全新版大学英语教案
党的十八大-学而思作文
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全新版《大学英语》教案
课程名称： 大学英语（一级）
专业： 本校05普通本科
年级： 2005
学年：
学期： 第一学期
任课教师：全新版《大学英语》板块任课教师
编写时间：2005年9月
0
Course Schedule
Aims:
1.
Developing Ss’ ability of independent learning to
be automatic learners.
2. Enhancing Ss’
ability in using English: improving Ss’ five
micro-skills— listening,
speaking, reading,
writing, translation — especially listening and
speaking so that they
can communicate in
spoken and written English.
Required course
materials:
1. College English (Book 1)
—
Integrated Curse, Listening and Speaking Course,
Reading Course
Note: Reading Course book is
used as Ss’ self-access material.
2. One
Dictionary:
Teaching and Learning:
1.
Keep in mind that it is YOU who coming to class.
In other words, just listening to the
teacher
and other students in class does not you come to
class. It is of great importance for
you to
preview the course materials before class
according to the course schedule. If not,
you’ll find it very difficult to follow the
class.
2. Class participation is vital. You
should actively join in pair work or group
discussion and do
oral presentation before
class.
3. It is important to turn in any
assignments by the due date. If you know that you
in your
assignment by the due date, you can
and should come to consult with me about your
problem beforehand.
4. Your essays should
be done in a loose-leaf notebook so as to your
assignments by a loose
paper.
5. Since
attendanceabsence is part of evaluation, keep in
mind that your absence will reduce
your
evaluation.
Useful English Learning Resources:
Magazines: English Language
Learning, College English, English Salon, English
Weekly, The
world of English, English Digest,
Overseas English
Newspaper: 21
st
Century, China Daily
1)
Websites: (中国日报);
. (英国卫报)
idea (the essence of
writing is
to write what one enjoys writing) and structure of
the text (narration in
chronological
sequence);
2) appreciate the narrative skills
demonstrated in the text (selection of details,
repetition and
the use of synonyms.)
3)
master the key language points and grammatical
structures in the text;
4) conduct a series of
reading, listening, speaking and writing
activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1
st
period: pre-reading; text
organization
2
nd
period: while-reading
3
rd
period: post-reading activities
4
th
period: reading practice
5
th
period: speaking
6
th
period: writing
3. 教学重点及难点：
Important
language points in the text:
4. 教学内容的深化及拓宽：
Students
conduct a series of reading,
listening, speaking and writing practice to deepen
their
understanding of the points taught in
class.
5. 教学方式及在教学中应注意的问题：
A
combination of traditional teaching methods with
the communicative approach will be adopted.
Special attention should be paid to classroom
interaction. Give students time to adapt to the
new teaching mode in the university that are
quite different from the one they were used to in
the
middle school. More encouragement is
needed and more guidance will be given to them in
their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7.
思考题和习题：
《全新版大学英语综合教程1》第一单元Text A后的所有习题。
阅读第一单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第一单元及相关练习。
《大学英语阅读进阶》第一单元及相关练习
Writing Assignment
1st Period:
Pre-reading Tasks:
1)
Students listen to the recording and do the pre-
reading task on page 2 of their book.
(15
minutes)
2) Warm-up Questions (10 minutes)
Students are required to scan the text and
answer the following questions:
a) Suppose you
were the writer, would you enjoy writing “The Art
of Eating Spaghetti
noodles”? Why Why not?
b) Why does the author enjoy writing this? In
which paragraph lies the answer?
c) Look at
the title and find out in which paragraph a
similar phrase appears. Read this
paragraph
and explain in your own words what the author
means by saying “write for
myself.”
3) Main idea and text
organization (10 minutes)
Please go through
the whole text within 3 minutes and circle all the
time words, phrases and
clauses, and then
answer the following questions:
From which
point on does the author start talking about
Exercise on P. 9.
4) Text analysis (10
minutes)
a) Selection of details: the author
is very good at selecting details to prove bored
with
everything associated with English
courses”?
b) What details are given to show
that Mr. Fleagle was dull and rigid?
By which
sentences does the author manage to give us the
impression that : Please think about
the
following questions: (7 minutes)
a) How many
“prim” or “primly” does the author use in para.2?
b) How many “I wanted” are there in para.5?
c) What’s the use of repetition?
