当代高职高专英语第二册 教案 unit1
Unit One Love
Teaching Objective: practise the listening and speaking; practice reading skills: improving your concentration and make the students know how to read a text effectively; help them master the format of a letter
Teaching focus: the key language points and grammatical structures in the text; the various writing techniques employed by the writer
Teaching difficulties: some complicated sentences and expressions; the summary of the text
Teaching Procedures: daily report, lead-in, listening, reading, translation, writing,
homework
Stage1 Daily Report
Ask the student on duty to make a daily report, encouraging him or her to speak more about love. While listening, the students make some notes. Then ask some students to retell what the reporter said.
Stage2 Lead in
Step1 Culture background
What is real love? This is an old question, but it is hard for us to give a definite answer to it, because different people usually have different opinions about it. In my opinion, love is a special kind of feeling that includes devotion, duty, respect, warmth, attraction, comfort, enjoyment, painlessness and satisfaction. There are many kinds
of of love in the world, such as love between parents and children, boys and girls, men and women, teachers and students, brothers and sisters, doctors and patients. No matter what love it is, we should listen to him or her attentively, try our best to understand and help him or her, especially when he or she is in trouble. Besides, we should share happiness and hardship together all the time. Love begins with strong attraction, thrives with mutual caring, matures with patience and wisdom of life and will keep energetic forever. It should be older than seas, harder than rocks, more charming than flowers, and precious than gold.
Step2 Topics for discussion
1. T gives two questions and asks Ss discuss them in groups Q: What kind of love is true love?
Do you believe in the love at first sight? Why? 2. Show their work
Let each group share their opinions with others. While listening, the listeners should take some notes, then retell and share.
3. Summarize
The teacher summarizes the Ss’ job, making some comments. Then write down the
useful words and expressions needed. Stage3 Listening
Step1 Activity 1 Calculation
1. Listen to the statements only once and choose A, B, C or D which is the closest in
meaning to the statement you hear. 2. Two Ss write their answers on the Bb.
3. Check the answers together. Listen to the tape while checking if necessary. Step 2 Activity 2 Conversations
1. Listen to the conversations just only once and then decide whether the statements below are true, false or not mentioned according to the conversations you hear. 2. Two Ss write their answers on the Bb.
3. Check the answers together. Listen to the tape while checking if necessary. Step 3 Activity3 Passage
1. Listen to the passage twice and then decide on the appropriate answer to each of the questions.
2. Two Ss write their answers on the Bb.
3. Check the answers together. Listen to the tape while checking if necessary. Stage4 Reading
Step1 pre-reading
1. T introduces the new vocabulary such as straighten, correspond, make one’s way,
square one’s shoulders and hold out at the beginning. 2. T presents the pre-reading tasks for discussion in groups Q: Who do you love most?
What do you think of campus love?
3. T then asks some Ss to answer the questions and puts the key points as the gist of the story or the framework of the text on the board.
Step2 reading comprehension
1. Have the Ss read Text A in 7 minutes and do the reading comprehension to test whether to understand the text
2. Calls on volunteers or a few students to tell the answer and then helps the students identify the main idea of the text.
Step3 language points
1. John Blanchard stood up from the bench, straightened his Army uniform, and studied the crowd of people making their way through the Grand Central Station. Stood up from the bench意为“从长凳上站起身”; making their way through the
Grand Central Station是现在分词短语作定语，修饰the crowd of people。现在分
词短语可在句中作定语 e.g.
1) Will the people sitting at the back keep quiet, please? 2) We shall arrive too late to catch the train leaving at eight. 2. He looked for the girl whose heart he knew, but whose face he didn’t, the girl with
the rose.
Whose引导定语从句。当whose用来引导定语从句时，其先行词不仅可以指人，
还可以指物。 e.g.
1) The old woman, whose legs were badly hurt, was quickly taken to hospital. 2) It was a meeting whose importance he did not realize at the time the girl with the rose是the girl whose heart he knew, but whose face he didn’t的同位
语，意思是“戴着玫瑰花的女孩”。名词词组可以用作同位语，其功能是对前项
提供补充信息。
3. Taking a book off the shelf he found himself interested, not in the words of the
book, but in the notes penciled in the margin. Taking a book off the shelf是现在分词短语作时间状语。
e.g.
1) Opening the door, I saw nobody in. 2) Hearing the sad news, we were very much grieved. 4. He wrote her a letter, introducing himself and inviting her to correspond.
introducing himself and inviting her to correspond是现在分词短语作伴随状语，表
示信的具体内容。 e.g.
1) She was still there, waiting for him in the rain. 2) They stood by the roadside, watching the parade. 5. The next day he was shipped overseas for service in World War two.
Ship是动词，意为“运送，派遣”service为服兵役
当代高职高专英语第二册 教案 unit1
