-
教
案
课程名称：
综合英语
II
年
月
日
课题
Unit 1
Understanding Chinese Culture-Part One
教学目的
In this unit, the students will learn:
The origin and traditions of the
Chinese New Year
How to use present
participles as adverbials
How to
introduce Chinese New Year traditions to foreign
friends
教学重点、难点
The
important points:
The words and
expressions of this unit
Using present
participles as adverbials
The difficult points:
The
traditions of Chinese and western traditions of
some festivals
Learn to
introduce Chinese New Year traditions to foreign
friends
教学方法
Lecturing
method
教学设备与器材
Multi-
media equipment
课时量
2 periods
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I. Warm up:
1. Listen to the
song. Then tell what it sings about.
2.
What do you usually do to celebrate the Spring
Festival? Is there any special activity? Discuss
with your partners.
3. How much do
you know about the Chinese New Year?
A.
Which
day
in
the
15-day
celebration
is
for
the
sons-in-laws
to
pay
a
visit
to
their
parents-
in-law?
The third and fourth days.
B. What is the fifth day called?
Po Woo.
C. How many kinds of traditional New
Year food do you know?
Dumplings, a whole fish, chicken, New
Year cake
…
D. Do
we use knives or scissors on New Year's Day?
NO. They may cut off
fortune.
E. What fruit do we usually
use as a decoration during the Spring Festival?
Oranges and Tangerines.
They are symbols for abundant happiness.
4. Culture Tips
1)
On the stroke
of midnight on New Year's Eve, every door in the
house, and even windows,
have to be
open to allow the old year to go out. Y
2)
Clean the
house on the New Year's Day.
N
3)
Lend money to someone on the day.
N
4)
Tell ghost stories.
N
5)
Children
and
unmarried
friends,
as
well
as
close
relatives
are
given
lai
see,
little
red
envelopes with crisp one-dollar bills
inserted, for good fortune. Y
6)
After New
Year's Day, the floors may be swept. All dirt and
rubbish must be taken out the
back
door. Y
7). Decorate the living rooms
with a candy tray with eight varieties of dried
sweet fruit. Y
8). Greet anyone in
their bedroom on the New
Year ’s
Day
.
N
9). Use knives or scissor on the day.
N
10). Wash your hair on the
day.
N
11). The sons-in-laws pay respect to
their parents-in-law on the
third and fourth days
during
the New Year. Y
12).
On the sixth to the 10th day, we visit their
relatives and friends freely. Y
II.
Text analysis
1). Pre-reading
Activities/ Discussion.
Work in groups.
Discuss the following questions:
Do you
know why we call the Spring Festival
“<
/p>
Nian
”
?
Do
you
know
why
we
Chinese
celebrate
the
New
Year
at
a
different
time
from
the
Western
world?
2). Reading
Comprehension
1. legend
n.
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story handed down from the past,
especially one that
may
not be true
传奇，传说
e.g. The legend of Robin Hood is well-
known.
2. mythical
adj.
existing only in an ancient story,
imagined or invented
神话的，虚构的
e.g.
Qi
Lin
is a mythical Chinese creature
which is similar to a unicorn.
—
Myth
n
.
神话
e.g. ancient Greek myths
3. terrorise
v.
to fill or
overpower with terror, to terrify
使惊恐不安，恐吓
e.g. The local gangs terrorised the
neighborhood.
4. fierce
adj.
violent and angry
凶猛的，凶狠的
e.g. Swans are always fierce in defense
of their young.
The leopard
looks fierce.
5. lunar
adj.
determined or measured in
reference to the moon
根据月亮决定或测定的
e.g. The Chinese New Year falls on
lunar January, 1st.
6. solar
adj
.
determined or measured in
reference to the sun
根据太阳决定或测定的
e.g. Solar energy is one kind of
important energy nowadays.
7. insert
v.
to put or set
into, between, or among
插
入，嵌入
e.g. The editor inserted an
advertisement in the newspaper.
insert a key into a lock
8. symbolic
adj.
representing a
particular idea or quality
象征的，符号的
e.g. The cross is symbolic of
Christianity.