Synonymous words & phrases: (8 minutes)
The author is also very good at avoiding
repetition by employing synonymous words and
phrases. Please look for synonyms of the
following words and phrases.
1) tedious
2) write 3) anticipate 4) prim
5) recall
6) recapture 7) delight
8) contempt 9) topic
2) Language
points (30 minutes)
The teacher explains the
following language points to the students:
Off
and on; take out (turn up; turn down; turn
over; turn in; turn away); bore;
anticipate; rigid; severe; tackle; face up
to; scan; recall; violate; pairs: (15
minutes)
According to Mr. Fleagle, what is
the very essence of the essay?
What tense should you use to describe a
memorable incident?
2) Translation: The
teacher guides the students through the
translation of the useful
expressions in the
CD ROM. (15 minutes)
3) Dictation: Studetns
do the spot dictation task in the CD-ROM. (15
minutes)
4
th
Period Reading
Practice:
1) Uncle Jim’s Wink at Life
Group discussion: What is a thesis? (5
minutes)
Pair Work: Students discuss the
following questions in pairs: (15 minutes)
a)
The author begins this story with a childhood
experience. When Uncle Jim knew about ’s
gloves?
b) What did returning the gloves
to the right owner?
c) What did Uncle Jim tell
about did the boy learn from the bet?
d) Can
you try to tell what lessons the boy learned from
Uncle Jim and in what way Uncle Jim
taught ?
e) Can you find a sentence in our text to
indicate what the boy learned from Uncle Jim?
Exercise: Students do the context-clue
exercise in their book. (15 minutes)
2)
Students do the fast-reading exercises in College
English Progressive Reading. (10
minutes)
5
th
Period
Speaking:
Introduction
1) The teacher explains some
important points about introduction to the
students
(10 minutes)
Introduction
a) How to Introduce People
In introducing
two people, the general rule is: Introduce other
people to the person you wish to
the West as
in China. Women the West since the days of
knighthood.
b) Rising at
Introduction
A man always rise for an
introduction, except that it is sometimes all
right for an elderly man to
remain seated when
a young man is introduced to introduction.
c)
Introducing Yourself
If you want to meet
someone, it is better to ask a friend who know .
Task: Role-Play (25 minutes)
1) Imagine
you’re showing a group of English-speaking
visitors around your laboratory
in China. As
you go from department to department, you meet
various people whom
you would like to
introduce to the visitors.
2) You are a
restaurant. Another friend walks into the
restaurant alone. You ask you and then
introduce your companion to : (10 minutes)
Have you got any plan for the coming college
life? What is your plan for English study?
6
th
Period
Writing
1) Topic:
Students read the following instructions
individually. (5 minutes)
Some intensive
English programs in the United States offer a
foreign student the option of living
with an
American family while offers little value. In a
short essay, discuss one or two
advantages of
living with an American family and then state one
or two disadvantages. Tell
whether you are in
favor of or opposed to the idea of .
2)
Students discuss the advantages of living with an
American family. (10 minutes)
· Opportunity to
learn about American customs
· Environment to
improve English
3) Students discuss the
disadvantages of living with an American family
(10 minutes)
· Lack of privacy and
independence
· Being treated like a child
4) Students draft their essay individually.
(20 minutes)
Unit 2 Friendship
1. 教学目标及基本要求
Objectives:
Students
will be able to:
a) grasp the mail idea
(never delay expressing your true feelings to a
friend) and structure of
the text (developing
a story around a letter);
b) appreciate that
spoken English is much more informal than written
English;
c) master key language points and
grammatical structures in the text;
d) conduct
a series of reading, listening, speaking and
writing activities related to the theme of
the
unit.
2. 教学内容及学时分配：
Time allotment:
1
st
period: pre-reading; text
organization; text analysis
2
nd
period: while-reading
3
rd
period:
Post-Reading Activities
4
th
period:
Reading
5
th
period: Speaking
6
th
period: Writing
3. 教学重点及难点：
Important language points in the text:
4.
教学内容的深化及拓宽：
Students
conduct a series of
reading, listening, speaking and writing practice
to deepen their
understanding of the points
taught in class.
5. 教学方式及在教学中应注意的问题：
A
combination of traditional teaching methods with
the communicative approach will be adopted.
Special attention should be paid to classroom
interaction. More encouragement and guidance
will be given to the students in
their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7.
