第一篇：洪恩英语教案：Unit5：part2

洪恩英语教案：Unit5：part2(1)

［教学目标］能熟练说出单词“eye(s)”、“ear(s)”、“nose”、“mouth”。

能流利的运用句型“Touch your…”进行表达。

听懂、理解并会说出单词“head”、“face”。

［语言点］head face

［教具准备］大妖怪、小姑娘、大头儿子、孙悟空、小偷的头饰；大山、眼睛、耳朵、鼻子、嘴的贴绒；head、face的单词卡；一根绳子。歌曲《我的小

脸多漂亮》

［教学过程］

一、热身活动

Let’s sing《I’m a cat》song together with actions,ok?

Music,please!(师幼一起演唱歌曲)

二、复习ear(s)、eye(s)、nose、mouth.1、游戏《找五官》有一个大妖怪把小姑娘的耳朵、眼睛、鼻子、嘴给偷去了，藏在一座大山里，我们帮小姑娘找回来吧！依次找回。只要我们说出英语单

词，大妖怪就不敢出来。

2、着重复习，唉呦！这个怎么不动呢？原来是我们的发音不够准，快把小

舌尖轻轻咬住。

3、我们帮小姑娘找回了五官，小姑娘又有了漂亮的脸。她要谢谢我们“thank you!”。她要奖励我们一个好玩的游戏，还有音乐呢,“music,please!”用手指着鼻子说：“touch, touch, touch your ears(eyes、nose、mouth)，三、学习单词

1、游戏：今天我们请来一位小客人，他给我们表演一个节目，从黑板后面出示大头儿子的头。“Hello!boys and girls!”做头部操，前后左右做两边。师问：“刚才大头儿子用身体的什么部位给我们表演的？”（头）引出单词“head”，师用一只手贴在自己的下巴下面，另一只手贴在自己的头顶上。Please follow me!左歪头两次，右歪头一次，“head、head、head”。

2、练习发音head [h和d轻轻的]

游戏：孙悟空陪师父取经的路上，碰到一个大妖怪，他的头很厉害，不过观音菩萨告诉孙悟空，只要一念咒语，他的头就会疼。疼的利害他就会死掉的，我们来帮帮孙悟空吧！咒语就是“head”，幼儿一齐说“head”，声音大时擦香香

3、，妖怪的头就往下；声音小了，妖怪的头就多露一点。最后妖怪被打死

了。

4、游戏：《小偷》孙悟空与师父继续西天取经，走了一段很远的路后，坐下来休息时突然来了一个小偷，看！他把哪里蒙上了。幼儿回答（脸）。孙悟空不知道它是人是妖，想把他的面纱摘下去。可是怎么也摘不下去，原来也要用咒语才能摘下去。咒语就是“face”,请幼儿摸自己的脸说三遍。

5、游戏《擦香香》

边拿香香边说“face”;在手上搓一搓说“face”;往脸上擦说“face”。

6、巩固复习

游戏《拔河比赛》:。一边放上大头儿子的头“head’，一边放上小偷的脸“face”。

五、歌曲结束《我的小脸多漂亮》

幼儿边唱边做动作。

第二篇：洪恩英语教案

Unit 1第一次课 Teaching-process： Warm-up: Walking,walking Review:words New words:pajamas Games : 1.clap the cad

2.chang the card

3.flash cards.4.go fishing The end :Twinkle twinkle little star 第二次课

Teaching-process： Warm-up: Walking,walking Review:words New words: boots Games : 1.clap the cad

2.jump the card

3.what's missing? The end :Twinkle twinkle little star 第三次课

Teaching-process： Warm-up: Walking,walking Review:words New words:shorts Games : 1.clap the cad

2.jump the card

3.cross the card The end :Twinkle twinkle little star 第四次课

Teaching-process： Warm-up: Walking,walking Review: words New words:opps Games : 1.clap the card

2.鸵鸟游戏

3.大小声游戏 The end :what can you see? 第五次课

Teaching-process： Warm-up:Walking,walking Review: words New words:review all words Games : 1.flash cards

2.clap the cards The end :what can you see?

