致用英语综合教程综合英语2教案综合英语2单元设计unit7

1、本次课标题： Unit 7 Men and Women授课班级商务英语一年级上课时间10课时上课地点多媒体教室教 学 目 标能力（技能）目标知识目标talk about differences between men and womendescribe a persons personalityuse expressions to emphasize emotionsCorrectly use emotional emphasismaster the compound wordsproject: How different are boys and girls are in learning

2、English?master the skills of how to overcome the listening problemsvocabulary of Men and Womenlanguage points in reading: The Mythical chat gapgrammar: emotional emphasisvocabulary building: compound words (4)important words and phrases: myth, mythical, chat, chatty, disapprove, clam, crowbars, mark

3、etable, disprove, trump, clear up, throw up, speak up能力训练任务及案例1.参 考 资 料致用英语综合教程第二册（学生用书）程晓堂主编外语教育与研究出版社致用英语综合教程第二册（教师用书）程晓堂主编外语教育与研究出版社Section One Around the topicStep 1 Topic introduction:As the goal of equality between men and women now grows closer, we are losing our awareness of important gender

4、 differences. This unit aims to let students know what truly exists within a man and within a woman.Step 2 Your ideasWatch the video and answer the following questionsHow many differences does it describe between men and women? What are they?Do you think it s a stereotype?Play the video twice and en

5、courage students to think about the questions and answer.A quizHow much do you know about the differences between men and women? Answer the following questions by ticking (V) the correct column.This activity aims to lead students into the topic of this unit. By answering the questions, students will

6、 get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class.Step 3 vocabularyIn this section, students will learn some useful words and expressi

7、ons related to people s personality. Let students do the personality quiz and then ask them to describe themselves based on their answersDo the personality quiz below to discover what type of person you are. Write Y for yes, N for no and S for sometimesLet students finish the quiz as quickly as poss

8、ible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities.The questions in exercise A express personalities, which can be described by the adjectives below. Match the

9、adjectives with the questions in the quiz.untidy 9optimistic 7sociable 2talkative 15reserved 13shy 3impatient 10ambitious 4lazy 11generous 14moody 5hard-working 12easy-going 16n. reliable 8cheerful 1sensitive 6Which qualities are positive and which are negative? Which could be both?Positive qualitie

10、s: b, c, j, l, m, n, oNegative qualities: a, g, i .kBoth: d, e, f, h, pWhat is the opposite of each of the 16 adjectives in Exercises B?tidypessimisticunsociablequiet/reservedoutgoing/sociableoutgoing/sociablepatientunambitioushard-workingmeancalmlazycriticaln. unreliabledepressed/miserableinsensiti

11、veStep 4 discussionThis exercise enables students to practice using the personality-related adjectives they have just learned, and generate more ideas about the differences between men and women. Have students work in groups set a time limit of about 3 minutes for each question. And collect their fe

12、edback when they finish.What personality mentioned in the activities on page 103 are typical of men and which of women?Read this very old nursery rhyme. What does the rhythm say about boys and girls? What are little girls made of?Sugar and spice and all things nice.That s what little girls are made

13、of.What are little boys made of?Snips and snails and puppy dogs tails.Step 5 Listening and speakingThis part aims to train students speaking and listening skills.What is a mature man like and what is a mature woman like? Discuss the questions in groups.Divide students into groups and ask them to dis

14、cuss the question. As they talk, move around the class to monitor their discussion and offer language support when necessary. Collect their discussion results when they finish. This task will prepare students for the listening task.Listen to four people taking about being a mature man and a mature w

15、oman. Put their points in the table below.The listening task practices students skills of note-taking. Before they start to listen, remind students to get ready for note-taking. Tell them to not down only key words by concentratingon the main twice. Play the recording twice. Check the answers when t

