Unit 11 StoryTime I.Teaching Aims 1.Master the useful expressions in this unit. 2.Train the students'listening ability to understand the main idea and grasp important details of the two stories; 3.Givea brief summary to the stories, 4.Improve the student's speaking ability related to stories II.Teaching Points 1.Ss are required to understand the expressions on talking about unusual happenings. 2.Train the students'listening and speaking abilities 3.Useful expressions and words:embarrassment,memory;critical;gossip; absent-minded;distrust;remind sb.about sth;creep:hom;furiously;standstill; bearing:barely:grateful;doubtful:graveyard;alley;unfounded III.Teaching Methods 1.Listening and speaking activities 2.Individual,pair,or group work 3.Role-play activities 4.Explanation IV.Teaching Periods Two teaching hours V.Teaching procedures Step one Introduction Unusual happenings are events that we don't normally expect to happen,and therefore,when they do happen,often strike us with surprise,wonder,or amazement Most ofus enjoy talking about unusual happenings as they bring fun and excitement to our sometimes routine,uneventful lives.How do you share with a friend an unusual event that you have experienced personally or read or heard about?How do you express your surprise or excitement when being told of an unusual happening?In this unit,we are going to learn how to talk about unusual happenings. Step Two Micro-listening
Unit 11 Story Time I. Teaching Aims 1. Master the useful expressions in this unit; 2. Train the students’ listening ability to understand the main idea and grasp important details of the two stories; 3. Give a brief summary to the stories; 4. Improve the student’s speaking ability related to stories II. Teaching Points 1. Ss are required to understand the expressions on talking about unusual happenings; 2. Train the students’ listening and speaking abilities. 3. Useful expressions and words: embarrassment; memory; critical; gossip; absent-minded; distrust; remind sb. about sth; creep; horn; furiously; standstill; bearing; barely; grateful; doubtful; graveyard; alley; unfounded III. Teaching Methods 1. Listening and speaking activities 2. Individual, pair, or group work 3. Role-play activities 4. Explanation IV. Teaching Periods Two teaching hours Ⅴ. Teaching procedures Step one Introduction Unusual happenings are events that we don’t normally expect to happen, and therefore, when they do happen, often strike us with surprise, wonder, or amazement. Most of us enjoy talking about unusual happenings as they bring fun and excitement to our sometimes routine, uneventful lives. How do you share with a friend an unusual event that you have experienced personally or read or heard about? How do you express your surprise or excitement when being told of an unusual happening? In this unit, we are going to learn how to talk about unusual happenings. Step Two Micro-listening
1.Play the tape recorder for the students and ask students to listen forthe detail 2.Check the answers. 3.Emphasize some language points and sentence structures Step Three Macro-listening 1.Explain the new wordsand expressions (1)memory:ability to remember and recall past experience (2)embarrassment:state of feeling anxious,uneasy,ashamed or uncomfortable ()critical:tended to find fault with sb (4)gossip:to talk about other people's affairs (5)absent-minded:not giving your attention to what is happening because you are thinking of something else (6)distrust:to have no confidence in,todoubt 2.Play the tape recorder for the students. 3.Ask the students some questions about the story 4.Explain language and culture notes. (1)The traditional image of a leamed professor is that he is very absent-minded.We often hear anecdotes about how Einstein failed to remember his own address or even to recognize his own granddaughter.The theory seems to be that,since professors are constantly pondering over profound questions about knowledge,their absent- mindedness in daily life is only natural.It helps to show concentrated they must be in their pursuit of perfecting human knowledge (2)as some critical people tend to gossip Some people,possibly Professor Rudd's colleagues.like to express disapproving or damaging opinions about others.They are likely to take advantage of the professor's forgiveness and say behind his back that he is unintelligent.Here,"tend to"means"be likely to".For example,It tend s to rain a lot in Shanghai in spring. 5.Ask the students to answer the questions in the book.Lead them to get the right answers and teach them some tips for the listening exercises Step Four Oral Practice 1.Ask them to retell the story"A Man of Bad Memory
1. Play the tape recorder for the students and ask students to listen for the detail 2. Check the answers. 3. Emphasize some language points and sentence structures: Step Three Macro-listening 1. Explain the new words and expressions (1) memory: ability to remember and recall past experience (2) embarrassment: state of feeling anxious, uneasy, ashamed or uncomfortable (3) critical: tended to find fault with sb. (4) gossip: to talk about other people’s affairs (5) absent-minded: not giving your attention to what is happening because you are thinking of something else (6) distrust: to have no confidence in, to doubt 2. Play the tape recorder for the students. 3. Ask the students some questions about the story 4. Explain language and culture notes. (1) The traditional image of a learned professor is that he is very absent – minded. We often hear anecdotes about how Einstein failed to remember his own address or even to recognize his own granddaughter. The theory seems to be that, since professors are constantly pondering over profound questions about knowledge, their absentmindedness in daily life is only natural. It helps to show concentrated they must be in their pursuit of perfecting human knowledge. (2) as some critical people tend to gossip Some people, possibly Professor Rudd’s colleagues, like to express disapproving or damaging opinions about others. They are likely to take advantage of the professor’s forgiveness and say behind his back that he is unintelligent. Here, “tend to” means “be likely to”. For example, It tend s to rain a lot in Shanghai in spring. 5. Ask the students to answer the questions in the book. Lead them to get the right answers and teach them some tips for the listening exercises. Step Four Oral Practice 1. Ask them to retell the story “A Man of Bad Memory
2.Ask the students to tell an unusual happening they have experienced personally or read or heard about. Step Five Home Listening Ask the students to finish the"Home Listening"after class. VI.References 1.《大学英语听说》（学生用书），虞苏美，李慧琴主编，上海：上海外语教有出 版社，2006 2.《大学英语听说》（教师用书），虞苏美，李慧琴主编，上海：上海外语教育出 版社，2006. 3.大学英语语法.薄冰主编.山西：山西教育出版社，2006 4.大学英语实用语法讲解与练习.任福洪等主编.北京：国防工业出版社，2004 5.牛津高阶英汉双解词典（第六版），牛津大学出版社，2004
2. Ask the students to tell an unusual happening they have experienced personally or read or heard about. Step Five Home Listening Ask the students to finish the “Home Listening” after class. VI. References 1.《大学英语听说》（学生用书），虞苏美，李慧琴主编，上海：上海外语教育出 版社，2006. 2.《大学英语听说》（教师用书），虞苏美，李慧琴主编，上海：上海外语教育出 版社，2006. 3.大学英语语法. 薄冰 主编. 山西：山西教育出版社，2006. 4. 大学英语实用语法讲解与练习. 任福洪等主编. 北京：国防工业出版社，2004. 5. 牛津高阶英汉双解词典（第六版）. 牛津大学出版社，2004