3.passing down

第三篇：洪恩幼儿英语教案

洪恩幼儿英语3 202_年3月4日上课内容 Unit 1（0：00-5:40）1.新的表达：

-How are you?I’m fine, too.延伸内容：补全对话My name is B.Hello, A.How are you?

I’m fine, too.How old are you?

I’m 5/6/7.Goodbye, A.There are 2/3/4~~~.-How many umbrellas/cats/dogs/tigers/apples/bananas/oranges are there? 5.复习前两集的内容

202_年3月5日上课内容 Unit 2

(5:41-11：03)1.复习How are you?的相关对话；以及一天的问候； 2.分清左右的表达

3.再次强调How many问数量的用法 4.开始新的内容-I can see a bird./two frogs./three monkeys./four snails.新的单词：蚂蚁 ant

鸟 bird

青蛙 frog

蜗牛 snail

猴子monkey

蛇snake 5.补充句型：

-Can you see a bird?What do you want?202_年3月26日 Unit 4（17:28---22:26）1.复习Unit 3 a.准备实物：egg, bread, candy, chocolate, chicken, noodles, apples, pears, strawberries b.巩固单词并表演场景对话：-What do you want? I want some chocolate ….Your chocolate ….Thank you.2.结合洪恩Gogo第4集 Unit 14（15:40---27:20）讲新内容 Unit 4（17:28---22:26）介绍学习用品的表达： pen, pencil, eraser, book, bag, ruler, ink 一组反义词： old---new 例：I have a new// an old book.3.延续部分

语音涉及

字母I的发音：[ī]

含有这一发音的已经学过的单词： ink, Indian boy, sit, fish 实用表达： Have some fish// chocolate ….歌曲部分涉及新单词： tell, ball

202_年3月31日

Unit 5(22:35---27:22)1.强化并巩固表示颜色的12个单词：

black 黑色

white 白色

red 红色

green 绿色

blue 蓝色

yellow 黄色 pink 粉色

orange 橙色

purple 紫色

gray 灰色

brown 褐色

indigo 靛青色 2.重要对话：

-stand up;

sit down，turn around(转身)

202_年4月9日 Unit 6(27:27---33:00)1.介绍家庭成员： This is my family.This is my mommy// daddy// brother// sister// grandpa// grandma// uncle// aunt.mommy = mum = mother daddy = dad = father It’s me(you).I love my daddy// family.(学过的句子：I love you.)2.语音涉及： 字母Uu的发音：[ʌ] Uncle, umbrella, sun, run 3.歌曲

sleep, morning bell(s), ring

202_年4月16日

Unit 7(33:02---39:14)1． 数字：

复习1-12的表达：one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve 补充：thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty 以及“几十”的表达：twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety & 一百 one hundred 2.语音涉及： 字母Bb的发音: [b] 含有此发音的单词： bee, bus, bird, bear Bird, bird, chasing a bus.Bee, bee, chasing a bear.3.歌曲涉及的表达：

in a line;Eleven monkeys in a line.Funny;

That’s too funny.I’m sorry.-That’s OK.歌曲： Little Johnny.eating candy

telling lies

open your mouth

第四篇：新编实用英语教案unit5

Unit 5

Our weather and Climate I.Teaching objectives

1.2.3.4.5.6.Enlarge vocabulary related to weather and climate.Get some tips about the use of basic sentence structures.Practice writing: describe the weather in form of weather forecast.Appreciate passages and complete exercises well.Practice to understand easy weather forecast.Practice to talk about the weather.II.Key points 1.Master the vocabulary about weather and climate.2.Understand the passages 3.Practice writing: describe the weather in form of forecast.4.Practice to talk about the weather and understand easy weather forecast.III.Difficult points 1.Get some tips about the use of basic sentence structures.2.Practice writing a short weather forecast.3.Appreciate passages and complete exercises well.IV.Teaching methodology

