《新理念交互英语教程1》教学教案(全)

PAGEPAGE65新理念交互英语教程1教案课程名称新理念交互英语教程1学期课时班级专业教师院系教研室教材《新理念交互英语教程1》Unit1GratitudeTeachingObjectivesSectionAStudentsareabletounderstandpoliteexpressionsusedindailylifeandchoosethebestanswerfortheexercises.SectionBStudentsareabletotellstoriesaboutloveorgratitude.SectionCStudentsareabletospellandknowthemeaningofsomekeywordsandexpressionsinTextAandTextB.StudentscangetfamiliarwiththestructureandmainideasofTextAandTextB.StudentsmasterthelanguagepointsinTextAandTextB.StudentsareabletodoFocusExercisesindependentlyafterhavinglearnedTextAandTextB.SectionDStudentscanunderstandandmastertheclassificationandusageofNouns.StudentsareabletodoTestYourselfindependently.SectionEStudentscangetfamiliarwiththebasicformatandsomesentencepatternsofNotice.StudentsareabletowriteaNoticeinEnglish.SectionFStudentscanunderstandthemeaningofthemusicandsingalong.TimeAllocationSectionASectionBSectionCSectionDSectionESectionF11411NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmakewhateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.TeachingProceduresPeriod1SectionAWakeUpYourEarsTeachingSteps:1.StudentsworkinpairsandbrieflydiscussexpressionstoshowpolitenessinEnglish.2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.3.StudentslistentotherecordinganddoListeningPracticeonebyone.4.Checkanswerstotheexercisestogether.Period2SectionBOpenYourMouthTeachingSteps:ActivityA1.Dividetheclassintogroupswith3-4membersineachgroup,andaskstudentstotellthestorytootherstudentsinthegroupbystudyingthepicturesprintedinthebookcarefully.Studentsareexpectedtoaddasmoredetailsaspossible.2.Invitesomestudentstotellthestorytothewholeclass.3.LeadtheopendiscussiononthequestionsinActivityBandthenaskseveralstudentstostatetheiropinions.Homework:1.Reviewthepoliteexpressionslearnedintheclassandpracticewithclassmatesorroommatesafterclass.2.PreviewTextA,includingthenewwordsandexpressions.Period3—4SectionCEnrichYourMindPartOneTextsTextATeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:attention especially primary gentle patienceinfluence follow gain praise anxiouscourage treat role confident3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsneither...nor drawone’sattention aswellashaveaninfluenceonsb. toone’ssurprise alaughingstockplayaroleinPlayarole(in) turnintoPlayarole(in)5.Studentsreadthetextforthefirsttimetogetthemainideas,discussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetextonebyone.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph21.enjoydoingsth.喜欢做某事e.g.I

enjoy

watchingTVmorethananyotherpastimes.