思考题和习题：
《全新版大学英语综合教程1》第二单元Text A后的所有习题。
阅读第二单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第二单元及相关练习。
《大学英语阅读进阶》第二单元及相关练习
Writing Assignment
1
st
Period
Pre-reading Tasks:
1) Introduction (10 minutes)
Students
listen to the recording and then answer the
questions on page 32.
2) Warm-up Questions:
(15 minutes)
a) Do you be regarded as our
true friends?
b) How do you understand
friendship?
3) The text can be divided into 3
parts. Students skim the text and try to find out
the main
idea for each part (10 minutes)
4) Students scan the text and then answer the
questions on page 38. (10 minutes)
2
nd
Period
The teacher explains
the following language points to the students
(45minutes)
Be lost in lose oneself in;
available; or something; estimate; not much of
a;
correspondence; kind of sort of; come
up; urge; postpone; reference; get in lose
be in touch with sb. practically
3
rd
Period
1) Sentence
Translation: (15 minutes)
Students are
required to translate the following sentences into
English.
a) 请注意,这种车票仅在发售当天有效。
Attention,
please. These tickets are available on (the) day
of issue only.
b) 这道甜食我还是不吃了吧。
I might as
well give the sweet course a miss.
c)
艰难的重担；可怕的冒险
an awful burden; an awful risk.
d) 他住在一所旧房子里。
He an old choked child
to death.
j) 当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。
When my old friend Brian urged me to accept a
cigarette, it was more than I could bear.
2)
Translation: Students are required to translate
the useful expressions in the CD-ROM. (15
minutes)
3) Dictation: Students do the
dictation exercise in the CD-ROM. (15 minutes)
4
th
Period Reading Practice
Reading:
1) The teacher explains the
important reading skills to the students. (30
minutes)
This part will introduce you several
reading skills which will prove to be your
English reading
if you master them skillfully
and use them creatively.
Now let’s see what
these magic shills are.
The first skill named
main idea, by main idea, we mean what one’s idea
about one topic, as a
further step, to know
one’s idea about one topic, we also need to know
what kinds of details are
used to support
one’s idea.
For example, if one’s say “Beckham
is always in the center of admiration, every
match”(example 1 below). Then
idea is Beckham is in the center of admiration,
and the details
idea is “ every match”
So
a very simple definition of main idea, topic and
detail can be given as follow:
Main idea is
the comment or thought one made about something.
Topic is the thing one makes comments.
Details are some factual events one used to
support one’s main idea.
But attention should
be given to the fact that sometimes, people make
comments without giving
any support, for
example: “A friend in need is a friend indeed”
(example 2). Its topic is about
friend, it
main idea is “a friend in need is a friend
indeed”, while no details are given to support
this main idea. In other cases, the main idea
is not so obvious, you must make some effort to
draw a conclusion, or try to infer what the
author is intended to say, for example, from
these
details by yourself; a possible main
idea is that “marriage is a good thing”. Of
course, topic can
sometimes be another
problem; it may also not be so clear what a
paragraph is talking about
after reading it.
This will be clear when you proceed with this
course.
Another trick in finding the main idea
of a passage is that in a paragraph, the most
possible
places for main idea are the
beginning, or the end and less likely, in the
middle of a paragraph.
To give you an overall
picture of main idea, topic and detail, a longer
example taken from the
text is given below
(example 4)
Example 1
Beckham is always in
the center of admiration, every match.
Example 2
A friend in need is a friend
indeed.
Example 3
“By all means marry, if
you get a good wife, you will become to separate
ourselves and grow
away from our families in
adolescence, friendships become even more
important to us as sources
of support.
However, in late adolescence and early adulthood,
friendship can take a back seat to
romantic relationships. Marriage can disrupt
friendships: our interests change, and we begin to
form relationship with other couples. In the
same way divorce can disrupt the friendships we
formed as couples
Can you tell the
topic and main idea and identify the details that
are used to support the idea in
the above
paragraph. Let’s do it together, firstly, we
should tell what the topic is, it seems
stupid
to ask such a question, because it is obvious that
the topic is friendship. While that may
seem
to be true superficially, when we give it another
thought, we will find this obvious answer
is
somewhat odd, because the whole text is about
friendship, not just this paragraph. A closer
look will lead us to the fact that there are
several different time indicators, that is
“adolescence”，
late adolescence, and early
adulthood, marriage and divorce. In this different
time of life,
friendship is different , so we
may well say that the topic is “ change of
friendship in different
time of life”, and the
corresponding main idea is “on different stages of
life, friendship may
idea is “in adolescence,
friendships become even more important to us” “ in
late adolescence and
early adulthood,
friendship can take a back seat (后退) to romantic
relationships.” “marriage and
divorce(离婚) can
disrupt the friendships we formed as couples”
2) Exercise: Students do the following
exercises individually. (15 minutes)
Now maybe
you are eager to this reading skill by yourself,
so do the following exercise: try to
find the
topic, main idea, and supporting details of the
following paragraphs.
