and over again in my mind. 4. hightlight n. the best, most interesting or most exciting part of something 最有意思或最精彩的部分e.g. The highli

21、ght of our tour was seeing the palace.5. bring (sth.) home to (sb.) to be understood by somebody or to make somebody understand something 使深切的感到（或清楚的認(rèn)識(shí)到） e.g. His account brought home to us the gravity of the situation.6. perception n. the way you notice things, especially with the senses, the abili

22、ty to understand the true nature of something; an idea or belief 知覺，感知，洞察力，看法 e.g. His analysis of the problem showed great perception.7. overlap v. if two things overlap, part of one thing covers part of the other 部分重疊，交疊 e.g. The tiles on the roof overlap one another.8. bond v. to (cause to) stick

23、 together, e.g. with glue 緊緊連接e.g. You need a strong adhesive to bond wood to metal. Step 3 Post-reading exercises1. Read the sentences below and decide whether they are true (T) or false (F).1) Douglas was a happy man before his wife died. (T)2) After dinner he and his wife would wash dishes togeth

24、er and talk about what they had experienced in the whole day. (T)3) Carol died of a heart attack. (F) 4) I am a strange loop is a book written by Carol. (F) 5) Douglas thought that the mind is very complicated. (T) 6) According to Douglas, a dead persons habits and was of thinking could still be act

25、ive in the minds of his/her friends and relatives. (T)2. Answer the following questions1) What is Douglass profession?A: A professor of cognitive science at Indiana University. 2) How does Douglas understand the function of the mind?A: Douglas understood that the mind is not a centralized thing. The

26、re are dozens of thoughts processes and emotions swirling about and competing for attention at any one time.3) What is the mental process like when people communicate according to Douglas?A: When people communicate, they send out little flares onto each others brains. Friends and lovers create feedb

27、ack loops of ideas and habits and ways of seeing the world.4) What are the implications of Douglas Findings?A: See the last five paragraphs.5) How do you understand the title?A: open.3. Discussion: 1) What is the mental process like when people communicate according to Douglas? What are the implicat

28、ions of Douglass findings?2) How do you understand the title?Group the students and have them have a brief discussion on the above questions. And then ask several representatives of the groups to express their points and views and at last the teacher summarizes.4. Vocabulary and structureThis part i

29、s about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some ex

30、planations if necessary. A. Find words or phrases in the text which mean the following. The first one has been done for you. B. Fill in the blanks with the words below. Change the form where necessary.C. Complete the sentences with the correct form if the words in the brackets. Explain the meaning o

31、f each sentence. 6. WritingThis is a combined activity of both listening and writing. The activity is quite challenging, as students should not only understand what they are listening and grasp the main idea but also use their own words to summarize the main points. You may ask students to listen to

32、 the recording two or three times. Give them enough time. Make sure they can write down what they want to say.Suggested answersspeakersMain ideasAPersuade them to stop arguingBTell them what you feel when they argueCExpress your feelings to your friendsDUse different ways to make you feel goodETry s

33、ome ways to loosen your stressFTake it easy and keep contact with both of the parentsAfter students do the listening work, they have got some ideas of their own to handle the situation and they may have a strong desire to share them with others. Encouraging students to discuss this issue and then as

34、k theme to write down what they think are good solutions. The teacher asks some volunteers from the class to read out their writing to the whole class. Dont forget I praise them after they have read their writing.Section 3 language in use: the use of what and whichStep 1 test your grammarThe aim of

35、this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomeno

36、n. The teacher may ask students to do the exercise before the lesson. After checking the answers, the teacher will know immediately whether they are clear about the use of what and which.Step 2 illumination and development Briefly explain the grammatical knowledge of the use of what and which. Then

37、ask students to finish these exercises. Check their work when they finish. WhatØ What常用來引導(dǎo)名詞性從句，即主語從句、賓語從句、表語從句和同位語從句。 Ø What在引導(dǎo)名詞性從句時(shí)有兩個(gè)重要的特點(diǎn)：一是它在相應(yīng)的名詞性從句中一定有含義，常表示“什么”、“所的”、“的樣子”等。二是它在相應(yīng)的名詞性從句中一定做成分，而且常作主語、賓語或表語。 一、引導(dǎo)主語從句1) What we need is more time. (what作need的賓語) 我們所需要的是更多的時(shí)間。 2) What

38、really matters is that she wore a pair of white shoes. (What作matters的主語) 真正麻煩的是她穿了一雙白鞋。 二、引導(dǎo)賓語從句1) People were perhaps more honest a long time ago when life was very different from what it is today. (what作從句中is的表語) 很久以前當(dāng)生活與現(xiàn)在的生活完全不同時(shí)，人們或許更誠實(shí)。 2) People have heard what the President has said; they ar