1.Task-based language teaching 2.Direct method V.Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs.Practice the following mini-talks about greeting and introducing people.Acting out the Tasks 2.Work in pairs and act out the tasks by following the above mini-talks.Key for reference: 1.Task: Ask for Mark’s comments on the weather.2.Task: Ask about and describe the weather at this time of year.3.Task: Ask Mr.Green about the weather condition tomorrow and plan an activity.4.Task: Talk about the change of the weather from long rainy days.5.Task: Complain about a cold day.Studying Weather Forecasts 3.A weather forecast id a statement that tells the public what the weather condition is going to be.We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weather forecasts carefully and try to use the information to practice short dialogues.Following Sample Dialogues

4.Read the following sample dialogues and try to perform your own tasks.Putting Language to Use 5.Mr.Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.6.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it.Fill in the blanks according to the clues given in the brackets.Then act it out with your partner.1.Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script:(e.g)1.It look likes rain.2.Is it going to be fine this weekend?

3.There is a chance of snow this evening.4.Today will be cool and partly cloudy, with a chance of rain this afternoon.5.What’s the temperature today?

2.Listen to the following sentences for workplace communication in Column A and match each one with its Chinese version in Column B.3.Listen to 6 sentences for workplace communication and choose their right responses.Handling a Dialogue 4.Listen to a dialogue and decode the message by finding out the correct choices in the brackets according to what you have heard.Understanding a Short Speech/Talk 5.Now listen to a short speech/talk and fill up the blanks according to what you have heard.The words in brackets will give you some hints.6.Listen to the speech/talk again and complete the information in Column A with the right choices in Column B.Section III Trying Your Hand Practicing Applied Writing 1.Read the following two samples of weather report and learn to write your own.2.Translate the following weather forecast into Chinese, using the data bank in the Workbook for reference.3.Write an English weather report according to the information given in Chinese.Writing Sentences and Reviewing Grammar 4.Analyze the following sentences to see what tense they belong to.5.Correct the errors in the following sentences.6.Translate the following sentences into English.Keys for the exercise: 1)The weather was terrible yesterday.In fact, it has been awful.2)She has worked in this office for five years.3)I paid a visit to the Great Wall last year and had a very good time there.4)We have never spoken to each other since we quarreled last time.5)Turn down the TV a bit, the weather forecast hasn’t begun yet.Write and Describe a Picture Write a short passage of about 100 words to tell a story or about an event related to the picture given below.Some useful words and phrases have been provided to help you.Section IV Maintaining a Sharp Eye Passage one

1.Information Related to the Reading Passage 2.Language Points: 3.Explanation of Difficult Sentences 1)

(para.1)Climate change may be a big problem,but there are many little things we can do to make a difference.Analysis: May can be used to introduce concession in putting forward an argument.2)(para.1)As we have learned, these greenhouse gases trap energy in the atmosphere and make the Earth warmer.Analysis:As is often used to introduce an indicator of the information source, such as as we have learned.Similar structure are:as the saying goes,as everyone knows, as you know,as you put it,etc.3)

(para.3)By turning off lights, the television,and the computer when you are through with them, you can help a lot.Analysis: By is followed by a gerund, introducing a prepositional phrase of manner.Note,by is not necessarily always translated as “通过”.4)(para.8)One of the ways to reduce the amount of greenhouse gases that we put into the air is to buy products that don’t use as much energy.Analysis:Two That-clauses are used to serve as post-modifiers of nouns:the first one is that we put into the air, modifying greenhouse gases;The second that-clause is that don’t use as much energy, modifying products.Note: In translation, the noun phrase products that use as much energy can simply be translated into”节能产品”, instead of “不消耗那么多能量的产品”.B.Important Words 1)trap:v store(energy, gas or water,etc.)so that it cannot escape.2)Stand-by:n.Readiness for duty.3)Absorb:v.Take in,sack up(liquid,heat,knowledge,etc.)4)Membership: n.Being a member of(an organization)5)Swell:v.(number or amounts)grow bigger;expand.4.Passage Translation 5.Read and Think: Answer the following questions according to the passage.6.Read and Complete