我喜欢看电视超过了别的消遣方式。Sheenjoysplayingbasketball.她喜欢打篮球。2.not…until直到……才……e.g.Wedidn’tgetoffthebusuntilitstopped.公交车停了，我们才下车。Wecouldnotgooutuntilourteachercameback.老师回来后，我们才能出去。Paragraph3Itwasabitdifficultforaneight-year-oldchildtodoso.对一个8岁的孩子来说，这样做有点难。1)此句包含了一个句型：Itbe+adj.+forsb.todosth.对某人来说做某事(怎么样)。it是形式主语，真正的主语是todosth.。该句型中，形容词仅仅用来描述事物特征，这类形容词有difficult，easy，hard，important，dangerous，(im)possible等。如果句型中的形容词是描述不定式行为者的性格、品质的，如kind，good，nice，right，wrong，clever，careless，polite，foolish等，则后面的介词要用of。e.g.Itisnoteasyforustomasteraforeignlanguage.对我们来说掌握一门外语不容易。It’sverykindofyoutohelpme.你能帮我，真好。2)此句中的eight-year-old是一个复合形容词，其构成形式为“数词+名词+形容词”，中间用连字符连接，且名词用单数形式。e.g.an800-meter-longbridge一座长800米的桥梁Paragraph4Itisshewhoturnedaself-abasedgirlintoaconfidentone.正是她让一个自卑的女孩变成了一个自信满满的人。此句为强调句。强调句的结构为：It+be+被强调的内容+that(who)+句子的其他成分。在该句型中，be动词有is，was两种形式，分别用于现在时和过去时的强调句中。如果被强调的部分是人，则关系代词可以用that，也可以用who。e.g.ItisTomthat/whogetsuptheearliestinthedormeveryday.每天寝室里起得最早的人正是汤姆。Itwasyesterdaythattheygotlostintheforest.就是在昨天，他们在森林中迷路了。Homework:1)ReviewnewwordsandexpressionsinTextAandprepareforadictationnextclass.2)PreviewTextB,includingthenewwordsandexpressions.Period5—6TextBTeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:create attitude improve effect significant spiritcomplain constant focus positive spread cyclecontinue effortbasic3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsfar-reachingeffect inperson focuson bringdown liftupforexample inturn takeeffort therest(ofsth.)5.Studentsreadthetextforthefirsttimetogetthemainideasanddiscussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetext.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph1both…and…两者都……both…and…连接名词或代词作主语时，谓语动词用复数形式。e.g.BothNewYorkandLondonhavetrafficproblems.纽约和伦敦都存在交通问题。BothLilyandTomlikeplayingcomputergames.Lily和Tom都喜欢玩电脑游戏。Paragraph31.Hardaslifecanbesometimes,rememberthatthereisalwayssomeonethathasthingsworsethanyoudo.虽然生活有时很艰辛，但要记住总有人过得不如你。1)hardaslifecanbesometimes是由as引导的让步状语从句。as引导让步状语从句时，必须将表语、状语或动词原形置于as前面。e.g.TiredasIwas,Itriedtohelpthem.虽然我很累，我还是努力帮助他们。Tryashewould,hecouldn’topenthedoor.他试过多次了，却仍打不开那扇门。Hardastheytried,theycouldn’tmakeherchangehermind.尽管他们做了很大努力，却无法让她改变主意。2)remember后是一个由that引导的宾语从句thereisalwayssomeonethathasthingsworsethanyoudo，该宾语从句中又包含一个由that引导的限定性定语从句thathasthingsworsethanyoudo，该定语从句的先行词为someone。2.Constantcomplainingaboutwhatiswronginyourlifewillkeepyoufocusedonthat,whichwillbringyoudown,whilefocusingonthepositivewillliftyouup.不停地抱怨生活中的遭遇只会让你关注眼前的困境，使你受挫，而关注生活的积极面却能使你振作。1)whichwillbringyoudown是which引导的非限定性定语从句，修饰前面的整个句子。2)此句中的while为连词，意为“然而”，表示转折关系。Homework:1)ReviewnewwordsandexpressionsinTextBandprepareforadictationnextclass.2)DoPartTwoFocusExercisesafterclass.Period7PartTwoFocusExercisesChecktheanswersandcorrectstudents’mistakes.SectionDKeepYourFeetontheGroundGrammar—NounTeachingSteps:1.AskstudentstodoabrainstormonwhattheyhaveknownaboutnounsinEnglishgrammar,suchastheformsofpluralnouns,countableanduncountablenouns,functionsofnounsinsentences,etc.Studentscannamesomeofthem,forexample,book-books/child-children(pl.),desks/water(countableanduncountable).2.Teachstudentstherules,payingespecialspecialattentiontoirregularpluralnounsandpossessiveformsofnouns.special3.AskstudentstodoTestYourself,andthenchecktheanswerstogether.Period8SectionETryYourHandsTeachingSteps:1.Askstudentstostudythesamplewritinganddrawconclusiononhowtowriteanoticebyreferringbacktonotesabove.2.Studentsstudytheusefulsentencepatternsbriefly.3.Studentsfinishthewritingexerciseindividuallyandexchangetheirwritingstocorrect.