9. ward off
to keep away
(somebody/something that is dangerous or
unpleasant)
挡开，避开
e.g. He carried a gun to
ward off possible attacks.
3)
After-reading
Activities
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Discussion:
1.
Do you like the Spring Festival? Which
part of it do you like most? Why?
2.
Is there any
special tradition in your hometown to celebrate
the Spring Festival?
III. Homework
Step 1 Vocabulary
Think
about
what
you
would
need
to
do
in
planning
a
Chinese
New
Year
party.
Make
a
list
and
check
any new words in a dictionary.
Step 2 Talk to your neighbor
Suppose you are inviting a foreign
friend to spend the Chinese New Year with your
family. Talk to
your partner about your
plans. Brainstorm how to explain some typical
Chinese New Year traditions
to the
foreigner.
教学反思
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Students have learned the
main points of this lesson.
Students
behaved very well and learned very passionately.
年
月
日
课题
Unit 1 Understanding Chinese Culture-
Part Two
教学目的
In this
unit, the students will learn:
The
origin and traditions of the Chinese New Year
How to use present participles as
adverbials
How to introduce Chinese New
Year traditions to foreign friends
教学重点、难点
The important points:
The
words and expressions of this unit
Using present participles as adverbials
The difficult
points:
The traditions of Chinese and
western traditions of some festivals
Learn to introduce Chinese New Year
traditions to foreign friends
教学方法
Lecturing method
教学设备与器材
Multi-media equipment
课时量
2 periods
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内
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I.
Warm up:
Revision of the passage
II.
Grammar Development
Present participles
used as adverbials
一、现在分词做状语（表原因，时间，条件，
让步，行为方式，伴随状况）现在分词与主
句的主语一致，且形成主谓关系，就是说现在
分词的动作发出者是主句的主语。例如：
①
Hearing the
news, they got excited.
＝
When they heard the news,
they got excited.
现在分词
逻辑主语
②
She
got home, feeling very tired.
＝
When she got
home, she felt very tired.
逻辑主语
现在分词
③
Crossing the
road, I saw a girl crying.
现在分词
逻辑主语
＝
When I was
crossing the road, I saw a girl crying.
如果现在分词作状语时，其逻辑主语与句子主语不一致，分词
应有自己的逻辑主语，构
成独立主格结构。
二、
现在分词作状语与谓语动词的时
间关系现在分词表示的动作与谓语动词表示的动作
同时发生时，现在分词用一般式。例如
：
The secretary worked late
into the night, preparing a long speech for the
president.
现在分词表示的动作先于谓语动词表示的动作时，现在分词用
完成式。例如
：
Having finished his homework, the boy
went out to play football.
现在分词作状语时与主语之
间不能用并列连词
and
、
but
、
or
等连接，
因为并列连词连接
的是两个并列的成分，而分词短语只是全句的
一个状语成分。现在分词短语与主语之间用逗
号隔开即可。
误
：
Having been
told many time, but he still
couldn
’
t understand it.
正：
Having been told many time, he still
couldn
’
t understand it.
III. Homework
Step 1 Role-play
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Your foreign friend spends the New Year
with your family. Practice with your partner
conversations
between you and the
foreigner, taking turns to be the foreigner.
Step 2 Write a paragraph
Write a paragraph describing Chinese
New Year traditions. Use some of the expressions
you have
learned.
Step 3 Exchange your writing
Put
your texts on the wall
and walk around the class to read other
students
’
writings. If
you have
anything you
don
’
t understand, ask the
writer what it means. Which parts do you like best
in other
students
’
writings?
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教学反思
Students have learned the main points
of this lesson.
Students behaved very
well and learned very passionately.
年
月
日
课题
Unit 2 Feel Free to Inquire-Part One
教学目的
In this unit, the students will learn:
The importance of being inquisitive
How to be an inquisitive person
How to use the structures of so that
and so
…
that
Three
types of compound words
教学重点、难点
The
important points:
The words and
expressions of this unit
Using three
types of compound words
The difficult points:
The
discussion of the importance of being inquisitive
Learn to use the structures
of so that and so
…
that
教学方法
Lecturing method
Group activity
教学设备与器材
Multi-
media equipment
课时量
4 periods
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I. Watch the video.