1)Complete each of the following statements with words or phrases from the passage.2)Fill in the blanks with the proper words or expressions given below, changing the

form if necessary.7.Read and Translate 8.Read and Simulate

Passage two Information Related to the Reading Passage 1.Language Points: A.Explanation of Difficult Sentences 1)(para.1)The most important thing to remember about the weather in Britain is that it often changes.Analysis: To remember about...is the post modifier of the sentence subject the most important thing, and that introduces the complement clause.2)(para.1)As it is not very common in Britain to have long periods when the weather stays the same day after day, the kind of weather you get will depend not only on the time of year, but also on the luck.Analysis: Within the as-clause of reason, there is a relative clause introduced by when and modifying periods.And in its main clause, there is another relative clause you get modifying weather, with the relative that omitted.3)(para.2)For example, the opportunities for people to meet outside depend a lot on the weather, so you won’t see people meeting or spending time together outdoors as much as you do in hotter countries.Analysis: for people to meet outside modifies opportunities.Both meeting or spending time together are the object complement of verb see, and do refers to see...4)(para.3)Foreigners are often amused that the British people spend so much time discussing the weather.Analysis: That is often used to introduce a clause which gives the cause or the effect of an adjective, just like amused in this case.5)(para.4)Another reason is that the British people are reluctant to converse about personal matters with people who are not friends.Analysis:Here that introduces a subject-complement clause, in which a relative who-clause modified people.6)(Para.4)A comment on a nice day or a personal complaint about the rain is an easy way to break the ice.Analysis:Note that when or is used to coordinate two subjects, the verb must agree with the subject after or.To break the ice is an infinitive clause modifying an easy way.B.Important Words 1)depend: v.A.change according to(no passive)

B.Need someone or something for help or to be able to live.2)opportunity:n.A favorable moment or occasion(for doing sth.)3)Outdoors:ad.In the open air 4)Amuse:v.Make someone laugh;cause laughter in 5)Climate: n.The average conditions at a particular place over a period of year.6)Discuss:v.Talk about 7)Variable:a.Changeable, not steady 8)Reluctant:a.Unwilling and therefore perhaps slow to act.9)Converse:v.Talk informally 10)Personally:a.Belonging or relating to a particular person, not to others 11)Social:a.relating to leisure activities that involve meeting other people 12)Comment:v.Make a remark, give an opinion 2.Passage Translation 3.Read and Judge: True/False 4.Read and Translate: Translate the following sentences into Chinese.1)the most important thing to remember about British is the weather.2)People in Britain can enjoy the lovely weather most of the year.3)British people tend to talk about weather quite a lot.4)It is quite common in Britain for people to comment on a rainy day or an lovely day at a bus stop.5)The eating habits of people in Britain have a lot to do with the weather conditions there.6)The best we may use to describe the weather in Britain is “predictable”.7)The variable weather explains why British people talk a lot about it.8)Talking about weather is an inoffensive way to begin a conversation with a stranger in Britain.Section V Appreciating Culture Tips

(Open.)

第五篇：21世纪大学英语教案第四册unit5

Unit 5 Text A Prison Studies I.Teaching Objectives

1.To understand the audio materials of this unit.2.To grasp the key words, Phrases and structure.3.To mast the skills of writing and reading in this unit.1)understanding the writing skill of a personal narrative 2)mastering the reading skill of skimming the text for main ideas, and reading the text carefully for the details.II.Teaching Content 1.Lead-in activities

2.Text Organization 3.Skill learning in writing and reading

4.Language points(key words, phrases and difficult sentences)5.Grammar Focus(The pattern may / might as well do sth.)6.Guided Practice(exercises, oral practice and group work)7.After-class Assignments III.Teaching Process

