暢通英語中級教程1Unit2-6

Unit1WindowontheworldTeachingAims:Makestudentsunderstandthecontentsofthewholepassage.Graspsomelanguagepoints.Grammar:DirectSpeechandIndirectSpeech(ReportedSpeech)TeachingImportantandDifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.TeachingMethods:askandanswer;individual;groupworkTeachingPeriods:8periodsTeachingAids:ThetaperecordingTheblackboardorCAI六、TeachingProcedures:Step1.LeadinIntroducethetopicofthelessonsandthemainfunctionspresented.Askstudentsthequestionsandgeneratediscussion.Step2.LanguagepointsYouknowwhat?Eg:Youknowwhat?Morethanthat,wemetMichaelJacksonthereandhadagoodtome.Everytimewegoaboard,mywifealwaysspendsafortuneonshoes.spendsafortuneonshoes:usealotofmoneyonshoesEg:Hespendsafortuneonhorseracing.Itriedtomakethingsbetter…makethingsbetter:makethingschangeforthebetterEg:Heisangrywithme,soThoughthimapresenttomakethingsbetterbetweenus....therewasgoingtobeathree-hourdelayduetotechnicalProblems.dueto:becauseof,causedbyEg:Hissuccessisentirelyduetohishardwork.Ifeltliketakingashowerbuttheshowerwasn'tworking,feellike:haveawishfor;wantEg:Idon,tfeellikedancingnow.IamwritingwithregardtoyouradvertisementaboutthepackagetourtoBogota,Colombia.with/inregardto:asconcerns,inrespectof,inconnectionwithEg:Therearesomeerrorswithregardstospellinginyourwriting.Ilookforwardtohearingfromyou.lookforwardtosth/doingsth:expectsthwitheagernessandpleasureEg:Ilookforwardtoreceivingyourreplyassoonaspossible.8.Iwaswonderingwhetheryourtravelagencyarrangeformytransferfromandtotheairport.arrangefor:makepreparationsfor;organizeinadvanceEg:Wemustarrangeforaboatforthem.Step3.Grammar直接引語與間接引語DirectSpeechandIndirectSpeech(ReportedSpeech)1、定義直接引述別人的話，叫“直接引語”。用自己的話轉(zhuǎn)述別人的話，叫“間接引語”。直接引語一般前后要加引號，間接引語不用引號。Johnsaid,“Ilikereadingverymuch."(直接引語)Johnsaidthathelikedreadingverymuch.(間接引語)2、直接引語變間接引語及其注意事項(1)直接引語是陳述句，變成間接引語，由連詞that引導(dǎo)。Shesaid,“Iamveryhappytohelpyou.”Shesaidthatshewasveryhappytohelpyou.(2)直接引語是一般、選擇或反問疑問句，變成間接引語，由連詞whether或if引導(dǎo)。Heaskedme,“DoyoucomefromChina?nHeaskedmeif/whetherIcamefromChina.注意:大多數(shù)情況下，if與whether可以互換。但句中若出現(xiàn)ornot,或放在介詞后作連接詞，只用whether。Sheaskedwhetherhecoulddoitornot.Theycriedoutwhetherhewasallright.（3）直接引語是特殊疑問句，變成間接引語，由相應(yīng)的疑問詞who,what,whom,whose,how,when,why,where等弓I導(dǎo)。Mysisteraskedme,aWhatisyourfriend?Mysisteraskedmewhatmyfriendwas.（4）直接引語是祈使句，變成間接引語，把動詞原形變成動詞不定式，并在動詞不定前加ask,tell,orderoThesoliderordered,“Bequiet.”Thesoliderorderedustobequiet.注意：否定句，在動詞不定式前加not.Myteacheraskedme,"Don'tlaugh.”Myteacheraskedmenottolaugh.（5）一些注意事項a.直接引語變間接引語時，指示代詞、時間、地點狀語等作相應(yīng)的變化，規(guī)則如下：this—that these—thosenow—then today—thatdaytomorrow—thenext day yesterday-the daybeforelastyear—the year beforeago—beforehere—there come—gob.直接引語變成間接引語時，時態(tài)要作相應(yīng)的變化，規(guī)則如下：一般現(xiàn)在時一一般過去時一般將來時一過去將來時現(xiàn)在進行時一過去進行時一般過去時1—過去完成時

