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1、Unit 2 GreetingsTeaching ObjectivesAt the end of the class, the students should:1. have a brief idea of the text contextually and linguistically;2. enlarge their vocabularies and sentence patterns about greetings and know how to use the key words and expressions in context properly;3. talk about the
2、 college life and effective learning methods;4. grasp the key information after listening practice5. To improve reading skills.Key Points and Difficult Points1. Useful Language Points and Expressions2. Difficult Sentence Structure3. Communicating Interaction4. Translation Skills and PracticePlanned
3、teaching time 6 credit hoursTeaching Procedures1. Leading-in Interaction (30mins)A. Pronunciation Practice (10mins)B. Group Discussion (20mins)2. Detailed study of Text (180mins)A. Passage listening (10mins)B. Pre-reading (40mins)C. Comprehension of the paragraphs (40mins)D. Key words and difficult
4、sentences (50mins)E. Structure of the text (20mins)F. Grammar (20mins)3. Guided practice (exercises based on the text) (30mins)4. Practicing interaction and communicating interaction. (50mins)5. Homework and feedback (10mins)Teaching Approach1. Communicative approach2. Situational and task-based app
5、roach3. DiscussionReference Books1.Teachers Manual of Career Express English Book 12. Career Express English Students Book 1Section I. Leading-in1. Ask students to read the given sentences aloud (Task 1)Aim: 1). To improve students pronunciation 2). To arouse students interest2. Divide students into
6、 several groups and ask them to give answers to the given questions (Task 2)1) How do you greet people when you meet them for the first time?2) How do you introduce yourself ?3) What kind of weather do you like best?4) Do you know the weather in London?5) What would you say when you see somebody off
7、 ?Answers for Reference1) Nice to meet you./ How do you do./ Hows everything going?/ How are you doing?2) Im./My name is./Im from./I graduated from./My family members are.3) I like. best./. is my favorite season is.4) Its always cloudy. Its often rainy. The air is very fresh./mild and gentle/ marine
8、 climate5) Have a good journey/trip. Best wish/good luck.Section II Reading InteractionSection A. Discovering the Main Idea:Greetings and introductions are very important to our social life and we should pay attention to the tips about greetings and introductions in different situations, so as to ma
9、ke a good first impression and improve our existing relationships.Section B Useful words and expressionsPara1.1) make use of 利用、使用某物，其中use是名词，可用good,full, more, little, considerable等形容词来修饰。应特别注意其被动形式。e.g.：We make good use of time to study. 我们充分利用时间学习。e.g. A considerable use is made of internal and i
10、nformal information. 大量使用了内部和非正式信息。2) friendliness n. 友好；亲切e.g. His kind smile soon generated friendliness.他友善的微笑很快营造了友好的气氛。e.g. His friendliness is not always an offer of true friendship.他的友好并不总是表示真正友情。Para 21) Greetings vary a lot in formality.打招呼的郑重程度大不相同。vary是不及物动词，后面跟in/on/with短语表示在某些方面变化。Vary.