a) What is remarkable
about the mostly in terms of crafts ship,
mechanics, and technology. It
is the
universality of toys with regard to their
development in all parts of the world and their
persistence to the present is amazing. In
Egypt, the America, China, Japan and among the
arctic( 北极的)peoples, generally the same kinds
of toys appeared. Variations depended on local
customs and ways of life because toys imitate
their surroundings. Nearly every civilization
business affairs. He everything. An elderly
complains of pain and lack of appetite. Her weight
dropping steadily. Three different problems?
Not really. These people------and millions like
them------ suffer from the most
common problem: depression.
5
th
period Speaking:
Expressing Likes and
Dislikes
1) Students practice the following
sentence structures with their partner. (10
minutes)
It’s fantastic.
It’s
terrific.
Or
It’s OK
It’s all
right.
It’s not bad.
Or
I ’t
stand it.
I don’t like it.
Agreeing
with someone’s likes
A- I’m crazy about
baseball.
B- Are you? I am, too.
Really? So am I.
Agreeing with someone’s
dislikes
A- I don’t like ’t either..
Disagreeing with someone’s likes
A- I
really love Jay.
B- Do you? I don’t like
at all.
Disagreeing with someone’s dislikes
A- I don’t like Jay very much.
B-
You don’t? I like a lot
I
sort of like .
I think he’s OK.
What
kind of____ do you like?
A- What kind of
music do you like?
Sort of
Type of
B- All kinds, but especially jazz.
Preferences
A- Do you like going to
concerts?
B- Sure, it’s all right, but I
like listening to records better.
Favorites
A- What’s your favorite city?
B- I
like Chongqing best.
I especially like
Chongqing.
My favorite is Chongqing.
2) Task One: Choose some things that you
really like (sports, music, movies,etc.). Make a
list.
Starting from the first item on your
list, ask your partner if ’t, go on to the next
item until you
find something you both like.
(15 minutes)
3) Task Two
First look at
the lists below. Then ask your partner about the
kinds of music, books, movies, etc.
that heshe
likes. (20 minutes)
Music
Jazz
Books
mysteries
Movies
science
fiction movies
blues
country
western
rock & roll
classical
musicals
romances
science fiction
westerns
love stories
non-fiction
horror movies
action pictures
6
th
Period: Writing
1) Students read the following sample letters
and then answer the questions. (10
minutes)
Read the following letter, and decide weather
it is a business letter or a personal one. Why?
Sample One
All Weather Products
9274 194th Street, R.R.
No. 4,Surrey,B.C. C3T 4W2
Surrey Nanaimo Edmonton
(604) (604) (403)
Telex:
November
Attention: Christian Huang
Dear Sir:
Thank you for your letter
dated October 6, 1999. We are interested in your
Item #6022s.
Please advise of your best prices
and send us a catalogue of your product range.
Please state
which models, if any, are CASUL
approved.
Awaiting an early
response.
Yours Truly,
Rav Solanki
C.E.O.
注：CSA:加拿大电器安全规格检验，（Canadian Standards
Association）
UL：美国电器安全规格检验，（Underwriters’ Laboratories）
CEO:行政执行首长，（Chief Executive Officer）
2)
Students discuss the essential elements in a
letter. (10 minutes)
信头。包括发信（人）公司的名称、地址、传真或电传
the heading:
号码。
the dateline:
the inside address:
the attention line:
the salutation:
the body:
the complimentary close:
the
signature:
3) Writing Assignment: (The
teacher explains the writing assignment to the
students) (5
minutes)
a)
Write a
letter in the name of Ed(now in ). You see your
friend Tom
发信日期。
信内地址。收信（人）公司的名称和地址。
经办人。
称呼。eg. Dear Sir,
正文。
结语。e.g.