現(xiàn)在完成時一過去完成時如：Hesaid,“Jimisdoinghishomework.nHesaidthatJimwasdoinghishomework.c.間接引語一定要用陳述句的語序，即主、謂、賓的順序。Theyasked,“Whereishefrom?”Theyaskedwherehewasfrom.Step4.HomeworkReadthenewwordsandphrases.Preparetheoralexercises.FinishtheexercisesfromSs'exercisebooks.Step5.ConclusionInthisunit,wemainlylearnhowtoaskforandgiveinformation,makeareservation,report,talkonthephoneandtalkaboutholidays.Unit2FoodforthoughtLessonone一、TeachingAims:Trainingthestudentsrabilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.Grammar:quantifiers(some,any,no,much,many,alotof,lotsof,(a)few,(a)little)二、TeachingImportantanddifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.三、TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthetextbetter.Pairworkandgroupworktomakeeverystudentwork.四、TeachingTime:五、TeachingNumbers:two六、TeachingForms:askandanswer;somepictures;ataperecorder;CAI七、TeachingProcedures:Step1.GreetingStep2.Leadin1.AskSsthequestionsandgeneratediscussion.Step3.Newwords1.staving動詞挨餓cookerybook=abookonhowtocook名詞食譜ingredient名詞配料，成分onion 名詞 洋蔥garlic名詞 大蒜dessert名詞（飯后）甜點，甜食。takeaway快餐，外賣餐館，外賣飯菜/食物Step4.Languagepointsfeellikesomething/doingsomething.想要某物，想做某事Eg:I'mthirsty,Ifeellikeacupoftea.我渴了，想喝茶。Eg:I'mtired,Ifeel1ikehavingsomerest.我累了，想休息。Youreadmymind=YouknowwhatIamthinking.正合我慧。Eg:Icanreadhermindthatshewantsthatnecklaceverymuch.我知道她的心思，她很想要那條項鏈。holdon=waitforamoment.稍等Eg: Holdon,please!I'11bereadysoon.請稍候，我馬上好。forgetit=don,tmentionit.算了，別提了，沒關(guān)系，不必在意Itwilldo=itwillbeokorenoughfor.也還可以或者足夠Eg:Thereisnotmuchfood,butitwilldoforthetwoofus.食物不多，但對于我倆已經(jīng)足夠了。putonweight=gainweight.增肥，體重增加loseweight減肥Step5.GrammarQuantifiers(some,any,no,much,many,alotof,lotsof,(a)few,(a)little)量詞(一)some/any/nosome+不可數(shù)名詞或者是可數(shù)名詞復(fù)數(shù)，用于肯定句或者是提供服務(wù)的疑問句中。Eg:Wouldyoulikesomecoffee?Therearesomebananas.*any+不可數(shù)名詞或者是可數(shù)名詞復(fù)數(shù)，用于疑問句或者是否定句。Eg:Isthereanyfood?Thereisn'tanyfood.Arethereanycherries?Therearen'tanycherries.no+不可數(shù)名詞或可數(shù)名詞復(fù)數(shù)，用于肯定句，表示否定的意思。Eg:Thereisnotea.=Thereisn,tanytea.Therearenooranges=Therearen'tanyoranges.(二)much/many/alotof/lotsof/(a)few/(a)littlemuch+不可數(shù)名詞Eg:Wedon'thavemuchmoney.many+復(fù)數(shù)可數(shù)名詞Eg:Therearemanyanimalsinthezoo.alotof/lotsof+不可數(shù)名詞或可數(shù)名詞復(fù)數(shù)。Eg:Youshouldeatalotofapples.Idrinkalotofcoffee.(a)little+不可數(shù)名詞Eg:Weneedalittlelemonjuiceforthecake.(a)few+可數(shù)名詞復(fù)數(shù)Eg:Thereareafewstudentsintheclassroom.Step6.HomeWorkP.13/AB;P.14/DLesson2TeachingAims:Trainingthestudents'abilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.Grammar:too,enoughTeachingImportantandDifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.三、TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthepassagebetter.Pairworkandgroupworktomakeeverystudentwork.