綜合英語教程

1、Unit 1 The Snake BiteTeaching Aims1. Improving Skills1 Learn and master different ways of asking about & expressing impressions2.Practicelistening comprehension and master certain listening skills.3.Inproving English speaking skills and communicative skills by learning the conversation and other

2、 speaking activities.2. Enriching Vocabularyall at once, figure, seem, forbid, show up, strike, make for, pick out, light out for, must have done, every now and then, at length, hold on to3. Improving Writing skills Writing logical sentences.4. Introduction to Grammarindirect command with infinitive

3、s such as He wanted to see you/Tell him to wait。Teaching ActivitiesDo the extended activities to practice studentsintegrated skills of reading comprehension, translation, writing and to solidate their basic language knowledge of grammar and vocabulary.Teaching duration 8 lessonsTeaching aids A recor

4、derTeaching Procedures:Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as:(1) It is annoying to do.(2) I am not pleased at all

5、 with.(3) John was very upset when his father cancelled the family trip to the beach.(4) You wouldnt believe it.(5) What a shame!(6)It sickened me to see how.(7)It really get on ones nerves.(8)It really get under ones skin.Annoy v.tr.（及物動詞）To cause slight irritation to (another) by troublesome, ofte

6、n repeated acts.使生氣，使煩惱：用煩人的，通常是重復性的行為使（別人）生氣To harass or disturb by repeated attacks.打攪，干擾，擾亂：用屢次的攻擊使人厭煩或打擾r.（不及物動詞）To be annoying.招人討厭，惹人煩惱He looked annoyed.他好象不耐煩的樣子。We can annoy the enemy by raids.我們可以用空襲騷擾敵人。Part 1 Comminicative activities1.Interative listening and speakingA Students are a

7、sked to close their books and listen to the tape recorder without reading the new dialogue. B During the listening, students are asked to take some notes about some information of the dialogue.C After listening, Teacher will read the listening exercise on Page2 and students do the exercise with the

8、help of the notes, which they have just taken down, and the memory of the listening.D Students talk about their feelingsIt sickened me to see how.It really get on ones nerves.It really get under ones skin.E Try to Speak More:Firstly, students will be asked to read the conversation by role-playing.Se

9、condly, Teacher will explain some unfamiliar words or phrases in the conversation. Such as: sicken, bald and three chickens to one single cage.Thirdly, students will be asked to point out some expressions that express feelings of distress or annoyance in the conversation.Forthly, Teacher asks severa

10、l students to read the expressions that they have already checked out.2.Story time.Ask the students to work out a short story in pairs on the picture.3.What are they for?& 4.More sentencesTeacher will play the tape recorder to let students listen to more ways of expressing distress and annoyance

11、.* After listening, students will be given a little time to match these expressions with the functions.* Teacher will read the Actual Words Spoken out one by one while students will read the responding functions.* Teacher will explain the meanings of some unfamiliar words such as: bugging, pestering

12、 and bragging.Bug: annoy;Pester: to annoy someone by repeatedly asking questions or making requests, especially when they are paying attention to something else.Brag: v.tr.（及物動詞）To assert boastfully.夸耀地宣稱n.（名詞）A boast.自夸Arrogant or boastful speech or manner.傲慢的話，夸耀的態(tài)度Something boasted of.被夸耀之物A brag

13、gart; a boaster.吹牛的人；說大話者Games A card game similar to poker.【游戲】 類似于撲克的一種紙牌游戲make brag of one's success自夸成功His wealth is his brag.他夸張他的財富。He constantly brags about how well he plays football.他老是吹噓自己足球踢得多么好。If You Want to Learn MoreIn the above exercise, we have learnt and practised ways of expre

14、ssing annoyance and distress in different situations. In this part, additional expressions are listed. lStudents will be given a little time to put the given sentences numbers into the suitable blanks.lTeacher will check the answers.lTeacher will explain several important expressions. i.e. gall sb:

15、to vex sb; to annoy someone or make someone very angry; get on ones nerves: to annoy someone, especially by continually saying or doing sth you do not like. get under ones skin: to annoy someone a lot, but may not annoy other people at the same time. drive sb mad/crazy/nuts/ up the wall: to annoy sb

16、 very much so that they cannot stand the situation. be a drag: If someone or sth is a drag, they annoy you especially because they are boring or prevent you from enjoying yourself.Quotable QuoteA Teacher will read the quotable quote out firstly. i.e. If we are bound to forgive an enemy, we are not b

17、ound to trust him.B Have the class discuss why we can forgive an enemy, but never trust him or her?C Ask some students to make a presentation about their discussion.D Ask students who have the similiar experience to talk about this quote.Part 2 Reading and Language Activities1. The Text-The Snake Bi

18、teIntroduction to the textStudents will be asked by Teacher “ Have you ever met a snake?” “Do you like it?” “Do you have any stories concern with any snake?” Teacher may pick some students at random to tell their interesting experiences or horrible fears with snakes. Teacher may try to tell the firs

19、t part of the story in the text and ask students to guess the rest of the story. Later, Teacher should tell some good examples of snake-bite first aid. First of all, try not to be scared and to identify the snake if you can. Secondly, try to get the poisonous blood out. Next, get the patient to hosp

20、ital as quickly as possible.Explain the Language Point1 The text contains many colloquial phrases to reflect a childs style of speaking. Phrasal verbs are used over single verbs, for instance, “l(fā)ight our” for “depart”; “pick out” for “recognize”, “show up” for “appear”, “break into” for “begin abrup