1.Warm-up Activity: Questions for Ss’ discussion: 1)What do you often do in your spare time? 2)What do you think of the role that reading plays in you life? 2.Text-organization Part I(Para1)Introduction: My profound knowledge is the result of my prison studies.Part II(Para 2-14)Main body: How I began my prison studies and how hard I kept it.Part III(Para 15-16)Conclusion: The prison studies is so significant that it has changed my

life course forever.3.Skill Learning in Writing and Reading Text A is an example of a personal narrative.Malcolm X is telling an important story from his own life, and he presents the events in the order in which they occurred.Malcolm X‟s story is effective because it is centered around a theme-how his prison studies have changed his life by giving him a love of reading – and because it contains many details that let the reader vividly picture the experience he is describing.For example, to write a story of an important event from your own life.This could be an event from your personal life or an important event from your school career.Be sure to clearly describe the events and to include details which will let the reader know how you felt and why this event was important to you.4.Language Points 1.Many who today hear me somewhere in person, or on television … will think that I went to school far beyond the eighth grade.– Many people who are actually present at my speeches somewhere or hear them on television these days… will think that I have got much more education than just eight years‟ schooling.If you do something or go somewhere in person, you do it or go there yourself so that you are physically present.e.g.I had seen her before on TV, but she looked very different when I met her in person.They talk a lot to one another, over the telephone and in person.2.Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him.– Bimbi had always been the leading speaker of any conversation in which he took part, and I had tried to follow his example.Take charge of – take control of;become responsible for e.g.The boss asked him to take charge of the office for a few days when she was away.They advertised for a nurse to take sole charge of their children while they were at work.3.But every book I picked up had few sentences which didn‘t contain anywhere from one to nearly all of the words that might as well have been in Chinese.– But every book I took up was full of sentences which contained one or almost all of the words which were completely unknown to me.Few sentences which didn‟t contain = many sentences that contain Anywhere from one to nearly all – indefinitely from one to almost all You can use anywhere to refer to a point(e.g.an amount)within a stated range when you do not know what exactly the point is.e.g.You could expect to be paid anywhere between $7 and $15 an hour.He could get anywhere form three to seven years‟ imprisonment.Words that might as well have been in Chinese – words that were as unknown to me as if they had been in Chinese 4.still going through only book-reading motions –still reading books without understanding what they said go through motions – pretend to do something by making the movements associated with the particular action e.g.The actor went through the motions of putting imaginary noodles into his mouth.He caught my eye and went through the motions of sympathetically clapping.5.the best thing I could do was get hold of a dictionary – the best way to carry on reading was to find a dictionary get hold of – take in the hands;manage to find e.g.I threw him the rope and he got hold of it.Where can I get hold of some stamps? The phrase get hold of is an infinitive without to used as the subject complement of the sentence.While in most cases an infinitive with to is used as the subject complement, to can be omitted when the subject contains a structure in which the verb do occurs.e.g.Your mistake was not to write that letter.What I suggest is to start work at once.All she seems to do is gossip with her neighbors.What I really wanted to do was drive all night.6.I was lucky enough to reason also that I should try to improve my penmanship.It was sad.– It certainly did me a lot of good to decide that I should also improve my handwriting, which was regretful.Penmanship refers to the skill, style or art in writing, while handwriting is simply a person‟s particular way of writing.e.g.He spends hours a day practicing penmanship.I can‟t read his handwriting.Sad can be used to express regret about an unfortunate situation that is being described.e.g.The sad fact is that full employment may never be regained.It‟s sad state of affairs when people are afraid to go out at night.7.both ideas = the idea o learning new words and the idea of improving handwriting