四、TeachingTime:五、TeachingNumbers:two六、TeachingForms:askandanswer;somepictures;ataperecorder;CAI七、TeachingProcedures:Step1.GreetingStep2.RevisionStep3.Newwordsvegeterian名詞素食者，吃素食的人。protein名詞蛋白質(zhì)cheese 名詞 奶酪yoghurt名詞 酸奶seafood名詞海味seaweed名詞 海草，海藻cucumber名詞 黃瓜cereal 名詞 谷類，谷物hazelnut名詞 榛子walnut名詞 核桃Step4.Languagepointsagainst介詞反對Eg;Takingdrugsisagainstthelaw.吸毒違法。too to太太以致不能Eg:It'snevertoolatetolearn.活到老學(xué)到老。makeadifference變的重要，起作用，有關(guān)系，有影響Eg:Theseaairmadeadifferencetoherhealth.海上的空氣有利于她的身體健康。Step5.Grammartoo/enoughtoo+adjective/adverb太（含否定意味）Eg:Thecaristooexpensive.Thedressistoolong.Shespeakstooquickly.adjective/adverb+enough足夠（含肯定意味）Eg;Thewaterwasn'twarmenough.Theboyisnotcleverenough.*enough+nounEg:Theydon,thaveenoughfoodtoeat.enough+ to/too+ toEg:Youaretooyoungtostayoutlate. （否定）Sheisoldenoughtodrive.（肯定）Step6.HomeWorkP.15/AB;Lesson3一、TeachingAims:Trainingthestudents'abilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.二、TeachingImportantandDifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.三、TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthepassagebetter.Pairworkandgroupworktomakeeverystudentwork.四、TeachingTime:五、TeachingNumbers:two六、TeachingForms:askandanswer;somepictures;ataperecorder;CAI七、TeachingProcedures:Step1.GreetingStep2.RevisionStep3.Newwordsadventurous形容詞冒險的，刺激的local形容詞當(dāng)?shù)氐?，本地的unusual形容詞不尋常的delicious形容詞美味的，可口的popular形容詞受歡迎的，有名的，流行的Step4.LanguagepointsIt'scheaperthaneatingout.這比下館子要便宜。 It'scheaperthangoingtoarestaurant.seesbdoingsth 看見某某正在做某事。Eg:Isawhercrossingthestreet.我看見她正在過馬路。Seesbdosth 看見某某做了某事。Eg;Isawhercrossthestreet.我看見她橫過了馬路。believeitornot信不信由你Eg:Believeitornot,wewillhaveaoraltesttomorrow.信不信由你，我們明天要進行口語測試。Step5.HomeWorkP.16/A ;P.17/BStep6.ConclusionInthisunit,wehavelearntthefollowingimportantfunctions:Talkingaboutfood,askingandansweringaboutquantifiers,statingaproblem,talkingabouteatinghabits;Thefollowingimportantgrammar:quantifiers;too,enoughWhatdoyoubenefitfromthisunit?Unit3Timeonyourhands一、TeachingAims:linkingpastandpresenttimeTalkingaboutexperiencesExpressingthedurationofanactionComparinggeneralexperiencesandeventsthathappenedatadefinitetimeinthepasttalkingabouthobbiesaskingforandgivinginformation二、TeachingImportantandDifficultPoints:presentperfectsimpleindirectquestionspresentperfectsimplewithhowlongforandsincepresentperfectVSpastsimpleLesson1PresentationAim:topresentvocabulary,structuresandfunctionsinthecontextofadialoguebetweentwofriendstalkingaboutgo-kartingaim:tousevisualpromptstopredictthecontentofthedialogueasksstolookatthepicturesandtrytoguesstheanswerstothequestions.Elicitanswersaims:tocheckpredictionstoidentifyspeakersasksstocoverthedialogue,lookatthepictureandlistencarefully.Playthetape.Asksstoanswerthequestionsinactivity1Checkanswers.aim:tocheckcomprehensionofspecificinformationinthedialogueasksstoreadthequestionsa-easksstoreadthedialogueandunderlinewordsandexpressionstheyarenotfamiliarwith,buttellthemnottoworryaboutunknownwordsatthisstage.Givesstimetoworkouttheanswerstothequestions.Checkanswersandasksstoprovidejustification.WordsandphrasesPhrasalverbsandotherexpressionsAim:topresentsomephrasalverbsandotherexpressionsasksstoreadthedialogueandfindthephrasalverbsandotherexpressionsthatmatchthemeaningsgiven.Checkanswers.Grammaraim:topresentthepresentperfectsimpleasksstoreadtheexamplesandpointoutthewordsinbold.Askssthequestionsandelicitanswers.aim:topracticethepresentperfecthavessreadthedialogueandcompletetheblankswiththepresentperfectoftheverbsinbrackets.aim:topresentindirectquestionsasksstoreadtheexamplesandaskthemthequestion.Elicittheanswerthatthewordorderisdifferentintheindirectquestions.Pointoutthatindirectquestionshaveaffirmativewordorder.Pointoutthatindirectquestionsaremorepolitethandirectquestions.aim:topracticeindirectquestionsasksstolookatthepicturesandcompletethebubbles,usingtheprompts.Checkanswers.LessontwoReadingaim:tointroducethetopicofthereadingtextthroughanoralactivityinvolvingpredictionaskssthequestionandgeneratediscussion.aim:toreadforgistasksstoreadthetextandanswerthequestioninactivity1.Checkanswersandasksstoprovidejustification.aim:toreadfordetailandunderstandspecificinformationhavessreadthetextagain.Asksstoreadthesentencesa-eandwritetfortrueorfforfalsenexttoeachsentence.Checkanswers.WordsandphrasesExpressionsAim:topresentsomeexpressionsasksstofindexpressionsinthetextandmatchthemwiththeirdefinitions.Havessdotheactivity.Checkanswers.Grammaraim:topresentthepresentperfectwithforandsincehavessreadtheexamplesandpointoutthewordsinbold.Elicitss'responsesandexplainthatforreferstothedurationoftheaction,whereassincereferstothetimewhentheactionstarted.Havesscompletethetable.Checkanswersaim:todifferentiatebetweenthepresentperfectandthepastsimpleasksstoreadtheexamplesandpointouttheverbsinbold.AsksstotellyouthedifferencebetweenI'veseenandIsawandelicittheanswerthatI'veseenreferstoanactionthathashappenedsometimeinthepastbuttheexacttimeisnotmentioned,whereas/sawreferstoanactionthathappenedatadefinitetimeinthepastandthetimeismentioned.Askssforthedifferencebetweenhasgoneandhasbeenandelicittheanswerthathasgonemeansthatapersonwenttoaplaceandtheyarestillthere,whereashasbeenmeansthatapersonwenttoaplaceandtheyhavecomeback.aim:topracticethepastsimpleandthepresentperfectasksstodotheactivity.Checkss'answers.Lesson3WordsandphrasesCollocationsAim:topresentandpracticecollocationsrelatedtohobbiesexplainthatacollocationisacombinationoftwowordswhichareoftenusedtogether.Asksstoreadthroughthetable.Havessdotheactivity.Checkanswers.Readingandwritingaim:toexpandonthetopicofthespeakingactivity.topreparessforthewritingtaskhavessreadthefirste-mail.Askssthequestionandgeneratediscussion.aim:tounderstandmainpointsinthee-mailasksstoreadtheseconde-mai1andtickthequestionsjulianasksmichelleaboutthedramaclass.Asksstocheckifanyoftheirquestionsareincludedinthee-mail,checkss'answers.Unit4Getthemessage一、TeachingAims:definingandgivinginformationaboutpeopleandthingstalkingabouthabitualactionsinthepasttalkingabouttheinternetexpressingpreferenceandjustifying