What do you think of the man?
II. Exercise: Are you
curious?
1.
One lazy Sunday afternoon, a man
you
’
ve never met before
arrives at your front door and claims
to be your real father. What do you say
to him?
a.
“What?! This is crazy! Are you joking?
You’ve got some
explaining to
do!
”
a.
“O.K., I’ll be
your kid—
for now. I may want to ask you
about this down the line.
”
a.
“What
ever. Just tell me what
my new last name and inherited health risks
are.
”
2. Your
phone bill is much, much higher than usual. What
is your reaction?
a.
“Something doesn’t
seem
right here. I’m going
to
inspect
my
statement
carefully and
start
asking some
questions.
”
b.
“
Well, I kinda
wish I knew what a Spork Accessibility Fee or a
Hulkamania Surcharge was,
but I guess
it
’
s not my job to know,
right?
”
c.
“
Eh, I probably called
Mars.
”
3.
It
’
s late at night, and
there
’
s a ruckus downstairs.
What do you do?
a.
Quietly get
out of bed, grab a flashlight and a baseball bat,
and tiptoe onto the landing to get
a
better look.
b.
Sit up in bed. Listen for a very
obvious sign of trouble
such as a pirate chantey. Call out a
“
Hello?
”
that gets
devoured in your yard.
Don
’
t bother to try twice.
c.
Although
it
’
s not raining out, just
pretend it
’
s thunder that
said,
“
Two hands with the
stereo,
dumbass! Two
hands!
”
4.
“
Hello.
I
’
m calling with your test
results.
”
a.
“Oh God, this
is it. I haven’t slept in three weeks.
Okay,
doc, break the news to
me.
”
b.
“
Great, great. Listen, could
you just e-mail those when you get a quick sec?
I
’
m actually on
the other line with some guy
who
’
s got the wrong
number.
”
c.
“
I
don
’
t know, just give them
to charity.
”
5.
Just before bed, your spouse tells you that she
has a secret to reveal, something involving
herself,
sex, one of your brothers,
emptying your bank account, and framing you for a
warehouse fire. What
do you say?
a.
“
My
God! Don
’
t just sit there,
spill it!
”
b.
“
Boy, that sounds like a lot
of info. Could you just give me, like, an
executive summary or
something?
”
c.
“
Honey, Jimmy
Kimmel
’
s trying to do his
monologue, okay?
”
6. Aliens have landed on your street.
a.
“
Aliens! What do they
want?
”
b.
“
Aliens. What
do they want, a medal?
”
c.
“
Wake me when
the probing begins in
earnest.
”
7.
You
’
re waiting at the bus
stop. A man in a bunny suit staggers toward you
and collapses at your
feet. Crossbow
bolts are lodged in his back, and with his last,
blood-flecked breath he presents you
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with a package that has your name on
it. What do you do?
a.
Gasp.
Wait
for
the
shock
to
subside,
then
cautiously
open
the
package
for
which
this
man/animal has surrendered his life.
b.
Shrug.
Open
the
package
once
you
’
ve
finished
reading
the
newspaper
’
s
list
of
celebrity
birthdays.
c. Yawn. Nudge
the box with the tip of your shoe. If it somehow
doesn
’
t feel like anything
good
or whatever, toss it.
8.
“
Would you like to play 20
Questions?
”
a.
“
Love to! Animal, vegetable,
or mineral?
”
b.
“
Is it an
octopus? Either way, I
’
m
done guessing.
”
c.
“
Hey
quizmaster, how about you just go fuck
yourself?
”
Your Curiosity Quotient revealed:
15
–
16
Super Sleuth: You probably spend a
dozen hours a week in your
neighbors
’
garbage.
11
–
14
Gossip
Monger:
There
is
no
coworker
tragedy
not
worth
knowing
or
disseminating
or
exacerbating.
6
–
10
Infophobe: All you really need to know
you
’
ve avoided since
kindergarten.