建议加上建议加上Thenteachermakessurethattheyhavecorrectedthemistakesintheirwriting.SectionFLightenYourBrainPartOneAnEnglishSong—MyLoveTeachingSteps:1.Askstudentstolistentothesongandfillintheblankswiththeexactwordsthatthey’veheard.2.Checkthemissingpartstogether,thenplaythesongagainandaskstudentstosingalong.Homework:1)ReviewSectionETryYourHands,doWritingPractice建议修改成学生写与习题内容不同的通知,因为相同的已经写过了,andhandinthewritingnextclass.2)Readthefunnystory“IWasAfraidtoFrightenYou”inSectionF.建议修改成学生写与习题内容不同的通知,因为相同的已经写过了Unit2SportsTeachingObjectivesSectionAStudentsareabletounderstandtheexpressionsofmakinginvitationsaswellasacceptingandrefusingandchoosethebestanswerfortheexercises.SectionBStudentsareabletoexpresstheirownpreferenceforsportsandstatereasons.SectionCStudentsareabletospellandknowthemeaningofsomekeywordsandexpressionsinTextAandTextB.StudentscangetfamiliarwiththestructureandmainideasofTextAandTextB.StudentsmasterthelanguagepointsinTextAandTextB.StudentsareabletodoFocusExercisesindependentlyafterhavinglearnedTextAandTextB.SectionDStudentscanunderstandandmastertheclassificationandusageofAdjectiveandAdverb.StudentsareabletodoTestYourselfindependently.SectionEStudentscangetfamiliarwiththebasicformatandsomesentencepatternsofE-mail.StudentsareabletowriteanE-mailinEnglish.SectionFStudentscanunderstandthemeaningofthemusicandsingalong.TimeAllocationSectionASectionBSectionCSectionDSectionESectionF11411NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmakewhateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.TeachingProceduresPeriod1SectionAWakeUpYourEarsTeachingSteps:1.StudentsworkinpairsandbrieflydiscusstheexpressionsofmakinginvitationsinEnglishaswellashowtoacceptorrefusethem.2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.3.StudentslistentotherecordinganddoListeningPracticeonebyone.4.Checkanswerstotheexercisestogether.Period2SectionBOpenYourMouthTeachingSteps:1.AskstudentstofinishtheMatchingindividuallyandchecktheanswers.2.Askstudentstoworkinpairsandtellthepartnershis/herfavoritesportandstatereasons.Studentsareexpectedtoaddasmuchdetailsaspossible.3.Invitesomestudentstoretelltheirpartner’spreferenceforsportstothewholeclass.Homework:1.Reviewtheexpressionsofinvitationslearnedintheclassandpracticewithclassmatesorroommatesafterclass.2.PreviewTextA,includingthenewwordsandexpressions.Period3—4SectionCEnrichYourMindPartOneTextsTextATeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:skateboarding probably surf星号超纲词是否要保留? wave flat星号超纲词是否要保留?similar reason risky同上 trick object同上3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionscomeupwithnowandagainenduptakepartinsuchasmakeupbegoodatthinkupgive(sth.)atry5.Studentsreadthetextforthefirsttimetogetthemainideas,discussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetextonebyone.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph11.atthesametime同时e.g.IwishhewouldgohomeatthesametimeasIdo.但愿他跟我同时回家。JustineandIgotadmissionatthesametime.贾斯汀和我同时收到录取通知。comeupwith找到或提出（答案、办法等）e.g.Hehascomeupwithagreatidea.他想出了一个绝好的主意。Noonehascomeupwithaconvincingexplanationofwhydinosaurdiedout.尚未有人对恐龙的灭绝作出一个令人信服的解释。Paragraph2takepartin参加，参与e.g.Allstudentshavetakenanactivepartinthediscussion.所有同学积极参与了这次讨论。InearlydayonlymaleathleteswereallowedtotakepartintheOlympicGames.在奥林匹克运动会早期，只有男性运动员才能参加比赛。Paragraph3begoodat擅长e.g.Maryisgoodatplayingtheviolin.玛丽擅长弹钢琴。BothJaneandTomaregoodatmathematics.简和汤姆都擅长数学。2.What’smoreimportantisthatanyonecantryit.更重要的是，任何人都能试着玩一下。此句是一个复合句，包含了两个从句，分别是主语从句what’smoreimportant和表语从句thatanyonecantryit。Paragraph4Skateboardersarealwaystryingtothinkupwaystheycanskateoneverydayobjectssuchaspavements,stairs,hillsandrailings.滑板手们总是在想着如何能在人行道、楼梯、斜坡和栏杆等这些日常物体上滑行。本句包含了一个定语从句theycanskateoneverydayobjectssuchaspavements,stairs,hillsandrailings，修饰先行词ways。当way做先行词，并在定语从句中做状语时，关系词用inwhich,that或省略。e.g.Iliketheway(inwhich/that)theteachergiveshislessons.我喜欢这位老师上课的方式。Idon’tknowtheway(inwhich/that)theyworkedouttheproblem.我不知道他们是如何解决这个问题的。Homework:1)ReviewnewwordsandexpressionsinTextAandprepareforadictationnextclass.2)PreviewTextB,includingthenewwordsandexpressions.Period5—6TextBTeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:professionalstrugglemeasurebattletalenteducationalcurrentdegreegraduatestatuspartnerviewpointhugeprofitattractioncourtleague3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsfitthebillstandoutduetobuilduplookfordrawsb.intosth.5.Studentsreadthetextforthefirsttimetogetthemainideasanddiscussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetext.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph21.BornonAugust23,1988,LinisanAsian-AmericanNBAplayer.林书豪生于1988年8月23日，是纽约尼克斯队的一名亚裔美籍篮球运动员。此句中，bornonAugust23,1988是过去分词短语做伴随状语，与句子主语是被动关系。e.g.Shestaredatme,surprised.她两眼望着我，很吃惊。Hehurriedtothehall,followedbytwoguards.身后跟着两个卫兵，他快步走向大厅。2.Asaprofessionalbasketballplayer,he’snotoverlytall,measuring6feet,3inches(191centimeters)andweighs200pounds(90.7kilograms).作为一个职业篮球运动员，他并非特别高挑，身高为6英尺3英寸（191厘米），体重200磅（90.7千克）。此句中，measuring6feet…是现在分词短语做伴随状语，与句子主语是主动关系。e.g.Theystoodthereforanhour,watchingthegame.他们在那里站了一个小时，在看比赛。Followingtheguide,theystartedtoclimb.跟着向导，他们开始攀登。Paragraph31.startwith从……开始e.g.Herillnessstartedwithahighfever.她的病开始时是发高烧。I'llhaveatomatojuicetostartwith.先喝点西红柿汁开胃。standout突出，显眼e.g.Istoodoutinagroupinterview.我在集体面试中脱颖而出。Hisheightmakeshimstandoutinthecrowd.他身材高大，因此在人群中非常显眼。dueto由于e.g.Hissuccesswaslargelyduetohardwork.他的成功主要是靠努力工作得来的。Thefailureoftheprojectwasduetobadmanagement.这个项目的失败是由于管理不善。4.Linalsostandsoutduetohiseducationalbackground,beingtheonlycurrentNBAplayerwhohasaHarvarddegree,andisthefirstHarvardgraduatetoplayintheleagueforalmost60years.林书豪惹人注目的另一个原因是他的学历：他是目前现役美国篮球职业联赛中唯一拥有哈佛大学学位的球员，也是60年来第一个在美国职业联赛中打球的哈佛毕业生。此句中，beingtheonlycurrentNBAplayer...是现在分词短语做原因状语，与句子主语是主动关系。who引导的定语从句修饰player，其中hasaHarvarddegree与isthefirstHarvard...是并列结构。e.g.Seeingnobodyathome,shedecidedtoleavethemanote.因为没人在家，她决定给他们留张条。Notknowinghisaddress,shecouldn’tgetintouchwithhim.由于不知道他的地址，她无法联系上他。Paragraph4buildup建立；增进；加强e.g.Thecollegehasbuiltupabiglibraryonthecampus.这所大学在校园里建立一个大型的图书馆。Hetriedtobuilduphisstrengthafteranillness.生了一场病后，他努力地增强体质。Paragraph5lookfor寻找e.g.Hebegantolookforanotherpositionimmediately.他马上开始寻找另一个职位。NegotiaorsNegotiatorsarelookingforapeacefulsettlementtothedispute.Negotiators谈判双方正寻求和平解决争端的办法。2.Withhisattraction,IvyLeaguebackgroundandcome-from-nowherestory,Linisjusttherightperson.由于林书豪本身具有的吸引力和常春藤背景，以及横空出世的故事情节，因此，他就是那个合适的人。with的用法较多，这里表示“由于，因为”。e.g.Thebabywascryingwithhunger.婴儿在哭，因为他/她饿了。Shewasredwithanger.她愤怒地涨红了脸。Homework:1)ReviewnewwordsandexpressionsinTextBandprepareforadictationnextclass.2)DoPartTwoFocusExercisesafterclass.Period7PartTwoFocusExercisesChecktheanswersandcorrectstudents’mistakes.SectionDKeepYourFeetontheGroundGrammar—AdjectiveandAdverbTeachingSteps:1.AskstudentstodoabrainstormonwhattheyhaveknownaboutadjectiveandadverbinEnglishgrammar,suchastheirsyntacticfunctionsandtheirspecialforms.2.Teachstudentsthesyntacticfunctionsofadjectiveandadverbandtheircomparativeandsuperlativedegrees.3.AskstudentstodoTestYourself,andthenchecktheanswerstogether.Period8SectionETryYourHandsTeachingSteps:1.Askstudentstostudythesamplewritinganddrawconclusiononhowtowriteane-mailbyreferringbacktonotesabove.2.Studentsstudytheusefulsentencepatternsbriefly.3.Studentsfinishthewritingexerciseindividuallyandexchangetheirwritingstocorrect.建议加上教师修改环节建议加上教师修改环节SectionFLightenYourBrainPartOneAnEnglishSong—WakaWaka(ThisTimeforAfrica)TeachingSteps:1.Askstudentstolistentothesongandfillintheblankswiththeexactwordsthatthey’veheard.2.Checkthemissingpartstogether,thenplaythesongagainandaskstudentstosingalong.Homework:1)ReviewSectionETryYourHands,doWritingPractice,建议修改成学生写与习题内容不同的邮件,因为相同的已经写过了andhandinthewritingnextclass.2)Readthefunnystory“Nothing”inSectionF.建议修改成学生写与习题内容不同的邮件,因为相同的已经写过了Unit3FamousPeopleTeachingObjectivesSectionAStudentsareabletounderstandtheexpressionsofmakingrequestsorsuggestions,andchoosethebestanswerfortheexercises.SectionBStudentsareabletointroduceSteveJobsinoralpresentation.SectionCStudentsareabletospellandknowthemeaningofsomekeywordsandexpressionsinTextAandTextB.StudentscangetfamiliarwiththestructureandmainideasofTextAandTextB.StudentsmasterthelanguagepointsinTextAandTextB.StudentsareabletodoFocusExercisesindependentlyafterhavinglearnedTextAandTextB.SectionDStudentscanunderstandandmastertheclassificationandusageofVerb.StudentsareabletodoTestYourselfindependently.SectionEStudentscangetfamiliarwiththebasicformatandsomesentencepatternsofNote.