16、hey finish.Mature manMature womanSpeaker 1Strong-minded, decisive, responsible, hard-working, and know what they wantSpeaker 2Good physicality-the shape, the way he stands, the confidence he has and he way he presents himselfSpeaker 3Soft, attractive, having a caring attitude to childrenSpeaker 4Car

17、ing,warm,considerate,understanding, openSection Two ReadingThis section discusses the issue about talktiveness of men and women. Interesting result will be brought out from this text.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:Who do you think are more talkativ

18、e? Men or women? Why?Do you agree that silence is a quality of men and talkativeness is a feature of women?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information wi

19、th others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illuminationAsk several students to read the whole text in order to check whether they preview the text and get a general understanding bout it or not beforehand.Ask students to summarize the

20、 textThe teacher can put the comprehension check either before or after illuminating the text according to the needs of class and the students comprehension ability.Illuminate the text, during the process of which the teacher can encourage students to highlight or underline the important parts when

21、they read the text in detail. Try to explain that it can help students to grasp the important details and review important pointsLanguage points:clear up to explain or solve sth.消除对某事的疑虑，解决某事 e.g. His appearance cleared up the misunderstanding.dismiss v. to refuse to consider someones idea, opinion,

22、 etc., without thinking carefully about it 对某事不予理会或不屑一提e.g. The committee dismissed his suggestion.disprove v. to prove (sth.) to be false 证明(某事物)有误或有假 e.g. The allegations have been completely disproved.throw upto make sth. rise in the aire.g. The crowd cheered and threw their hats up in the air.br

23、ing sth. to notice 使某事物引起注意e.g. Her research has thrown up some interesting facts.put up to state (a position in an argument); present (an idea, etc.) for discussion or consideration提出(意见等)供讨论或考虑e.g. What argument do you have to put up against that?turn out to have a particular result, especially on

24、e that you did not expect 结果是 e.g. The job turned out to be harder than we thought.by no means/not by any means not at all 绝不，一点都不e.g. She s by no means poor; in fact, she s quite rich.conviction n. a strong opinion or belief 坚定的看法或信仰e.g. Its my conviction that complacency is at the root of our trou

25、bles.persistent adj. continuing to exist, happen, or appear for a long time 持续出现的，一再发生的e.g. Despite persistent denials, the rumor continued to spread.tag v. to give someone or sth. a name or title, to describe them in a particular way 给贴标签；把称作e.g. The country no longer wants to be tagged as a Third

26、World nation.speak up to say sth., especially to express your opinione.g. It s time to speak up for those who are suffering injustice.at heart if you are a particular kind of person at heart, that is the kind of person that you really aree.g. I m a country girl at heart.trump v. to do better than so

27、meone else in a situation when people are competing with each other 超过，胜出，打赢e.g. They were trumped by the national tennis team.Step 3 Post-reading exercises1. Read the article and answer the following questionsHave the students read the text carefully and after the teacher s text illumination, encou

28、rage students to answer the questions to check whether they get a clear understanding of the text.What is Matthias profession?A: A psychologist.Which university does Matthias work at?A: The University of Arizona.What is Matthias research finding?A: Men and women are equally talkative.Why will the fa

29、ct that Matthias is married come as a chock to some men?A: Because they didn t expect Matthias to be a married man. They thought all married men would agree on the fact that women are more talkative than man.What is the stereotype of women like according to some men?A: Women are chatty species.How d

30、oes Matthias do to be against the stereotype of women?A: He actually counts the number of words used per day by per man and per woman.How did Matthias do the counting work?A: He equips some 400 college students with recording devices.Why do people think that men and women have different amount of wo

31、rk?A: For example, men were more likely to talk among strangers than women, and mothers more likely to talk with their children than were fathers. If the subject was impersonal orproblem-solving, men took up more of the airwaves. If it is personal, women did.Are the following numbers true of men or

32、women, or true of both men and women according to some statements in the text?DiscussionHow do you interpret the following sentences taken from the text?The scientific evidence plays very little part in producing convictions. (para 9)A: This sentence means that people have strong belief in what they