Yours truly,
签名。
is sorrowful and regrets for
not writing to you. Write to
idea ( to
ensure the survival of civilization, measures
must be taken to );
b) appreciate the style
differences between narrative writing and
expository writing;
c) master key
language points and grammatical structures in the
text;
d) conduct a series of reading,
listening, speaking and writing activities related
to the theme of
the unit.
2. 教学内容及学时分配：
Time Allotment
1
st
period: pre-
reading task; Text Organization
2
nd
period: while-reading task
3
rd
period: Post-reading task
4
th
period: Reading Practice
5
th
period:
Speaking
6
th
period: Writing
3.
教学重点及难点：
Important language points in the
text:
4. 教学内容的深化及拓宽：
Students
conduct a series of reading, listening,
speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of
traditional teaching methods with the
communicative approach will be adopted.
Special attention should be paid to classroom
interaction. More encouragement and guidance
will be given to the students in their
extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7.
思考题和习题：
《全新版大学英语综合教程1》第三单元Text A 后的所有习题。
阅读第三单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第三单元及相关练习。
《大学英语阅读进阶》第三单元及相关练习
Writing Assignment
1
st
Period
Pre-reading task
1)
Task One: Students listen to the recording two or
three times and then think over the
following
questions: (10 minutes)
---- What questions
interest Hawking?
---- When did the illness
start to affect to the disease?
---- What
makes some of the scientific and technological
discoveries that on a sheet of paper
some of
the scientific and technological discoveries that
they finish, teacher may invite some
of them
to read out to the class. Then teacher writes down
some discoveries on the blackboard.
（7
minutes）
3) Task Three: Pointing at the
discoveries noted down on the blackboard, teacher
asks
students: In what way do these
discoveries change our lives for the better? In
what ways do these
discoveries change our
lives for the worse? (8 minutes)
4) Teacher
makes a conclusion (5 minutes)
5) Text
Organization: The teacher guide students through
the text organization exercise on
page 69. (15
minutes)
2
nd
Period:
1) Detailed
reading: Questions about text (15 minutes)
Part one:
Paragraph 1:
a) In what way
? Give examples.
b) What is the attitude of
some people towards the changes brought about by
science and
technology?
c)
What does “a privileged minority” in line 5 refer
to?
d) What was life like before science and
technology began to change our way of life?
Paragraph 2:
a) What would if all
government money for research were cut off?
b)
What is the function of the imaginary “global
state”?
c) What does “this” in “even this
wouldn’t succeed” refer to?
d) How do you
understand “ initiative and inventiveness are such
that even this wouldn’t
succeed.”?
Paragraph 3:
a)
b)
What does the
author think we should do about science and
technology?
Why is it necessary for the public
to your own words, explain what Hawking means by
saying that “the public is in two minds about
science.”
c) Have you ever read the terror
story of Frankenstein? Why does the author use
this
example?
d) How do you understand “It
is also an important element behind support for
the Green
Parties.”?
Part Two
Paragraph 4
a) How is science taught in
schools?
b) What does the author think of
equations as a way of expressing scientific ideas?
Paras. 5-6
a) What limited role can books
and magazines play in popularizing scientific
ideas?
b) What is the responsibility of TV
science program producers?
Part Three
a)
What is the sick joke about?
b)
What does the author think of the future of
civilization?
Language Points: (30 minutes)
The teacher explains the following language
points to the students:
attitude; likely; do
without; in terms of; tend; grasp;
sufficient; convey; put
across; slow down
3
rd
Period
1) Style and Text
analysis
The teacher explains stylistic
features of the text to the students: (5 minutes)
This text is a piece of expository writing.
Exposition is the process of making a statement
and
then supporting it with evidence. In
expository writing, the topic sentences are
usually presented
in the first or second
sentences of a paragraph, followed by supporting
details.
2) The teacher explains the style
differences between narration and exposition. (15
minutes)
Read the first 10 lines of both
All the Cabbie Had Was a Letter and Public
Attitudes Toward
Science. Then fill in the
table.
simple or any
paragraph
Text A
length
sentences? voice?
Unit 2 shorter
Unit 3 longer
shorter
longer
simple no yes
no
sentence length compound passive
dialogue?
narrator?
no
yes
any
3rd-person
any
compound
yes
What are the major differences between
narrative and expository writing?