0
–
5
Fundamentalist
or Rock: You
’
re a lot like a
fundamentalist or a rock.
III. Homework:
Read the passage and learn before the
class.
教学反思
Students have learned the main points
of this lesson.
Students behaved very
well and learned very passionately.
年
月
日
课题
Unit 2 Feel
Free to Inquire-Part Two
教学目的
In this
unit, the students will learn:
The
importance of being inquisitive
How to
be an inquisitive person
How to use the
structures of so that and
so
…
that
Three
types of compound words
教学重点、难点
The
important points:
The words and
expressions of this unit
Using three
types of compound words
The difficult points:
The
discussion of the importance of being inquisitive
Learn to use the structures
of so that and so
…
that
教学方法
Lecturing method
Group
activity
教学设备与器材
Multi-media equipment
课时量
4
periods
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I. Pre-reading Activities
Before you read the article, discuss
the following questions with your partner.
you
ever
have
a
“
big
”
problem
and
finally
manage
to
solve
it
successfully?
Share
the
experience with your
partners.
2. Are you happy with the
present life? Have you ever thought about the
future? What if you lose all
your
advantages?
II. Reading
Comprehension
Words and
Expressions
1. inquisitive
adj.
interested in a lot of different things
and wanting to find out more about them
好奇的
e.g.
–
What
’
s that you
’
re
hiding?
--don
’
t be so
inquisitive!
2. overgrown
adj.
covered with
plants that have grown in an uncontrolled way
长满（野生植物等）的
e.g. The wall is completely overgrown
with ivy.
3. neglect
v.
to give no or not enough
care or attention to (somebody/something)
疏忽，
忽略
e.g. He is always busy working and he
totally neglects his health.
4. self-
important
adj.
thinking that one is much more
important than one really is
妄自尊大的，高傲的
e.g. He was one of those self-important
little officials who made everyone call him
“
Sir
”
.
5. gobble
v.
eat something fast, noisily
and greedily (leaving nothing behind)
狼吞虎咽（一点不剩）
e.g. With a little time to go, he
gobbled all his food down in a hurry.
6. greedy
adj.
full of a strong desire to have a lot
of something, especially food, money or power,
often in a
way that is selfish or
unfair to other
people
贪吃的，贪婪的
e.g. The cat is looking at the fish
with greedy eyes.
7. juicy
adj.
containing a
lot of juice
多汁的
e.g. Fresh juicy oranges are my
favorite.
8. stuff
v.
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fill sb./oneself with food; eat
greedily
让某人
/
自己吃饱
;
狼吞虎咽的吃
e.g. He sat stuffing himself with
biscuits.
9. scornfully
adv.
the feeling
that someone or something is stupid or does not
deserve respect
轻蔑地，藐视地
e.g. Glancing at the beggar scornfully,
the salesgirl told him that the jacket was very
expensive.
10. drought
n.
a long period of dry
weather when there is not enough water
干旱，旱灾
e.g. Northern China suffered from a
severe drought this spring.
11. gasp
v.
to breathe quickly, especially with
difficulty,
making a noise
急促地呼吸，吃力地喘气
e.g. The exhausted
basketball players were gasping for air.
III. Homework:
Discuss the following questions in
groups.
1. Why did the little golden
fish find a better life while all the big, fat
fish die at last?
2. What moral lesson
can you learn from this story?
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教学反思
Students have learned the main points
of this lesson.
Students behaved very
well and learned very passionately.
年
月
日
课题
Unit 3 Manage Your Time-Part One
教学目的
In this unit, the students will learn:
Manage your time efficiently
Understand the 80/20 principle
How to use will correctly
教学重点、难点
The important points:
The
words and expressions of this unit
Using the modal word will correctly
The difficult points:
The discussion of the importance of
being in time
Learn to use
the time management principle
教学方法
Group activity
Lecturing
method
教学设备与器材
Multi-media equipment
课时量
4 periods
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I. Warming-up
1. Listen to
the song. What is the main message in these lines?
2. Test Your Time Management Skills.
YES or NO.
Do you plan tomorrow's work today?