33、 think is right and scientific findings cannot convince people to change their opinions or beliefs.Men are from North Dakota and women are from South Dakota.A: Since North Dakota and South Dakota are two neighbouring states in the U.S., they are close to each other. This sentence means that men and

34、women are very similar and not so different as many people think they are.I have no idea how long the math will trump the myth.A: I don t know how long it will take science to win the battle of fighting against deep-rooted prejudice and misunderstanding.vocabulary and structureHave students do the e

35、xercises and then check the answers as a classComplete the sentences with the correct form of the words given below.Read the sentence in the text: I m married, and let me tell you that women do talk more. What pattern follows the verb “let” ?In the following sentences, two verbs can be used and one

36、cannot be used. Cross ( ) the one that cannot be used.writingBoys and girls tend to have different hobbies. In what ways do you think their hobbies differ? What do you think are the possible reasons for the differences? Write a passage about this topic in about 150 words.As students are very clear a

37、bout their own and their classmate s hobbies this should be an easy writing task. Tell students to open up their hearts and say what they really want to say. Remind them to edit their writing when they finish. Ask them to pay attention to some editing rules, such as verb-tense consistency, subject-v

38、erb agreement and grammatical correctness.Section 3 Language in use: emotional emphasisStep 1 test your grammarHave students do Exercise A. They may find it difficult when doing the first few sentences.Give them time to think so that they can find out the answers by themselves. Brief discussion will

39、 help them understand this grammar point better.Look at the sentences and underline the words or expressions that express emotional emphasis.What are the main ways of giving emphasis? Discuss with your classmates.Divide students into groups and encourage them to brainstorm the main ways of giving em

40、phasis in English.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of“emotional emphasis”. Then askstudents to finish these exercises. Check their work when they finish.Being used for communication between people, English Language often expresses theemotions a

41、nd attitudes of the speaker and it is often used to influence the attitudes and behavior of the hearer.There are many ways of giving emotional emphasis:1. Interjections:InterjectionMeaningExampleahexpressing pleasureAh, that feels good.expressing realizationAh, now I understand.expressing resignatio

42、nAh well, it cant be hoped.expressing surpriseAh! Ive won!alasexpressing grief or pityAlas, shes dead now.dearexpressing pityOh dear! Does it hurt?expressing surpriseDear me! Thats a surprise!ehasking for repetitionIts hot today. Eh? I said its hot today.expressing enquiryWhat do you think of that,

43、eh?expressing surpriseEh! Really?inviting agreementLets go, eh?erexpressing hesitationLima is the capital of er Peru.helloexpressing greetingHello John. How are you today?expressing surpriseHello! My cars gone!InterjectionMeaningExampleheycalling attentionHey! look at that!expressing surprise, joy e

44、tcHey! What a good idea!hiexpressing greetingHi! Whats new?hmmexpressing hesitation, doubt or disagreementHmm. Im not so sure.”ohexpressing surpriseOh! Youre here!expressing painOh! Ive got a toothache.expressing pleadingOh, please say yes!ouchexpressing painOuch! That hurts!InterjectionMeaningExamp

45、leuhexpressing hesitation”Uh.I dont know the answer to that.uh-huhexpressing agreementShall we go? Uh-huh.um, ummexpressing hesitation85 divided by 5 is.um17.wellexpressing surpriseWell I never!introducing a remarkWell, what did he say?Exclamatory Sentences:? 感叹词(以及副词、形容词)表示的感叹句：Alas!哎呀！Oh!啊!哦！哎哟！We

46、ll!好啦！Why!什么(话)！嗯！岂有此理！好好！Excellent!好极了 ！?短语表示的感叹句：Dear me!哎呀！Great Heavens!天哪！My goodness!暧呀！None of your nonsense! 不要胡扯了!? 从句表示的感叹句：As if it were my fault! 好像是我的过错似的！To think a scandal of this sort should be goingon under my roof!真想不到这种丑事竟然出在我们家里！?表语表示的感叹句：Just my luck!唉，又倒霉了 ！Sorry , my mistake!对