Expository
writings usually employ longer paragraphs in which
there are longer and more
involved sentences.
Simply glance over the first page of Text A, Unit
2 and the first page of Text
A, Unit 3, and
you will see the latter is more closely packed
than the former. For the purpose of
objectivity, third-person narration is often
adopted in exposition. Meanwhile, sentences in the
passive voice appear regularly.
3) Debate: Should cloning of beings be
banned? (25 minutes)
Students are divided
into two groups, each assigned a position either
for or against cloning.
Each group brainstorm
to find out arguments in their favor, and propose
counter-arguments
against what the opposite
side might bring up.
4
th
Period
Reading Practice
How to be scientist in the
Reading Course
1) Reading Skill: conclusion
The teacher explains features of conclusion.
(5 minutes)
2) Task : Students discuss in
pairs
What Way the Text Is Concluded
With
a conclusion, the essay is brought to its end;
without a conclusion, it lacks a sense of
completeness. A conclusion may be a summary of
the main points, a prediction of the future, a
recommendation of a solution or a quotation to
make the whole thing clear.
How is this text
concluded?
3) Students discuss the following
questions in small groups for general
Comprehension of
the Text (20 minutes)
a)
What do science majors expect from a life of
scientist?
b) What do researchers tell about
their life?
c) What do leading scientists do
instead of working in the lab?
d) Why did Dr.
Shirley Tilghman say that she should be “a
psychology major” in order to
become a
“principal scientific investigator”?
e)
According to Lu, what was the most useful thing
some successful scientists are
delighted to
leave the laboratory?
g) Why are they loath
to admit that they are delighted to leave the
laboratory?
does their time spent in the lab
dwindle to nothing?
j) What did those leading
scientists find themselves to be in the end?
k) According to , a scientist get influence
and power?
l) From what sources
can the researching groups get money or funds to
support their research?
m) What are the
difficulties of becoming a leading scientist?
4) Context clues: Students do the context
clue exercise in their book. (10 minutes)
5
th
Period: Speaking:
1)
Students practice the useful expressions for
making phone calls in pairs. (10 minutes)
2)
Task: Students make up dialogues based on the
following situations. (20 minutes)
a) You wish
to speak to Charlie Brown, but the person who
answers the call doesn’t
know anyone by that
name.
b) You are in your office at the
university and your roommate is at the way . His
go with
you to a disco tonight. Your friend
answers the phone and discusses other ways of
entertainment tonight.
3) The teacher
invites some groups to act out the situations for
the class. (15 minutes)
6
th
Period
Writing
1) Group Discussion: (15 minutes)
Pick one or two scientific discoveries, the
computer or genetic engineering for example, that
our lives and talk about it.
2) Useful
Words and Expressions (10 minutes)
The teacher
introduces some useful words and expressions to
the students:
You may use following words and
phrases in your discussion.
for example
for instance
for one thing
in other word
as follows
as proof
as an
illustration
as an example
take
...for example
consider ...for example
according to ...
let me
illustrate
generally
generally
speaking
on the whole
3)
Students draft their essay.
in
practice
all
every
never
(20 minutes)
Unit
4 American Dream
1. 教学目标及基本要求：
Objectives:
Students will be able to:
a) understand the main idea (Tony Trivisonno
realized Dream through efforts)
and
structure of the text (one part telling the story
of Tony’s life and the other giving the
author’s comments on it).
b) learn to
describe a person by the text.
c) conduct a
series of reading, listening, speaking and writing
activities centered upon the
theme of the
unit.
2. 教学内容及学时分配：
Time Allotment
1
st
period: pre-reading task; text
organization
2
nd
period: while-reading
tasks
3
rd
period: post-reading tasks
4
th
period: reading practice
5
th
period: speaking
6
th
period: writing
3. 教学重点及难点：
Important
language points in the text:
4. 教学内容的深化及拓宽：
Students
conduct a series of reading,
listening, speaking and writing practice to deepen
their
understanding of the points taught in
class.
5. 教学方式及在教学中应注意的问题：
A combination
of traditional teaching methods with the
communicative approach will be adopted.
Special attention should be paid
to classroom interaction. More encouragement and
guidance
will be given to the students in
their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7.