Have you learned to perform
routine chores at your daily
Do you get unpleasant duties
out of the way as soon as possible?
Have you tried a
class?
Are you able to deal bluntly with
people who waste your time?
Do you know
how to log your time - that is, occasionally write
down just how long it takes to
accomplish each day's tasks?
When you promise you'll get something
done on time, do you always try to keep your word?
Do you set aside a portion of each day
to think, create and plan?
Is your desk
or other workplace or study area tidy? Can you
find what you need without wasting
time?
Do you have an
efficient filing or equipment organization?
Do you know how to choose your most
productive tasks?
Do you know exactly
what your top priorities are?
Evaluate your score:
If you
responded
If you responded
If you responded
II.
Pre-reading
Activities
Before you read, discuss the
following questions in groups.
1. How
do you manage your time? If you have a lot of
things to do in a day, how will you deal with
them?
2. Have
you heard about the 80/20 principle before? What
does it mean?
III. Words and
expressions
1. unequal
adj.
not equal in
number, amount, or level
不平等的，不均衡的
e.g. The twins are unequal in height.
2. specialist
n.
someone who knows a lot about a
particular subject
专家
e.g. Dr. Lee is a specialist in plastic
surgery.
3. principle
n.
a rule which explains the
way something works
法则，原则
e.g. We must stick to the principle of
equality of opportunity for all.
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4. universal
adj.
true or
suitable in every situation
普遍的，通用的
e.g. There is universal agreement on
this issue.
5. in a nutshell
in a few words, concisely
简括地，简言之
e.g. In a nutshell, the Beijing
Olympics was extraordinary.
6.
insignificant
adj.
having little or no value, use, meaning
or importance
无关紧要的
significant
重要的，有意义的
e.g.
The rate
has fallen by an insignificant amount.
7.
virtually
adv.
almost, nearly
近乎，几乎
e.g.
There
’
s virtually
none left.
He virtually
promised me the job, but did not actually do so.
III.
Homework
Read the passage and do the exercises.
教学反思
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与
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Students have learned the
main points of this lesson.
Students
behaved very well and learned very passionately.
年
月
日
课题
Unit 3 Manage
Your Time-Part Two
教学目的
In this
unit, the students will learn:
Manage
your time efficiently
Understand the
80/20 principle
How to use will
correctly
教学重点、难点
The
important points:
The words and
expressions of this unit
Using the
modal word will correctly
The difficult points:
The
discussion of the importance of being in time
Learn to use the time
management principle
教学方法
Group activity
Lecturing
method
教学设备与器材
Multi-media equipment
课时量
4 periods
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学
步
骤
与
内
容
I. After-reading Activities
Do you agree or disagree with the
statement that the 80/20 principle can be used
anywhere? Discuss
with your partners.
II. Grammar
tips:
Uses of
“
will
”
A lot of students
have been
confused by older textbooks which refer to
“
will
”
as
“
the future
tense
”
. A key
factor to remember about
“
will
”
is that when we use
“
will
”
we are not always talking
about the
future.
In these examples
“
will
”
is clearly referring to the
future
：
If I see
her, I'll tell her about it.
Next year
she'll be 42.
However, in
these examples
“
will
”
is referring to events happening at the
present
：
My
car won't start.
I'll answer that.
Will you have another cup of tea?
When we use
“
will
”
referring to the present, the idea being expressed
is usually one of
“
showing
willingness
”
or
“
will
power
”
：
e.g. I am the boss. You will do as I
say.
I need quiet to write this
but he will keep on talking to me.
Use
“
will
”
for requests, orders, invitations and offers:
e.g. Will you
help me?
Will you please sit down?
Use
“
will
”
for promises and threats:
e.g. I'll do it
at once.
I'll remember this.
Use
“
will
”
for habit:
e.g. A cat will always find
a warm place to sleep.
My car won't go any faster
than this.
Use
“
will
”
for deduction:
e.g. The phone's
ringing. That will be Mark.
I expect he'll want us to
start without him.
III. Vocabulary Building
Back-formation
refers
to
either
the
process
of
creating
a
new
word
by
removing
actual
or
supposed
affixes,
or
to
the
neologism
formed
by
such
a
process.