11、in表示“在.方面有差异”。e.g. People vary a lot in their ideas.人们的观点大不相同。2) formality n. 礼节；郑重e.g. I wish we could treat each other without formality.我希望我们彼此之间不要太拘谨。 e.g. She has the greatest disregard for all formality.她全然不顾礼节。3) “When meeting someone formally for the first time”, 现在分词短语作时间状语。分词短语作状语，在句中可以表示时
12、间、原因、结果、条件、让步、行为方式或伴随情况等。分词短语作时间状语、原因状语、条件状语和让步状语时多位于句首，作结果状语、伴随状语时常位于句末。4) “shake ones hands” 握某人的手。5) formally adv. 正式地，形式上e.g. He was formally inducted into the office of governor .他正式就任州长之职了。e.g. It was really too warm for her to dress so formally.她穿得这么正式真的太热了。6) we do shake hands when we meet n
13、ew people. “do”放在动词前面表示强调，有“一定”的意思。“but”连接两个并列句。7) rarely adv. 很少地e.g. He rarely talks with other students on the campus.他很少和校园里的其他学生交谈。e.g. She rarely goes to the canteen to have lunch. 她很少去餐厅吃午餐。 8) part v. 分离；分开e.g. We feel as if we had been parted from each other for years.我们觉得好像被分开好多年了。 Para 41
14、) “leave a(n). impression upon/on sb.” “给某人留下.印象”语言点: impression n. 印象；效果e.g. My impression is that he is against it. 我的印象是他反对这件事。e.g. What was your first impression of the college? 你对大学的第一印象是什么？2) “introducing yourself and others” 动宾结构的动名词短语做主语。3) etiquette n. 礼节；礼仪e.g. In Asia, etiquette is everyt
15、hing. 在亚洲，礼节就是一切。e.g. How well do you know the chopstick etiquette?你知道多少关于使用筷子的礼仪呢？Para 51) Whoever is the highest-ranking person is introduced to everyone else in order of their position.译文：根据地位的高低，地位最高者将依次被介绍给其他所有的人。分析：“Whoever is the highest-ranking person”是由“whoever”引导的名词从句在整个句子中充当主语成分。2) rank n
16、. 等级；军衔 v. 排等级e.g. His shoulder badge indicates his rank. 他的肩章表明他的军衔。e.g. He eventually rose to the rank of captain.他最终升到了上尉的军衔。Para 61)There are some circumstances that may make you feel embarrassed.有些情况可能会让你感到尴尬。在“there be”句型当中只能用“that”不用“which” 引导定语从句。2) circumstance n. 环境；情况e.g. Dont deceive und
17、er any circumstances. 在任何情况下都不要行骗。e.g. In this circumstances, Jacks plans looked highly appropriate.在这种情况下，杰克的计划看起来非常合适。3) embarrassed adj. 尴尬的；窘迫的e.g. He was so embarrassed.他是如此的尴尬。e.g. She feels embarrassed when meeting him. 当她遇到他的时候觉得尴尬。4) This may make everyone feel comfortable.这会使每个人都感到轻松舒适。“ma
18、ke”用作使役动词，表示“使” ，后接不定式的复合结构作宾语时，不定式不能带 to。5) comfortable adj. 舒适的；舒服的e.g. We have a comfortable new residence.我们有了一个舒适的新居。e.g. A home should be comfortable and friendly. 家应使人舒适与和睦。Para 71) develop v. 开发；进步e.g. Develop the economy and ensure supplies.发展经济，保障供给。e.g. Their bodies were well developed an
19、d superfit. 他们的身体发育良好，极其健康。Section III Practicing and InteractionGrammar on Nouns and Pronouns一、名词：英语中的绝大多数名词既可以用作可数名词也可以用作不可数名词。1可数名词可数名词一般可以分成以下三类：第一类：如bike，desk，factory等，这类名词占可数名词的多数。以bike为如：There are fifty bikes at this shop这家商店有50辆自行车。第二类：如clothes等，本身表示复数形式。以clothes为例：She cares for nice clothes
20、她爱好穿着。2不可数名词不可数名词的用法特征主要有以下几种：（1）不带冠词的单数形式需用动词单数作谓语。Knowledge is power知识就是力量。（2）由much，little等词修饰。例如：They have saved much money for future use他们存了很多钱以备未来使用。（3）与表示单位的量词如a piece of等连用。例如：Go and fetch me a piece of chalk给我去拿一支粉笔。要十分注意的是：不可数名词不能与不定冠词或数词直接用在一起。如不能说a good news, an advice, a hard work等。不可数名
21、词可以与量词使用构成不同的词组：如：a piece of paper 一张纸 a drop of water 一滴水a 1oaf of bread 一条面包 a bag of money 一袋钱a bottle of milk 一瓶牛奶 a pair of shoes 一双鞋此外还有专有名词：专有名词用来指具体的人、地点、日子或物体的专有名称。其特点是：第一个字母大写，通常不与冠词连用，无复数形式。人名英美人的姓名与中国人的恰恰相反，姓在后面，名在前面，姓名前通常不用冠词。例如：Mary Smith；George Washington。（1）一般熟人间通常用名称呼。例如：Hows John g