二、TeachingImportantandDifficultPoints:relativepronouns(who,which,what)definingrelativeclausestheverbusedtoLessononePresentationAim:topresentvocabulary,structuresandfunctionsinthecontextofadialoguebetweenacoupletalkingaboutmobilephonesaim:tointroducethetopicofthedialoguethroughanoralactivityinvolvingpersonalexperienceaskssthequestionsandgeneratediscussion.aim:tounderstandthegistofthedialogueasksstocoverthedialogueandlistencarefully.Playthetape.Askssthequestionandelicitanswers.Checkanswers.aim:tocheckcomprehensionofspecificinformationinthedialogueasksstoreadthequestionsa-easksstoreadthedialogueandanswerthequestions.Asksstounderlinethewordstheyarenotfamiliarwith,buttellthemnottoworryaboutunknownwordsatthisstage.Givesstimetoworkouttheanswerstothequestions.Checkanswersandasksstoprovidejustification.WordsandphrasesPhrasalverbsandexpressionsAim:topresentandpracticephrasalverbsandexpressions.drawss'attentiontothedefinitionsa-fandhavessreadthem.RefersstothedialogueAsksstodotheactivity.Checkanswers.Grammar1.aim:topresenttherelativepronounswho,whichandthatanddefiningrelativeclausesasksstoreadtheextractsandpointoutthewordsinbold.Asksswhatthesewordsrefertoandelicitanswers.LessontwoReadingaim:tointroducethetopicofthereadingtextthroughanoralactivityinvolvingbackgroundknowledgeaskssthequestionsandgeneratediscussion.aim:toscanthetextforspecificinformationtellsstoreadthetextparagraphbyparagraphandunderlinetherelevantinformation.Checkanswers.aim:tocheckcomprehensionofspecificinformationinthetext.asksstoreadthesentencesa-g.asksstoreadthetextagainanddotheactivity.Asksstoprovidejustification.Checkanswers.WordsandphraseAim:topresentandpracticeprepositionalphraseswithin1)asksstoreadthephrasesintheboxandthesentencesa-f.havessdotheactivity.Checkanswers.Grammaraim:tointroducetheverbusedtoasksstoreadthesentenceandchoosethecorrectmeaning.Checkanswersaim:topresenttheinformationoftheverbusedtoasksstoreadthesentencesandtellyouwhattheynoticeabouttheformationoftheverbusedto.Elicittheanswerthatweformthequestionandnegativeformofusedtowithauxiliaryverbdid.aim:togivesspracticeintalkingaboutpasthabits.dividessintopairs.Pointouttheexampleandtheprompts.Chooseastudentandaskaquestion.Elicitananswer.Havessdotheactivity.Lesson3WordsandphrasesAim:topresentandpracticevocabularyrelatedtotheinternetasksstoreadthewordsandphrases1-5andmatchthemwiththeirdefinitionsa-e.checkanswersReadingandwriting1.aims:toexpandonthetopicofthespeakingactivitytopreparessforthewritingtaskasksstoreadthequestionshavessreadUnit5UrbanLifeLessonone一、TeachingAims:Trainingthestudents,abilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.Grammar:comparativeformofadjsandadvsTeachingImportantanddifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthetextbetter.Pairworkandgroupworktomakeeverystudentwork.TeachingTime:TeachingNumbers:twoTeachingForms:askandanswer;somepictures;ataperecorder;CAITeachingProcedures:Step1.GreetingStep2.LeadinAskSsthequestionsandgeneratediscussion.Step3.Newwordsbeauty名詞美，美女noise名詞噪音suburb名詞郊區(qū)peace名詞和平ticket名詞西rent動詞租dislike動詞不喜歡Step4.Languagepointsasfor:withregardtoEg:Asfortheburglar,heescapedthroughthewindow.Asformypast,Fmnottellingyouanything.coundn,tstand:dislikesthorsbstronglyEg:Ican,tstandthatfellow.Canyoustandthepain?holdon=waitforamoment.稍等Eg: Holdon,please!I'11bereadysoon.請稍候，我馬上好。Step5.GrammarThecomparativeformofadjectivesandadverbs.Quiet quieterSafe saferBig biggerExpensive moreexpensiveGood\well betterMuch\many moreFar farther\furtherLittle\alittle lessBad\ill\badly worseStep6.HomeWorkLesson2一、TeachingAims:Trainingthestudentsrabilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.Grammar:too,enough二、TeachingImportantandDifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.三、TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthepassagebetter.Pairworkandgroupworktomakeeverystudentwork.四、TeachingTime:五、TeachingNumbers:two六、TeachingForms:askandanswer;somepictures;ataperecorder;CAI七、TeachingProcedures:Step1.GreetingStep2.RevisionStep3.Newwordscapital名詞首都transpot名詞運輸station名詞車站level名詞水平busy形容詞忙的占線的private形容詞私人的unbelieveable形容詞 不可信的comewith 一起nolonger不再turnout結(jié)果是Step4.Languagepointstakeup:occupy,coveranareaEg;Theonlyexitwastakenupbybikes.Thewardrobetookuptoomuchroom.standout:bemoreimpressiveandimportantthanothersEg:Hestandsoutinthecrowd,asheis2minheight.Redstandsoutagainstawhiteground.Turnoutthat:provetobe,,cometobeknownthatEg:Itturnedoutthatshewasafriendofmysister.Sheturnedouttobeafriendofmysister.Step5.GrammarSuperlativeformofadjectivesandadverbs.High thehighestLarge thelargestBusy thebusiestExpensive themostexpensiveGood\well thebestBad\badly theworstFar thefarthest\furthest Much\many themostLittle\alittle theleastStep6.HomeWorkLesson3一、TeachingAims:Trainingthestudents'abilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.二、TeachingImportantandDifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.三、TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthepassagebetter.Pairworkandgroupworktomakeeverystudentwork.