39、e waiting to see what he will do. (what分別作動(dòng)詞heard和see的賓語) 人們已經(jīng)聽到了總統(tǒng)所說的；他們正等著看總統(tǒng)會(huì)做什么。三、引導(dǎo)表語從句1) Whether ways will be found to stop pollution or not is just what worries the public. (what作從句中的主語) 是否能找到阻止污染的方法就是所令民眾擔(dān)心的事兒。 2) That is what I want to tell you. (what作從句中的賓語) 那就是我想告訴你的事兒。 3) The little girl

40、 is no longer what she used to be. (what作從句中的表語) 這個(gè)小女孩不再是過去的樣子了。四、引導(dǎo)同位語從句1) They have no idea at all what he is working on. (what作從句的賓語) 他們一點(diǎn)兒都不知道他正在做什么。 2) You have no idea what I suffered. (what作從句的賓語) 你不知道我所遭受的痛苦。Whichwhich常用來引導(dǎo)定語從句。一、關(guān)系代詞which用來指物，在定語從句中?？膳cthat互換。例如: A bookstore is a store which

41、/that sells books. 書店即賣書的商店。二、當(dāng)which充當(dāng)關(guān)系代詞代表前面整個(gè)主句意思的時(shí)候，在非限制定語從句中可以與as交換使用（但as引導(dǎo)的這類從句可以置于主句之前或之后，which引導(dǎo)的從句只能置于主句之后）。例 He saw her every day, which/as was natural. 他天天看見她，那是很自然的。三、有時(shí)候，which以介詞短語的形式引導(dǎo)非限制性定語從句，并在從句中作定語。例如: It rained all night and all day, during which time the ship broke into pieces。雨下

42、了一天一夜，就在此期間，船撞碎了。In 1960 he came to London, in which city he has lived ever since. 1960年他來到倫敦，自此在該城一直住到現(xiàn)在。Call again at eleven, by which time the meeting should be over.十一點(diǎn)再打電話，到那時(shí)會(huì)議該結(jié)束了。Step 3 Doing exercises Then ask students to finish these exercises. Check their work when they finish. Try to enc

43、ourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary. A. Identify the part that what and which refer to in the following sentencesB. Underline the correct use of what and whichStep 4 Vocabulary building: compound words (2)Read the i

44、nstruction to students and let them brainstorm as many of the “noun+noun” pattern words as possible:In the reading text, we have some “noun+noun” pattern words such as “dinner party”, “brain tumor”, “feedback loop” and “information age”. These “noun+noun” pattern words are very common in English.Go

45、on with the exercise. It provides students with more examples of “noun+noun” pattern words. You may ask them to do the exercise in pairs. When they finish, check the answer. Show them the correct way of spelling these words. Tell them there is no rule in the spelling of the words. Match a word in Co

46、lumn A with a word in Column B to form a “noun + noun” pattern word. Section Four Project: NeighborsThis project aims to train students cooperative skills as well as their abilities in speaking, communicating and acting. Students will have a lot to share with their classmates about what has happened

47、 around them. Encouraging them to use the words provided in the text. Give them necessary help in their preparation of the performance. Maintaining a good relationship with your neighbors is very important. Sometimes we have nice and helpful neighbors, but we also have strange neighbors. Think about

48、 the best, the worst, or the strangest neighbors you have ever had. Tell your classmates a story about your neighbors by playing it out! You may carry out this activity by following the steps below.Step 1 In groups of four, think about what kind of neighbors are the best, the worst and the strangest

49、. Choose some words which could describe that neighbor. You may use the adjectives in the box for help. ordinary calm jolly quiet reserved friendly shy polite helpful kind warmhearted hospitable gentle sociable generous co-operative understanding cheerful honest strange bizarre noisy quarrelsome nos

50、y unkind hostile rude vicious inhospitable bad-tempered unhelpful deceitful cruel unsociable unwillingStep 2 Tell your group about a particular neighbor you have ever had.Step 3 Select the best, or worst, or strangest neighbor described by our group.Step 4 Make a list of the characters in your story

51、. Create names for them. Talk about the scene and characters involvedStep 5 Write some dialogues for the play. If you have language problems, you may go to your teacher for help.Step 6Rehearse your play carefully.Step 7Act it out to the whole class.Step 8 Teacher summarizes Section Five Extension an

52、d Cultural TipsPart 1 Extension: Growing up togetherThis passage is mainly about the relationship between two sisters, Molly and Meg (the writer). The writer depicted a story to develop her thought of the relationship and the difference between them, from which her thought extended to the ways of bringing up children by parents.Step 1 let the students read the text and finish “check your understanding” on page 82Step 2 language points illuminationAsk students to list and illuminate the new words and complicated sentences which they think are important. The teacher is suppos