Unit One A It Was Worth Every Penny

周次 章节名称 1 时间 2013年 2 月 27 日 第 1-2 节 授课方式 课堂讲授：（ √ ） 实践课：（ ） Unit One A 1. Be familiar with the expressions about human touch. 教学目的 2. Master the techniques of giving encouragement in English. 3. Share stories of helping others with classmates. 4. Write a thank-you letter. 教学手段 重点 Teacher-centered approach(question and dictation), cooperative learning, network, multimedia system 1. Passage 1: It Was Worth Every Penny 2. Giving encouragement 1. The usage of new words and phrases in this passage 2. Applied Writing: a thank-you letter 1. Preview the new words and phrases. 作业 2. Write a thank-you letter. 3. Memorize the new words and phrases after class. 教 学 内 容 与 教 学 过 程 难点 It Was Worth Every Penny Part I：Detailed Teaching Procedure（教学过程） Step 1: Greeting and introduce teaching plan and requirements in this term. (5ms) Step 2: Starter: (lead-in of the text) (15ms) A song: My Heart Will Go On 1. Ask students the following questions before playing the tape: hope, or love? b) Do you think love begins at home? c) Do you agree that “Love is all we need”? 2. Have students listen to the song and finish the exercise. 3. Check the answers with students.  Step 3: It Was Worth Every Penny (35ms) 1. 口语练习 互相介绍寒假生活和趣事，并练习口语。 a) Which do you think is the most important in one’s life, faith, 2. 导入 欣赏歌曲 My Will Heart GO On. 介绍电影泰坦尼克的背1. Text Comprehension: ask students to read the text and then proceed 景及故事第 1页

教 学 内 容 与 教 学 过 程 to the detailed study of the text. 内容主旨。 2. After-text exercise: have students complete the exercises after the Starter 部text and check the answers with students. Notes 1. It Was Worth Every Penny 物有所值 worth在这里作介词，通常有下列两种用法： 1) be worth sth. 值…… e.g. One of the pictures is worth £50,000. 2) be worth doing (something)（某事）值得去做 该短语表示某事有趣、有帮助或者有意义。同时还用来表示某人应该去做某事，并从中获得某些东西。 e.g. The film is well worth seeing. worth也可以作名词，意为“价值”，但用来谈论某物值多少钱，常用value。 e.g. The value of the property has doubled. 2. She approached the owner of the store and asked if he would let her charge a few groceries. 她来到店主面前，恳求他让她赊点杂货。 ☆approach vt. 靠近 e.g. As I approached the house, I noticed a light on upstairs. 该词还可以作不及物动词，同样表示“接近，靠近”。 e.g. She heard footsteps approaching. approach 也可以作及物动词，表示“to begin to deal with a situation or problem in a particular way or with a particular attitude (动手处理)”，后面通常接problem, task, matter等名词作宾语。 e.g. It might be possible to approach the problem in a different way. approach 也可以作可数名词，表示“a method of doing something or dealing with a problem (方法)”，常与介词to 连用。 e.g. This is a new approach to teaching languages. *charge vt. 赊购 该词常用的结构是：charge something to somebody’s account, etc. 第 2页

分的填空题，可以让学生展开讨论 目的：锻炼学生英语技能的同时，帮助他们了解主题，为学习课文做准备。 3. 课文单词和短语讲解 学生在课下分组预习课文生词，师和学生一起分析文中的长难句，指出重难点。 教 学 内 容 与 教 学 过 程 e.g. Wilson charged the drinks to his room. 3. John Longhouse, the grocer, laughed at her and requested that she leave his store at once. 杂货商约翰·朗浩斯嘲笑她，并要求她立刻离开他的店。 request vt. 请求，要求 e.g. To request more information, please call our toll-free number. request后面通常可以接宾语从句。 e.g. The prosecutor has requested that all charges against Gonzales be dropped. request 后面可以跟宾语加不定式作宾语补语。 e.g. All club members are requested to attend the annual meeting. 请注意以下同义词用法上的区别： request 表示正式的请求；demand 表示强硬地要求；beg / plead 表 示焦急、急切地要求。 4. Having the family’s needs in mind, she said… 想到家人的需求，她 说道…… 在该句中，Having the family’s needs in mind 相当于As she had the family’s needs in mind，作句子的状语。 have sth. in mind想到 e.g. Camping in summer is just what I have in mind. 讨论法 5. The grocer refused to give her credit, as she did not have a charge 听读法 account at his store. 杂货商拒绝让她赊购，因为他的店里没有她的 赊账记录。 ☆credit n. 信用，赊购能力 该词通常与介词on 搭配使用。 e.g. Most new cars are bought on credit. 6. Standing beside the counter was a customer who overheard the conversation between the two. 柜台旁站着一位顾客，他无意中听到 了他们俩的谈话。 这是一个倒装句，standing beside the counter 是句子谓语的一部分， 第 3页