47、不起，是我的错！? How用于感叹句的几种句型：How +形容词How lovely! 多可爱啊！How nice!多好啊！How kind of you! 您好客气!How +形容词+主语+谓语How tall she is!她个子多高啊！How fond he was of it! 他多么喜欢它啊！How +副词+主语+谓语How well George writes!乔治写得多好啊！How beautifully she sings!她唱歌唱得多美啊！How +主语+谓语How he ran!他跑得多快啊！How they shout! 他们叫喊得多厉害呀!How +形容词(+名词)+谓

48、语+主语How strange and impressive was life! 人生是多么奇妙 动人啊 !How precise and thorough are her observations! TOC o 1-5 h z 她的观察是多么准确和透彻啊!For how many years have I waited! 我等了多少年呀!? What 用于感叹句的几种句型：What + a/an/the十名词What a fool! 真是个傻瓜!What a pity! 真是遗憾!What the heck/dickens! (你讲的)什么玩意啊!What 名词What luck! 多幸运啊

49、!What fun! 多么好玩啊!What + ( a/an) +形容词+名词What funny stories! 多么好笑的故事!What terrible luck! 太不走运了!What a rotten day! 多倒霉的一天!What + a/an+形容词+名词(+王语)+谓语What an enormous crowd came! 来了多么大的一群人呀!What 名词主语谓语What lovely flowers those are! 那些花多美啊!Step 3 Doing exercisesThen ask students to finish these exercises.

50、 Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.Match a word in Column A with a sentence or a part of a sentence in Column B to from a new sentence.Fill in the blank with the words

51、or expressions below.Step 4 Vocabulary building: Compound word (4)The adjective compound “ problem-solving ” in the text is formed by a noun “problem ” and a verb plus -ing “solving ”. Many other examples of this type can be found in English.Explain this grammatical phenomenon with examples. Then as

52、k students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.Match a word in column A with a word in column B to form an adjective compound. Work out their m

53、eanings.Fill in the blanks with the compound adjectives in exercise A.Section 4: Project: How different are boys and girls in learning English?This research helps students know more about the differences between learning strategies used by boys and girls. By doing the research, students can learn us

54、eful methods for English learning from their classmates. Ask students to do the research by following the steps given. Give them enough time to present their research findings.It is found that boys and girls tend to use different strategies in learning English. Do a class survey and see how differen

55、t they are. You may follow the following steps:Step 1 Work in groups. Each member of your group should interview at least five boy students and five girl students from your own or other classes (Remember each student should be interviewed only once), and make a list of about 10 pieces of information

56、 about the way each student learns English.Step 2 Return to your group and put all the information together. List different learning strategies used by boys and girls. Select five common ways for each.Step 3 Write a report about the differences between the strategies used by boys and girls.Step 4 Pr

57、esent your report to the whole class, and see how different your research findings are from those of other groups.Section Five Extension and Cultural TipsPart 1 Extension: Understanding the differences between men and womenThis text shows the difference between men and women from a physical and psyc

58、hological points of view. Let students read the text. Give them necessary help if they have language problems. When they finish, ask them to do the discussion and the writing exercise.As the goal of equality between men and women now grows closer, the vision of equality between men and women has nar

59、rowed the possibilities for discovery of what truly exists within a man and within a woman. The world is less interesting when everything is the same. My view is that men and women are equal but different. When I say equal, I mean that men and women have a right to equal opportunity and protection u

60、nder the law. However, I have also observed that men and women are at least as different psychologically as they are physically.Step 1 let the students read the text and finish the comprehension questionsDivide students into groups and have them have brief discussions. Encourage them to generate the