Back-formations
are
shortened
words created from longer words, thus
back-formations may be viewed as a sub-type of
clipping.
IV
.
Culture tips:
Time
management,
as
a
project
management
subset,
is
more
commonly
known
as
project
planning and/or project scheduling.
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Many
authors
offered
a
categorization
scheme
for
the
hundreds
of
time
management
approaches that
they reviewed:
First generation:
reminders (based on clocks, but with computer
implementation possible) can
be used to
alert of the time when a task is to be done.
Second
generation:
planning
and
preparation
(based
on
calendar
and
appointment
books)
includes setting goals.
Third generation: planning, controlling
(using a personal organizer, other paper-based
objects,
or computer-based systems)
activities on a daily basis. This approach implies
spending some time in
clarifying values
and priorities.
Fourth
generation: being efficient and proactive (using
any tools above) places goals and roles
as the controlling element of the
system and favors importance over urgency.
V
.
Homework: project
Can you manage your
time better?
You need to understand
what you are really trying to achieve and
prioritize your efforts. This project
should
increase
your
personal
effectiveness
and
productivity
and
make
your
study
and
life
more
satisfying.
教学反思
Students
have learned the main points of this lesson.
Students behaved very well and learned
very passionately.
年
月
日
课题
Unit 4 Telling Tales
教学目的
In this
unit, the students will learn:
Read
different types of stories
Describe
appearance by using appropriate adjectives
Express interest and surprise
Use narrative tenses
教学重点、难点
The important points:
The
words and expressions of this unit
Read
different types of stories
The difficult points:
Use
narrative tenses
Learn to
express interest and surprise
教学方法
Lecturing
method
教学设备与器材
Multi-
media equipment
课时量
6 periods
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I. Warming-up
1. Watch the
two videos. Is any difference in their ways of
narration? Why?
2. Do you know what are
legends, tales, and myths? Can you give any
examples?
II. Pre-reading
1. The adjectives below are used to
describe
the main
character
—
Mr. Jones
in the story. Study the meaning of
these adjectives in a dictionary.
slender scarlet star-shaped lean blind
crippled pitch-black
2.
This is an illustration of the story you are going
to read. Can you guess which person in the
illustration is Mr. Jones?
III. Words & Expressions
1.
rooming house
a
building where rooms may be rented for days or
weeks
（按日或按星期出租房间的）公寓
e.g. We went
across town to the rooming house where Mr. Jones
were living.
2. shabby
adj.
untidy and in bad condition because of
long use or lack of care
破旧的
e.g. The poor villagers all lived in
shabby houses.
3. furnished
adj.
making a room look more
attractive by putting furniture and other things
into it
装饰过的
e.g. The room
was furnished with antiques.
4.
hospital-neat
adj.
tidy and carefully arranged
整洁干净的
e.g. The small inn is kept hospital-
neat by two Italian sisters.
5. laundry
n.
clothes, sheets, etc. that
need to be washed or have just been washed
洗衣
e.g.
There
’
s not much laundry
this week.
6. attend
v.
to take care of (somebody);
look after
照料
e.g. Dr. Smith attended her in
hospital.
attend to somebody/something
1) to deal with business or personal
matters
e.g. I may be
late
—
I have got one or two
things to
attend to
.
2) to help a customer in a shop or a
restaurant
e.g. They worked happily
together, feeding and
attending to
the customer.
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7. apparently
adv.
according to
the way someone looks or a situation appears,
although you cannot be sure
似乎，
看来
e.g. Apparently they are getting
divorced.
8. slender
adj.
thin in an
attractive or graceful way
瘦长的，苗条的
e.g.
Alice is a slender, graceful ballet-dancer.
IV
. After-reading
Can you imagine what would happen
afterwards? Work in groups, and make up an ending
for
the tale.
V
.Grammar
Development
Narrative Tenses
1. The Past Simple
The Past Simple is used to narrate past
events in chronological order.
e.g. Alice left her family home in the
morning and moved to the big city. What a busy day
it
was! She sat and looked at the cozy
living room around her. At last the house was
hers. She gazed
out at the London
skyline with awe.