StudentsareabletowriteaNoteinEnglish.SectionFStudentscancompletethedialoguesinthefilmclipandunderstanditsmainidea.TimeAllocationSectionASectionBSectionCSectionDSectionESectionF11411NOTES:Thisunitisarrangedforatimespanof8periods.Ateachercanmakewhateverchangeshe/shethinksnecessaryaccordingtohis/herownconditions.TeachingProceduresPeriod1SectionAWakeUpYourEarsTeachingSteps:1.StudentsworkinpairsandbrieflydiscusstheexpressionsofmakingrequestsandsuggestionsinEnglish.2.StudentsstudyWordTipstogetpreparedfordoingListeningPractice.3.StudentslistentotherecordinganddoListeningPracticeonebyone.4.Checkanswerstotheexercisestogether.Period2SectionBOpenYourMouthTeachingSteps:(Thisactivityrequiresstudents’pre-workingonthePPTmakingandrehearsal.)1.Choose1-2groupstopresenttheirintroductiontoSteveJobs.2.Askstudentstoraisequestionsandmakecomments.3.Concludestudents’performanceandbrieflyintroduceSteveJobs.Homework:1.Reviewtheexpressionsofmakingrequestsandsuggestionslearnedintheclassandpracticewithclassmatesorroommatesafterclass.2.PreviewTextA,includingthenewwordsandexpressions.Period3—4SectionCEnrichYourMindPartOneTextsTextATeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:truthgraduationlosshiretalentedgraduallyfailureeventsuccessfulremarkablefaithtrulysatisfiedfeaturegaragestudiobrick3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsbehonoredtograduatefromget(be)firedsidewithsb.(againstsb./sth.)thinkaboutrunawayfromstartovergoontobefiredfrom5.Studentsreadthetextforthefirsttimetogetthemainideas,discussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetextonebyone.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph11.behonoredto很荣幸……e.g.I’mgreatlyhonoredtobeinvitedtoattendandaddressthemeeting.我非常荣幸能应邀参加此次大会并发言。Iwouldbehonoredtobeshownaroundyourfactory.若能参观一下你们工厂我将深感荣幸。2.graduatefrom毕业于……e.g.ShegraduatedfromanAmericancollege.她毕业于美国一所学院。HewillgraduatefromtheschoolinMay.他将要在五月份毕业。Paragraph41.thinkabout考虑e.g.MayIthinkaboutitforamoment?我可以考虑一下吗?Youcanthinkaboutitandletmeknowyourdecisionlater.你可以把这事考虑一下，以后再把你的决定告诉我。2.runawayfrom逃离；回避e.g.Heranawayfromhomeattheageofthirteen.他十三岁那年就离家出走了。I’veneverbeenonetorunawayfromtrouble.我这个人从不逃避困难。Paragraph61.I’mprettysurenoneofthiswouldhavehappenedifIhadn’tbeenfiredfromApple.我很确定，如果当年苹果公司没开除我，就不会发生这些事情。此句是一个由if引导的表示过去情况的虚拟条件句，表示与过去事实相反的假设，其结构为：if+从句主语+had+过去分词，主句主语+wouldhave+过去分词。e.g.Ifhehadcome,Iwouldhavetoldhimthenews.如果他早来，我就会和他说这个消息了。IfIhadknowntheplan,ahugeamountoftimewouldhavebeensaved.如果我早知道这个计划，就不会浪费那么多时间了。另外，if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。if引导的表示现在情况的虚拟条件句，表示与现在事实相反的假设，其结构为：if+从句主语+were/did，主句主语+would/should/could/might+动词原形。e.g.IfIwereyou,Ishoulddothat.如果我是你，我就那么做。if引导的表示将来情况的虚拟条件句，表示与将来实现的可能性不大的情况，其结构为：if+从句主语+wereto/did/should+动词原形，主句主语+would/should/could/might+动词原形。e.g.Ifanyonesetmefree,Iwouldmakehimveryrich.如果有人把我放出来，我会使他富有。2.I’mconvincedthattheonlythingthatkeptmegoingwasthatIlovedwhatIdid,andtheonlywaytobetrulysatisfiedistodowhatyoubelieveisgreatwork.