8.thumbing uncertainly through the dictionary‘s pages –turn the dictionary‟s pages quickly and casually 9.to start some kind of action – in order to make a beginning, no matter what it was some kind of is used to describe or refer to something that is uncertain or is roughly like the thing mentioned.10.I copied … everything …, down to the punctuation marks.– I copied … everything …, including even the punctuation marks.Down to – including even e.g.She could describe what the other women in the room are wearing, down to the color of their stockings.Nobody was free from suspicion, from the head boy down to the youngest pupil.11.I read back … everything I‟ve written on the tablet.I woke up the next morning, … immensely proud to realize that not only had I written so much at one time, but I‟ve written words that I never knew were in the world.Judging from the context in which the past tense is used with other verbs in the above two sentences, there seems to be an improper use of the present perfect tense where the past perfect tense should normally occur.The phrase I‟ve written should perhaps be replaced by “I‟d written”.12.Funny thing, from the dictionary‘s first page right now, that ―aardvark‖ springs to my mind.– It‟s strange that right at this moment that word “aardvark” which I learned from copying the dictionary‟s first page is still fresh in my mind.Spring to / into – start or come into existence very quickly and suddenly e.g.Say the word “Australia” and the vision of beaches and blue seas immediately springs to my mind.A computer will not spring into action without something powering it.13.live off(a particular kind of food)– live by eating the only kind of food e.g.These animals with long necks live off the leaves of tall trees.We lived off fruit for a week.14.I went on into the B‘s.– I continued to copy the dictionary‟s B section.15.That was the way I started copying what eventually became the entire dictionary.– In that way I started copying and finally I copied the whole dictionary.What is used here in the sense of “the thing that” to name or describe something often implying a changing process in which something becomes true to that name of description.e.g.I share your concern about what is rapidly becoming a desperate situation.The village was located in what is now a large industrial city.16.between what I wrote in my tablet, and writing letters – over the period of time from starting to write in my tablets to writing letters between here indicates a period of time from one event to another.e.g.between conception and biological birth

There was a gulf of ten years between him and his youngest sister.17.You couldn‘t have gotten me out of books with a wedge.– You could never have forced me away from books.A wedge is a piece of metal, wood, rubber, etc.with a pointed edge at one end and a wide edge at the other, which is either pushed between two objects to keep them still or forced into something to break pieces off it.For either of purposes a wedge is driven with force.18.in a prison where there was heavy emphasis on rehabilitation, an inmate was smiled upon if he demonstrated an unusually intense interest in books – in a prison whose chief objective was to help him live a normal life again, a prisoner was encouraged and approved if he showed particularly keen interest in books

smile on/upon sb./sth.– approve or encourage sb./sth.e.g.The government began to smile on small businesses when it realized that they were the key to economic growth.Fortune has smiled upon us(i.e.We are successful)today.19.Some were said by many to be practically walking encyclopedias.– Many people said that some inmates were very informative.A walking encyclopedia – a very informative person.Walking is used to describe a person in terms of an object, in order to emphasize a particular quality that the person has.e.g.a walking dictionary She‟s a walking history book.20.when the new world opened to me, of being able to read and understand = when the new world of being able to read and understand opened to me read and understand –read with comprehension the word understand here is italicized for emphasis‟ sake.The author was now able to read and understand, but, earlier, he was “going through only book-reading motions(para.2)”

