Topic: People living alone on purpose and people who have to live alone Comparing points: 1. People living alone: reasons for preferring living representatives 2. People who are forced to live alone various reasons having no one to talk to II. Section B Roommate Conflicts Teaching Procedures: 1. Reading Skills Predicting the writer’s ideas To make predictions of the writer’s next point is an important skill in active reading. Although we may not be able to predict every detail and although a writer may surprise us with unexpected ideas, we can often anticipate the general direction the writer is going. Making predictions while you read keeps your mind alert; it is a way to double-check your comprehension of what you’ve read so far, and it can be a great aid to understand what comes next. Purpose: Introduce the reading skill to the Ss and improve their reading abilities. Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method. T explains the reading skill (Predicting the writer’s ideas). Ss practice the skill by answering the questions inserted in the text . 2. Passage Reading (Roommate Conflicts) 2.1 Lead-in and preparation for reading Ask Ss to talk about their roommates’ habits, personalities, interests etc and see if there exists any conflict between them. If yes, what causes the conflicts and how to remove the conflicts and live together harmoniously. Purpose: Arouse the students’ interest of study. Bring in new subject: Roommate conflicts Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audio-lingual method, and total physical response method. 2.2 Comprehension Questions Read the passage as quickly as they can and finish the comprehension questions on Page 128. t 26
III. Section c unit four Innovation (listening) Getting Ready 1.Work in pairs. Discuss the following questions, and then share your answers with the whole class. 1.What do you know about innovation? 2.What’s the difference between innovation and invention? What’s the difference between innovation and improvement 3.Why is innovation so important Part A Listening `1.Listen to the following dialogues, and then choose the best answer for each question． 2.Listen to the passage Do It Yourself and fill in each blank with only one word 3.Listen to the conversation DIY Bar and choose the best answer for each question. 4.Listen to the passage Furniture DIY and mark the statements T (true) or F (false). Part B Viewing, Listening and Speaking watch a video clip, and then do the following exercises Part C Speaking Workshop Part D Quiz Part E Fun Time .listen to a song Love Me Tender by Elvis Presley. Listen carefully and then try to sing along with the video clip. 推荐阅读书目： 1.《用英语说全球社会热点》，Michelle Woo著, 陈茜 编，北京：中国宇航出版社，2010 2. 潘晓燕，2006，《大学英语新四级题型攻略》 上海交大出版社 3.大学英语新要求词汇手册 外语教学与研究出版社 4. 历年四级真题 http://ts.hjenglish.com/page/113288/
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授课时间 授课方式 √讲授 □上机 □实验/训 √其它 （请打√） 授课题目（章节或单位课时）： 安排 第10—12..5 周 课时 16 Unit 9 Make Euro Disney More European 教学目的与要求（分了解、熟悉、掌握三个层次）： To know the meaning and usage of some important words, phrases and patterns To be familiar with the writing skills of the text and make use of it in writing To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly To participate actively To read sentences and texts with proper intonation To write smoothly and legibly 教学重点与难点： 重点：1. Details of the text (Difficult sentences)； 难点：2 difficult words in thepassage 教 学 内 容 备 注 28
3.1 Pre-reading Activities Step 1 Greetings Greet the whole class as usual. Step 2. Review 1. Ask students some questions to review the last lesson（show them on the screen）. 2. Check the homework Purposes 1. To develop Ss’ online learning ability 2. To improve Ss’ ability to retrieve the relevant information 3. To stimulate Ss’ psychomotor thinking 4. To arouse Ss’ interest in learning the unit Method: Talk in groups; Use task-based language teaching method, communicative approach, and audiolingual method. Step 3. Lead-in and preparation for reading 1.Why has Disney been a lasting hit with Americans? 2. Why was Disney cold-shouldered in Europe at first? 3.What message does this matter give us? Background information: I Construction of the Euro Disneyland began in 1988, and the entertainment resort officially opened as Euro Disney on April 12, 1992. On October 1, 1994, Euro Disney changed its name to Disneyland Paris. On March 16, 2002, Disneyland Resort Paris introduced its second theme park, Walt Disney Studios. Walt Disney Studios park opened with the aim of keeping visitors to the resort on property for more days, but the park was criticized for not having enough attractions, many of which were copied from Disney-MGM Studios at Walt Disney World. That same year, Euro Disney S.C.A. and the Walt Disney Company announced another annual profit for Disneyland Resort Paris. But it has incurred a net loss in the following three years, and the park is still about US$2 billion in debt Step 4. Fast reading Ask the Ss to read the passage as quickly as they can and to answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure. structure: ( structured writing ) Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph. Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method. Text Structure Analysis Part 1 (Lead-in)(Paras.1~7) The delicate cultural issues Euro Disney faces Part 2 (Transition) (Para. 8) People are wondering whether Europeans would welcome the Disneyland. Part 3 (Major part) (Paras. 9~18)Different responses to orconcerns about Euro Disney Step 5. Preparation for details of the text on the screen Ss are required to look at the words and Phrases on the screen and give a brief presentation in class. Words and Phrases: Purpose: Train the Ss’ ability of understanding and using foreign language. Method: Talk in groups, Use task-based language teaching method, communicative 29 approach and total physical response metho
approach and total physical response method. 1. contend vt.
to argue or state that something is true 律师声称她的委托人从未靠近过犯罪现场
The lawyer contended that her client had never been near the scene of the crime. There are three world-class tennis players contending for this title 2. delicate a.
needing skillful, careful, or sensitive treatment 工资谈判到了一个敏感的阶段 3. concession n.
sth. that you agree to do or give up in order to end an argument The pay negotiations have reached a delicate stage. 4. extension n.
① (an example of) the act of extending or being extended applied for an extension to my work permit. 3. be scheduled to do sth.
to plan to do sth. at a particular time
The restoration work is scheduled to begin early next year 5. attendance n.
[C, U] the number of people who attend a game, concert, meeting, etc
Matches this season have attracted record attendance. 3.2 While-reading Activities
Step 6. Intensive reading
1.For all its concern about foreign cultural invasion and its defense against the pollution of the French language by English for all: despite; in spite of 尽管??（还是） 虽然??（仍然）
尽管他有丰富的知识和经验，可他并不自满.
? For all his knowledge and experience, he is not conceited.
2. If Euro Disneyland succeeds—theme parksalready in France have so far failed—a second and even a third park is likely to be built by the end of the century.
迄今为止，只抓住了一个逃跑的囚犯
? e. Only one of the escaped prisoners has been captured so far.
Typical patterns:
Purpose: Further understand the text （Train further reading ability） to find out some difficult sentences and details of the text.
Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.
3.3 Post-reading Activities Step7. Consolidation
Retell the passage according to the topic sentences.
Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.
Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
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