2. The Past Perfect
The Past Perfect is used to
express an action that happened before a definite
time in the past. A
writer can use it
to re-order the events of a narrative for dramatic
effect.
e.g. Alice sat
and looked at the cozy living room around her.
Last the house was hers. What a
busy
day it had been! She had left her family home in
the morning and had moved to the big city. She
gazed at the London skyline with awe.
Notice that had need not be repeated if
the subject of both verbs is the same.
e.g.
She had said goodbye to
her mother and (had) caught the train to London.
It is not always essential to use the
Past Perfect. If it is clear that the events
described in the time
clause took place
before the one in the main clause, the Past Simple
can be used.
e.g. After she said goodbye
to her mother, she caught the train to London.
If it is important to show that the
first action was completed before the second one
began, the
Past Perfect must be used.
e.g. When she had raised sufficient
capital, she put in an offer on the house.
3. The Past Continuous and the Past
Perfect Continuous
The
Past
Continuous
and
the
Past
Perfect
Continuous
(as
with
all
continuous
tenses)
express ideas of
activity in progress or repeated activity.
e.g. She was wearing a
green velvet dress.
She was hoping
the phone would ring.
She had been
arranging and rearranging the rooms for weeks.
4. The future-in-the-past
Sometimes,
in
a
narrative,
a
writer
(or
speaker)
wants
to
express
the
future
as
seen
from
a
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specific point in the past. This is
called the 'future-in-the-past'. This is expressed
by was going to (+
verb) or the Past
Continuous.
e.g. Alice
smiled as she thought of the evening to come. She
was meeting Peter, and together
they
were going to see a play at the Adelphi Theatre.
VI. Vocabulary Building
Phrasal Verbs with “OFF “and
“Out”
Although many
phrasal verbs have special meanings, the particles
often keep something of their
basic
meaning.
For example,
both
off
and
out
can suggest
departing or disappearing, but
off
also emphasizes
separation,
while
out
sometimes
means
sudden
emergence,
absence,
clearness,
loudness
or
completion.
off:
1
、
“
离开、断开”
，
如：
bite
off
——
咬断
blow
（
爆炸
）
sth.
off
——
炸毁
break
off
——
折断
cut
off
——
切断
tear
off
——
撕开
give
off
——
发出，散发
go
off
——
离开，爆炸
keep
off
——
避开
take
off
——
脱衣服，起飞
see
off
——
送行
2
、
“
使进行中的行动停止
”
：
break
off
——
突然结束
call off
——取消
lay
off
——
解雇
on and
off
——
偶尔，断断续续
shut
off
——
关掉，关上
turn
off
——
关闭，停止
3
、
无实际含义，仅起加强语气的作用：
be better off
——
生活得更好
be well
off
——
富有
show
off
——
炫耀，卖弄
wear
off
——
逐渐消失
4
、
“
向下
< br>”
：
fall
off
——
跌落，掉下
get
off
——
下车
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5
、引申为“延缓”之义：
hold
off
——推迟，延迟
put
off
——
延期，延缓
6
、
“
放假
”
：
have (some time)
off
－－
放假
take (some
time) off
——
放假
out:
1
、
“出来，出现”
：
work
out
——
设计出，锻炼，计算出
throw
out
——
逐出，拒绝
take
out
——
拿出，取出
stick
（伸出）
out
——
突出
bring out
出现，出版
come
out
——
出现，显露
day
in day out
——
日日夜夜
set
out
——
起身，开始
stand
out
——
突出，杰出
figure
out
——
想出，算出
find out
——
查明，查出
hand
out
——
拿出，取出
have it out with
——
讲明白，摊牌
make
out
——
成功，表现
pick out
——
选择，挑选
point
out
——
指出
2
、
“
外出，向外
”
：
eat
out
——
外出吃饭
give
out
——
分发
go
out
——
外出
hand
out
——
分发
keep
out
——
使不能进入
look
out
——
小心，注意
look out on/up
on
——
面对
stay
out
——
外出
watch out
for
——
监视，留意
be
out of the
question
——
绝无可能
3
、
“
熄灭，一点
不剩
”
：
blow out
——
吹灭，吹熄
burn
out
——
熄灭
give
out
——
用尽
put
out
——
关掉，扑灭，熄灭
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go
out
——
熄灭
out
of
——
用尽
run
out of
——
用光，耗尽
sell
out
——
售完
VII. Homework:
Project
A Story of Your
Own
Step 1 Clue words
You are going to make up a story like
Mr. Jones
. The words in the
box are clue words that you
should use
to get started. Study any unknown words in a
dictionary.