21、tly”. The use of child phrases (“Mama”, “Papa”) and some causative verbs in “make me lie”, “put Martha to watch”, “get me to stop yelling” also help render the text fitting a childs tone.2 The house melon-and-garden patch: a piece of land for growing vegetables and melons for family use. Known as a

22、“vegetable patch”.3 On the place; in the lot: Both refer to the boys home. “Lot”: a piece of land having a special use. E.g. a parking lot; a used-car lot; a building lot.4 made for: headed toward; pick out: recognize; buggy and Tom: the horse and the horse-drawn carriage; break into a gallop: start

23、 to run abruptly;5 porch: (mainly used in American English) a raised platform built along the walls of a house and often covered with a roof. After supper, people usually sit on chairs or rockers on the porch for relaxation. Houses with porches can still be seen in many places in America, especially

24、 in rural areas.6 Anxious to get his nose in the manger: A manger is a feeding box in a stable or barn. Here it means that the horse was anxious to eat.7 crest: n.（名詞）A usually ornamental tuft, ridge, or similar projection on the head of a bird or other animal.羽冠：鳥或其它動物頭上通常作裝飾用的冠毛、脊狀突起或類似突起物An eleva

25、ted, irregularly toothed ridge on the stigmas of certain flowers.花冠：某些花的柱頭上的突起的、非規(guī)則齒狀的脊狀突起A plume used as decoration on top of a helmet.羽飾：頭盔頂部用作裝飾的羽毛A helmet.頭盔Heraldry A device placed above the shield on a coat of arms.【紋章學】 飾章：一種放在盾形紋章上方的飾物A representation of such a device.紋章圖飾：這種裝置的紋章圖飾The top,

26、as of a hill or wave.山頂，浪尖：山或波浪等的頂部The highest or culminating point; the peak:最高點，頂點；頂峰：the crest of a flood; at the crest of her career.洪峰；在她事業(yè)的頂點The ridge on a roof.屋脊8 light out美俚匆匆離去, 拼命地跑, 飛快地跑9 strike v.tr.（及物動詞）To hit sharply, as with the hand, the fist, or a weapon.打擊：猛烈擊打，如用手，拳頭或武器等To infli

27、ct (a blow).使遭受（一擊）To penetrate or pierce:滲過或透過：was struck in the leg by a bullet.被子彈穿透腿部To collide with or crash into:沖突或沖撞：She struck the desk with her knee.她的膝蓋撞上了桌子To cause to come into violent or forceful contact:撞擊：引起猛烈或有力接觸的形成：She struck her knee against the desk.她用膝蓋撞桌子10 show up v.揭露, 露出, 露

28、面11 rig: n. Special equipment or gear used for a particular purpose.成套器械：用于特用途的特殊裝備或器械A truck or tractor.鉸鏈式卡車，拖拉機A tractor-trailer.拖拉機拖車A vehicle with one or more horses harnessed to it.馬車：套上一匹或多匹馬的馬車The special apparatus used for drilling oil wells.鉆井架，鉆塔：用于打油井的特殊工具12 at length adv. 最后, 詳細地13 yell

29、: r.（不及物動詞）To cry out loudly, as in pain, fright, surprise, or enthusiasm.叫嚷：因痛苦、害怕、驚訝或熱情而大聲喊叫v.tr.（及物動詞）To utter or express with a loud cry; shout.叫喊著說：大叫著說或表達；叫喊n.（名詞）A loud cry; a shout.大聲吼叫；叫喊A rhythmic cheer uttered or chanted in unison by a group:歡呼聲：一群人同時發(fā)出的帶節(jié)奏的歡呼：a college yell.大學生的歡呼Ac

30、tivityStudents are given a little time to predict the result of the text. Did Fathers coming save the author? Who saved the author at last, Father or doctor?Language WorkStudents are asked to fill out the blanks with the words or phrases from the text.Teacher has the students work individually and g

31、et the answers to fit the text.Later, has the students report their work and Teacher checks the answers.Part 3 Extended ActivitiesPoem reading一個細長的家伙（翻譯）一個細長的家伙有時在草叢里馳騁你可能見過是不？他的出現(xiàn)，很突兀 草兒像被梳子分開現(xiàn)出利箭帶斑然后在你的腳邊合攏，又一路打開向前 它喜歡潮濕的地盤，泥土要涼得不生五谷但當年小孩時，赤著足我曾多次在上午 走過，當它是陽光里攤開的繩鞭想彎腰把它拾起它卻蜷縮，然后不見&#

32、160;自然界好些人士我也認識，他們對我也熟悉他們讓我心里涌起一片真情實意但每次碰見這個家伙，不管是有伴，還是單獨總是呼吸急促還冰涼侵骨2. Read More A IntroductionAfter students interesting stories, Teacher will try to raise questions such as: Can you believe love between animals? / What will happen if a baboon fall in love with a cock? / Do you believe the story.B

33、ReadingStudents are asked to read the text as a reading material. They will be given a little time to get the main idea of the text and try to match the subtitles with the pictures on Page 40.C CheckingTeacher may ask one or two students to get the main idea out. He or she may encourage students to

34、make it as a story if they can. Later, come to the cartoons and the subtitles. Teacher should ask the answers to the matching from the students.D True or False QuestionsStudents will be asked to do the true or false questions. Later, have the students check the answers together. Grammar Work Teacher

35、 explains “Command Verb + Infinitive” structures.Have the students say other verbs of similar type:(1) forbid (2) manage (3) decide (4) force Have the students complete the error correction individually. Teacher may explain the structure “Command Verb + Gerund”. Teacher and students check the answers together with students read their answers one by one. Word Formation* Have the students work in small groups to study