21.could check out more than the permitted maximum number of books – could borrow more books than the average inmate was permitted at most check out(a book, etc.)– register(a book, etc.)as having been borrowed 22.serious reading – reading that requires concentration to understand or appreciate, as in contrast to reading for pleasure 23.It always seemed to catch me right in the middle of something engrossing.– Lights always seemed to be out just when I was reading something that completely held my interest.If you are in the middle of doing something, you are busy doing it and do not want to be interrupted.e.g.I was in the middle of washing up when the telephone rang.He‟s in the middle of planning his departmental budget.24.The glow was enough to read by, once my eyes adjusted to it.–As soon as my eyes became accustomed to it, the light from the corridor lamp was enough for reading.25.feign sleep – pretend to be asleep feign and pretend Both feign and pretend mean to put on a false or deceptive appearance, but feign is especially used of an emotion.e.g.Everyone feigned surprise when he told how old he was.I don‟t want to go tonight – I shall feign(or pretend)illness.She pretended that she was no at home when we rang the bell.26.in the years in the streets – in the years when I was homeless 27.reflect upon / on –think deeply about;consider carefully when you reflect upon or on something, you think deeply and carefully about past events or about something that involves possibilities or opinions rather than definite facts.e.g.I reflected on all that he had said to me.The manager demanded time to reflect upon what to do next.28.As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive.– Today I believe that it was my ability to read that made me conscious of a strong inner desire to be mentally active which had long been suppressed in me.Crave and desire Crave implies the force of physical or mental need(as of hunger, thirst, love, or ambition), while desire often implies intention or aim.e.g.He was craving for a smoke.What people crave is peace and security.He passionately desired to continue his career.We all desire happiness and health.29.I certainly wasn‘t seeking any degree, the way a college confers a status symbol upon its students.– Of course I wasn‟t studying for any university degree, which is a symbol of rank given to its students by a university.To confer something such as an honour, a gift or status on or upon someone means to give it to them.e.g.Degrees are conferred in July and December.The honour was conferred on / upon him just after the war.30.I don‘t think anybody ever got more out of going to prison than I did.– I believe no one ever benefited more than I did from going to prison.Get sth.out of – gain or obtain sth.from e.g.I never get much out of his lectures.She seems to get a lot out of life.5.Grammar Focus The pattern may / might as well do sth.You can use may as well or might as well do sth.To mean that you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it, or to suggest that no harm should be caused or no difference made by doing sth.Examples: I may as well admit that I knew the answer all along.Since nobody else wants the job, we might as well let him have it.I thought I might as well go: you can‟t keep saying no to people.6.Guided Practice(exercises, oral practice and group work)1)Summary

A).Ask several students to retell the text by using their own words.B).Talk about the main idea or theme of the text.2)exercises: vocabulary and word-building 3)group the students in 4-6, discussing the topic “ what are the factors that contributed to your reading achievements”

7.After-class Assignments

1.Recite the paragraph on page 45.and, 2.Finish the exercises of vocabulary and structure

Text B Reading for life Language Points: 1.Today is the first day of the rest of your life.What is implied by the statement is: How are you going to make a new beginning in your life? 2.Skills are skills.Pleasures are pleasures.—Skill s and pleasures are two absolutely unrelated things.You cannot have both at the same time.3.Reading is more than that.—Reading means more than just skill and pleasure.4.how to stay alive as long as you live—how to remain mentally active as long as you are physically alive 5.With some, youth slips away before being properly savored.–In the case of some people, their youthful days are quickly passed without being fully enjoyed.6.―Some men see things as they are and say ‗Why?‘ I dream things that never were and say ‗Why not?‘‖—―Some people think of things as they exist and ask „Why do they exist?‟ I picture things that never existed and ask „Why did they never exist?‟”

7.After all , a little bit of greatness hides in everyone.Let books bring it into full bloom.—However, there is something great lying in every person.Let books help it to become fully developed.8.a measure of your possibilities—a means to know what you can possibly achieve

A possibility is something that you are able to do and that you might do.9.a vocational counselor and consultant—a person who gives expert advice to people who need guidance in deciding on their jobs 10.You may even find them rated.– You may even find these programs offered in different levels.11.The day of only one lifetime career may be almost over.– The time is almost gone when a person never changes his jobs or careers for life.12.out on the street—out of work 13.experience extender –supplement to experience 14.We‘re not born with instant replay.—We don‟t have the instinctive ability to experience again what has been already experienced.15.Books never impose on us.—Books never force us to read them.If someone or something imposes on you, they unreasonably expect you to do something for them or to spend time with them when you do not really want to.Examples: I hope it‟s not imposing on you, but could I stay to dinner?