四、TeachingTime:五、TeachingNumbers:two六、TeachingForms:askandanswer;somepictures;ataperecorder;CAI七、TeachingProcedures:Step1.GreetingStep2.RevisionStep3.Newwordsbridge名詞橋梁2.location名詞方位，位置church名詞教堂4.enemy名詞敵人gallary名詞畫廊，藝術(shù)展覽館amazing形容詞驚訝的7.Nextto挨著，下一個Step4.Languagepointsprotectsb\sthagainst:keepsb\sthsafefromharm,injuryetc youneedwarmclothestoprotectyoufromthecold.house:tostore,keep(goods,booksetc)Eg:theyusedtohouseone'soldbooksintheattic.TheNationalLibraryhousesthelargestnumberofbooks.believeitornot信不信由你Eg:Believeitornot,wewillhaveaoraltesttomorrow.信不信由你，我們明天要進行口語測試。Step5.GrammarStep6.ConclusionInthisunit,wehavelearntthefollowingimportantfunctions:Thecomparativeformofadjectivesandadverbs.Superlativeformofadjectivesandadverbs.Unit6BonVoyageLesson1一、TeachingAims:Trainingthestudents'abilitytoread,speak,listen,andwrite.Makethedifficultlanguagepointsclear.二.TeachingImportantandDifficultPoints:Payspecialattentiontothewordsexplanation.Grasptheimportantexpressionsofthetext.Howtomakestudentsknowgrammarclearly.三.TeachingMethods:Discussionandexplanationtohelpthestudentsunderstandthepassagebetter.Pairworkandgroupworktomakeeverystudentwork.四.TeachingTime:五.TeachingNumbers:two六.TeachingForms:askandanswer;somepictures;ataperecorder;CAITeachingProcedures:Step1.GreetingStep2.RevisionStep3.Newwordsarrival名詞到達flight名詞飛行rule名詞規(guī)則safety名詞安全delay動詞延遲sign名詞標(biāo)志turbulence旋渦顛簸Takeoff起飛脫衣Step4.LanguagepointsTakeoff:detach,remove,(ofaplane)leavethegroundforajumporaflight e.g:Hetookoffhisraincoatassoonasheenteredtheroom. Theplanetookoffdespitethefog.beon:befastenedorworn,beinuseoratworke.g: Thepassengers'seatbeltsmustbeonwhentheplanetakesoff. Thelightswereallonbutnobodywasinthehouse.calmdown:beorbecomequiet,peaceful.Eg:Heisterriblyexcited.Wemusttrytocalmhimdown.Theseagraduallycalmeddown.Atleastyou*renotsittingnexttothemostannoyingpersonontheplane.-youarethemostannoyingpersonontheplane.Ican,tstandyou.Step5.GrammarFuturetime:will一般將來時一般將來時的基本概念一般將來時表示將來某一時刻的動作或狀態(tài)，或?qū)砟骋欢螘r間內(nèi)經(jīng)常的動作或狀態(tài)。一般將來時由助動詞shall（第一人稱）,will（第二、三人稱）+動詞原形構(gòu)成。美國英語則不管什么人稱,一律用Willo一般將來時的形式will常簡略為‘ll,并與主語連寫在一起,如：ril,he'll,it'll,we'll,you'll,they,11o一般疑問句如用willyou---?其簡略答語須是Yes,Iwill或No,Iwillnot；如用Shallyou-?（較少見）其簡略答語須是Yes,Ishall.或No,Ishallnot.o一般將來時的用法1）表示將來的動作或狀態(tài)一般將來時常與一些表示將來的時間狀語連用，如：tomorrow（明天），nextweek（下周），fromnowon（從現(xiàn)在開始）；inthefuture（將來）等。2）表示將來經(jīng)常發(fā)生的動作。一般將來時的其他用法一般將來時表示將來某一時刻的動作或狀態(tài)，其表達形式除了"shall（第一人稱），will（第二、三人稱）+動詞原形構(gòu)成”外,還有以下幾種形式。“tobegoingto+動詞原形”表示即將發(fā)生的或最近打算進行的事。例如：①Itisgoingtorain.要下雨了。②Wearegoingtohaveameetingtoday.今天我們開會。go,come,start,move,sail,leave,arrive,stay等可用進行時態(tài)表示按計劃即將發(fā)生的動作，例如：rmleavingforBeijing.我要去北京?！癰eto+動詞原形”表示按計劃要發(fā)生的事或征求對方意見。例如：①Arewetogoonwiththiswork?我們繼續(xù)干嗎？②Theboyistogotoschooltomorrow.這個男孩明天要去上學(xué)?！癰eaboutto+動詞原形”表示即將發(fā)生的動作，意為：很快，馬上。后面一般不跟時間狀語。例如：Weareabouttoleave.我們馬上就走。某些詞，如come,go,leave,arrive,start,get,stay等的一般現(xiàn)在時也可表示將來。①Themeetingstartsatfiveo'clock.會議五點開始。②Hegetsoffatthenextstop.他下一■站下車Step6.HomeworkLesson2一、TeachingAims:Tr