我坚信，这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。而且，人若要真正满足，就得做自己认为伟大的事情。1)此句的结构比较复杂，其中包括that引导的宾语从句、定语从句和表语从句，以及what引导的名词性从句。句中第一个that引导的是宾语从句，做convinced的宾语；第二个that引导的是定语从句，修饰先行词theonlything，需要注意的是，在定语从句中，若先行词被theonly,thevery,thefirst,thelast等词修饰时，关系代词用that而不用which；第三个that引导的是表语从句，做was的表语。句中第一个what引导的名词性从句做loved的宾语，第二个what引导的名词性从句做do的宾语，做从句的主语。另外，what引导的名词性从句在复合句中还可以做表语和同位语。e.g.ThisiswhatIwanttosay.这就是我想说的。(做表语)Ihavenoideawhatweshoulddonext.我不知道下一步我们该干什么。(做同位语)2)此句中的tobetrulysatisfied是不定式做后置定语，修饰主语theonlyway。当不定式做定语时，一般都放在所修饰的名词或代词后面。e.g.Wehavemadeaplantolearnfromthehero.我们制订了一个向英雄学习的计划。Weneedsomeonetohelpwiththework.我们需要有人来帮忙干这个工作。Homework:1)ReviewnewwordsandexpressionsinTextAandprepareforadictationnextclass.2)PreviewTextB,includingthenewwordsandexpressions.Period5—6TextBTeachingSteps:1.AskstudentstolistentotherecordingofWordListandreadafterit.2.ExplainkeywordsintheWordListindetail.KeyWords:enteruniversityresearchersecretarytypecharacterbarpublishachieveinstantsuccessadultplot3.AskstudentstolistentotherecordingofUsefulPhrasesandExpressionsandreadafterit.4.Explaintheusefulphrasesandexpressionsandaskstudentstomakesentenceswiththem.UsefulPhrasesandExpressionsspend…(in)doingsth.workastypeupcometosb.inone’smindpullintotakeshape5.Studentsreadthetextforthefirsttimetogetthemainideasanddiscussaboutthestructureofthetext,andthendo“ReadingComprehension”individually.6.Checktheanswersto“ReadingComprehension”together.7.Askstudentstolistentotherecordingofthetextandreadafterit.8.Asksomestudentstoreadthetext.9.Explainsomedifficultlanguagepointsinthetextindetail.Inthisprocess,teachersshouldpaymoreattentiontothesentencepatternsmentionedinNotes.LanguagePoints:Paragraph21.spend...(in)doingsth.花费（时间、精力、金钱等）做某事e.g.ThetimeIspendincommutingeverydayaddsuptotwohours.我每天上下班乘车花费的时间加起来有两个小时。Mostofherlifewasspentincaringforothers.她大半辈子的时间都用来照顾别人了。2.inone’smind在……心里e.g.Heturnedthenewideaoverinhismind.他仔细得考虑了这种新想法。Don’tkeepyoursecretinyourmind.不要把秘密藏在你的心里。3.takeshape成形；形成e.g.Thenewbuildingisbeginningtotakeshape.新大楼已初具规模。Thisprojectwillsoontakeshapeifwegetmorepeopleworkingonit.如果我们有更多的人参与工作，这项工程即可见雏形。4.Duringthistime,onalongtrainridefromManchestertoLondoninthesummerof1990,theideacametoherofaboywhoisawizard.在1990年的夏天，她坐在由曼彻斯特出发前往伦敦的火车上，旅途十分漫长，就在那时她想到了魔法小巫师哈利·波特这个男孩的形象。theideacametoherofaboywhoisawizard是一个介词短语后置的句子，目的是使主语更加明确，其正常语序应为theideaofaboywhoisawizardcametoher。5.BythetimethetrainpulledintoKing’sCrossStationfourhourslater,manyofthecharactersandtheearlyplothadbeenfullyformedinherhead.四个小时后当火车驶入国王十字车站的时候，大部分人物和故事的前期框架已经在她的脑海里形成了。此句中bythetime引导的是一个时间状语从句，表示“当……的时候”。如从句的时态为过去时，则主句使用过去完成时；如从句的时态为现在时或将来时，则主句使用将来完成时。e.g.Bythetimehewas14yearsold,hehadlearnedmathsallbyhimself.到十四岁的时候，他就自学了数学。Bythetimeyougraduate,Iwillhavebeenworkingforfiveyears.等你毕业时，我就已经工作五年了。Homework:1)ReviewnewwordsandexpressionsinTextBandpreparef