22、etting on? 约翰近来好吗？（2）在不熟悉人之间或表示礼貌时，常把姓和称谓连用。例如：Would you please tell John Smith to come to the office? 请你告诉约翰史密斯到办公室来一次好吗?（3）姓氏复数前加定冠词可表示全家人。例如：The Turners have gone to America特纳一家人去美国了。 可数名词及其复数形式可数名词的复数形式一般由词尾加-s或-es构一般情况加-s在清辅音后读/s/ 如maps,books在浊辅音及元音后读/z/ 如cars,photos在/t/后读/ts/cats,students，在/d/
23、后读/dz/beds,如guards在/dz/后读/iz/ 如bridges,ages以字母s,x,ch,sh结尾的词加-es在/s/,/z/,/s/,/ts/后读/iz/如classes,brushes以辅音字母+y结尾的词将y改成i,加-es读/z/如factories,stories以字母o结尾的词一般加-es读/z/如potatoes,tomatoes少数外来词或缩略词加-s读/z/如radios,pianos以字母f或fe结尾的词一般加-s读/s/如roofs,chiefs少数将f,fe,改为-ves读/z/如shelves,knives有些加-s或改为-ves均可读/s/或/z/如
24、scarfs/scarves代词代词是代替名词或一句话的一种词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、反身代词、相互代词、疑问代词、关系代词、连接代词和不定代词九种。 代词用法1)人称代词：人称代词是表示我、你、他、她、它、我们、你们、他们的词。是表示自身或人称的代词。 人称代词可用作主语，表语，宾语以及介词宾语。I am a worker,I work in the factory.我是一个工人，我在工厂工作。You are a good teacher.你是一位优秀教师。She is a little girl.她
25、是一个小女孩。2）物主代词：表示所有关系的代词叫做物主代词。物主代词可分为形容词性物主代词和名词性物主代词两种。 3）反身代词表示我自己，你自己，他自己，我们自己，你们自己，他们自己等的词叫做反身代词。反身代词第一，二人称构成是由形容词性物主代词加-self（复数加-selves)构成。第三人称反身代词是由人称代词宾格形式加-self（复数加-selves)构成 4）相互代词表示相互关系的代词叫相互代词，有each other 和one another两组，但在运用中，这两组词没什么区别。如：They love each other.他们彼此相爱。 5）疑问代词表示“谁（who），谁(whom
26、），谁的（whose），什么（what），哪个或哪些(which）”等词叫疑问代词。6）关系代词关系代词是用来引导定语从句的代词。关系代词有：who,whose,whom,that,which,as,可用作引导从句的关联词,它们在句中可用作主语，表语，宾语，定语.在主句中，它们还代表着从句所修饰的那个名词或代词（通称为先行词）。e.g.：This is the man who helped me yesterday.这个男人昨天帮了我。 7）不定代词没有明确指定代替任何特定名词或形容词的词叫做不定代词，常用不定代词如下：all,any,another,both,each,every,eithe
27、r,few,little,many,much,no,none,neither,one,other,some以及由some,any,no,every和body,one,thing构成的复合词。不定代词的用法：不定代词代替名词或形容词.在句中可用作主语，宾语，表语和定语。e.g.：Everybody should be here in time tomorrow.明天大家都要按时到。e.g.：I know nothing about it.这件事情我一点都不知道。7）连接代词who,whom,what,which,whose,whoever,whatever,whichever,whoever等，
28、它们在句中可用作主语、宾语、表语、定语等，可以引导主语从句、宾语从句和表语从句，如：I dont know who he is.我不知道他是谁。What he says sounds reasonable.他说的话听起来有道理。The question is who(m) we should trust.问题是我们该信任谁。 Section IV Communicating Interaction Aims:1. To arouse students interest2. To enable students to identify information3. To give students
29、 fluency practice in listening and speaking about greetings and introductions.Tasks:1. Students learn to understand and write a name card and resume.2. Students learn expressions used in greetings and introductions.Procedures:1. Ask students to look at the business card and answer the question (Task
30、 9)2. Ask students to read the name card and describe the person.(Task 10)3. Ask students to learn the useful sentences related to greetings and practice them orally.4. Ask students to listen to the dialogue and fill in the blanks(Task 11)5. Ask students to listen to conversation sequence the pictur
31、es. (Task 14)6. Ask students to listen to a passage and fill in the blanks. (Task 15)7. Ask students to work in pairs and make up short conversation after the example.(Task 16)8. Ask students to listen and choose the right sentences(Task 17)9. Ask students to give an introduction to each other(Task 18)Section V Amusementomitted