教 学 内 容 与 教 学 过 程 即：a customer … was standing beside the counter。 7. The customer walked forward and told the owner that he would stand 词汇讲解 good for whatever she needed for her family. 这位顾客走过来告诉 店主，他愿意为她家里需要的一切东西买单。 good for 意为“able to pay or contribute”。 e.g. Is she good for the money you lent her? 讲授法 举例法 8. The grocer said in a very reluctant voice, “Do you have a grocery list?” Sara replied, “Yes, sir.” “OK,” he said, “put your grocery list on 利用例句the scales and whatever your grocery list weighs, I will give you that 翻译和词amount in groceries.” 杂货商不情愿地说道：“你有购物单吗？”萨根词缀等拉回答说：“有的，先生。”“那好。”约翰说，“把你的购物单放到方法帮助这台天平上，你的购物单有多重，我就给你多重的食品。” 学生理解put … and I will…近似于 if you put…, I will…；如果中间的连词是单词的含or，而不是and，则前半部分近似于否定条件句。 ☆reluctant a. 不情愿的，勉强的 e.g. It is late Friday afternoon, time to fulfill a reluctant promise. *weigh v. 重……；称……的重量 该词可以作联系动词（linking verb）。 e.g. The young birds weigh only a few grams. weigh还可以作及物动词。 e.g. He weighed some potatoes on the scales. 注意：weigh的名词形式是weight。 e.g. He has put on weight since I last saw him. 义和用法。 目的：扩充单词量，为B级考试做准备。 9. Sara hesitated for a moment, and then wrote something on a piece of paper. She laid it on the scales carefully with her head bowed. 萨拉迟 疑了一下，在一张纸上写下了一些字。然后，她低着头，把这张纸 小心地放在了天平上。 *hesitate vi. 犹豫，迟疑不决 e.g. Kay hesitated for a moment and then said, “Yes.” 凯迟疑了一 下，然后说：“是的”。 第 4页

教 学 内 容 与 教 学 过 程 该词常与介词 about和over 搭配使用。 e.g. He was still hesitating over whether to leave or not. hesitate的名词形式是hesitation。 e.g. She answered without hesitation. with her head bowed是一个由“with +名词+过去分词”构成的独立主 格结构，在句中作状语。bow是及物动词，其过去分词作补语。 10. The grocer, staring at the scales, started putting the groceries on the other side of the scales. 约翰盯着天平，开始往另一端放食品杂货。 staring at the scales 这个分词短语作伴随状语，表示约翰往天平秤 上放物品时的神态。 11. The grocer, in utter disgust, grabbed the piece of paper from the scales and looked at it with greater amazement. 杂货商恼羞成怒，一 把抓起天平中的纸。看着上面的字，他露出了更加惊讶的神色。 ☆disgust n. 气愤；厌恶 e.g. Sam threw his books down in disgust and stormed out of the room. 12. The grocer gave her the groceries and stood in stunned silence. 店主 把食品递给她，惊愕不已地站在那里，一言不发。 △stun vt. 使惊吓，目瞪口呆 e.g. I was stunned to hear the news of his death. 4. 课后练习 目的：巩固in stunned silence这个短语的意思是“so surprised at the unusual 所学词汇outcome that he became speechless (惊愕不已地站在那里，一言不的使用方发)”。 法 13. It was some time later that John Longhouse discovered the scales were 5. 写作训broken. 过了一段时间之后，约翰·朗浩斯才发现，原来天平已经坏练 掉了。 这是一个强调句型，被强调部分是some time later。 e.g. It was in the forest that I saved the lion from danger. Step 4: Corresponding exercises (10ms) Step 5: Writing a thank-you letter (15ms) 第 5页

教师根据课本上的习题安排练习，引出 教 学 内 容 与 教 学 过 程 1. Acquaint students with the basics of writing thank-you letter. 本节写作2. Have students read the letter in Exercise A and answer the 的题目：感questions. 谢信 3. Ask students to complete the letter in Exercise B according to the 目的： situation. 4. Check answers with students. 以一封感谢信为例讲解写作要领和注意事项。 布置写作练习题 6. 复习本课所学内容。 7. 布置作业 Step 6: Summary (5ms) 1. Words and expressions 2. a thank-you letter Step 7: Assigning after-class homework (5ms) 1. Remember the new words and expressions 2. Preview the text —It worth It. 第 6页

教 学 内 容 与 教 学 过 程 课 后 小 结

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