forest, summer camp,
sunset, castle, bee, dumbfounded, brave, a hole
Step 2
Let your imaginations go!
This is the beginning of one
student
’
s story. You can
either make up your story from the very
beginning or continue this story. Work
in small groups. Don
’
t
forget to use all the important words
above and make it fun and special.
An Odd Experience
It
was
an
adventure
for
Philip
to
go
to
a
summer
camp
with
his
friends
Watt
and
Tony
last
month.
There was a forest near their camp site. One day,
after the sunset when it was completely
dark, and they were getting tired, they
sat under a big tree to have a
rest
…
教学反思
教
案
续
页
第
页
教
学
步
骤
与
内
容
Students have learned the main points
of this lesson.
Students behaved very
well and learned very passionately.
年
月
日
课题
Unit 5
Relationships-Part One
教学目的
In this
unit, the students will learn:
Show
appreciation to those who are close
Maintain a close relationship with
others
Use a relative pronoun what and
which
Talk about relationships among
various people
教学重点、难点
The
important points:
The words and
expressions of this unit
Use a relative
pronoun what and which
The difficult points:
Talk
about relationships among various people
Show appreciation to those
who are close
教学方法
Lecturing method
Group
activity
教学设备与器材
Multi-
media equipment
课时量
4 periods
教
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学
步
骤
与
内
容
I. Warming-up
1. Listen to
the song. Fill the blanks in the lyrics while
listening.
2. In you opinion, what 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? What about
with your family members and relatives?
How can we make our close relationships last long?
3. Do you think
people
’
s perception and
thinking are greatly influenced by others? If so,
by whom
are people most probably
influenced? Discuss these questions in groups.
II. Words and Expressions
1. loop
n.
a shape like a curve or circle made by
a line curving back towards itself
环形，圈状
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
e.g. The flare
of the candles formed a heart.
3.
relive
v.
to
experience something again, especially in your
imagination
再次体验，重温，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 highlight 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
清楚的认识到）
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 ability to
understand the true nature of
something; an idea or belief
知觉，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
部分重叠，交叠
e.g. The tiles on the roof overlap one
another.
8. bond
v.
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to (cause to) stick together, e.g. with
glue
紧紧连接
e.g.
You need a strong adhesive to bond wood to metal.
III. After-reading
Discussion:
1.
What is the
mental process like when people communicate
according to Douglas? What are
the
implications of Douglas’s findings?
2.
How do you
understand the title?
IV
.
Vocabulary Building
We have learned
about compound words in unit 2. 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.
1.
Can you think of some
“
noun +
noun
”
pattern
words?
Work in groups.
Brainstorm as many words as possible.
2. Match a word in Column A with a word
in Column B to form a
“
noun
+ noun
”
pattern word.
V
.
Homework
Read the passage again and do
the exercises.
教学反思
教
案
续
页
第
页
教
学
步
骤
与
内
容
Students have learned the
main points of this lesson.
Students
behaved very well and learned very passionately.
年
月
日
课题
Unit 5
Relationships-Part Two
教学目的
In this
unit, the students will learn:
Show
appreciation to those who are close
Maintain a close relationship with
others
Use a relative pronoun what and
which
Talk about relationships among
various people
教学重点、难点
The
important points:
The words and
expressions of this unit
Use a relative
pronoun what and which
The difficult points:
Talk
about relationships among various people
Show appreciation to those
who are close
教学方法
Lecturing method
Group
activity
教学设备与器材
Multi-
media equipment
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-
-
-
-
-
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