思考题和习题：
《全新版大学英语综合教程1》第四单元Text A后的所有习题。
阅读第四单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第四单元及相关练习。
《大学英语阅读进阶》第四单元及相关练习
Writing Assignment
1
st
Period:
1) Pre-reading task
Questions: Students answer the following
questions after they listen to the recording. (10
minutes)
a) What did American Dream mean
to Dr. Hertz’s grandparents?
b) Why does Dr.
Hertz say that the American Dream is in one’s
one’s pocket?
c) Why does Dr. Hertz say that
the American Dream is in one’s one’s pocket?
2) Ask students do Cloze B on page 106 to
Dream. (10 minutes)
3) Based on the above
two activities, the class will about American
Dream. (10 minutes)
4) Text Organization:
Students are required to do the text organization
exercises on page 98.
(15 minutes)
2
nd
Period:
The teacher explains
the text and relevant language points to the
students. (45 minutes)
Language Points to be
covered:
turn away; work out; do
with; determination; personnel & personal;
capacity & ability; turn down; call on;
loan; discard; abandon;
property; sponsor;
approach; above all; weekly; clean up; for sale
on sale; send for;
-A story narrated
according to time sequence
The writer employs
time words and phrases in narration. Time words
and phrases serves
as transitional devices by
which an author switches from one event to
another. The latter event
may take place
either before or after the former, which allows an
author freedom in narration.
Text A in Unit 1
is a good example of narration interspersed with
flashbacks, and in this text the
writer is
able to keep concise by simply recounting Tony’s
steps toward success, since the time
phrases
make it unnecessary to squeeze in too many details
about quickly to find the time
words and
phrases
b) Ask students to try to think of
other time words and phrases as many as possible
which are
often used in their usual practice.
(for example: first, ...second, lastly...;
firstly, secondly, lastly; to begin
with,...next,...finally,...;first,...then, and
then...;at the beginning, later, ultimately)
Careful and successful use of details
Not
all the details are not important. Some vital
details are very important to the
development
of the story or the description of the characters.
Can you find some example
to show the writer’s
craftsmanship? For example:
a) Tony’s
faulty English sentence “I mow your lawn” was
repeated four times to show
Tony’s
determination in finding a job and who needed a
job.
b) The writer does not make a statement
claiming that Tony is a good worker, Tony died,
people found “the farm green with vegetables,
the little the yard. The children were educated
and working, and Tony didn’t owe a cent.’
c) The three instances when
Tony’s physical appearance is described present an
increasingly
well-to-do Tony. Please notice
that Tony Line 65 “we sat down and talked’?
Tony’s social
status improved enough to allow
with Mr. Crawford.
2) Translation: (10
minutes)
Students translate the following
phrases into English
1) 梦想成真 ２）结结巴巴的英语
３）雇不起保姆
4）拒绝一个需要帮助的人 5）夸奖某人的工作 6）割草坪
7）一小笔微薄的周薪 8）人事部 9）一栋待售的房子
10）拜访一个朋友
11）贷款 12）满自信的样子 13）首付
14）寻找一份体面的工作
15）他的形象在我心目中越来越高大。
3) Dictation (15 minutes)
Students do the dictation exercise in the CD-
ROM.
4
th
Period Reading Practice:
1) Reading Skill 1 － facts and opinions (15
minutes)
The teacher explain this reading
skill to the students:
Facts are usually
objective descriptions or statements while
opinions are subjective evaluations
or
predictions from both the characters and the
author. In general, facts are directly related to
the
development of the plot while opinions
provide the author’s and characters’ reflections.
Students read the following sample and then
answer the questions:
A further difficulty
would arise in respect of communication. Water
will conduct sound, but
it does not transmit
words produced by vocal chords; nor is the ear
adapted to underwater
the voices and ears
which they out of water, and may therefore use
in their new environment.
Divers use sign-
language, but this mind the poor visibility of
the submarine world.
Questions: Decide whether
the following statements are facts, or simply the
opinions of the
author.
a) Water will
conduct sound.
b) If the sea-
people are to be amphibious, then they will want
to retain their voices and ears.
c) Divers use
sign language.
2) Reading Skill 2 —thesis (15
minutes)
The teacher explains the steps for
finding thesis to the students.
Step 1: Skim
over the passage to get a general sense.
Step
2: Carefully read the passage and underline the
topic sentence or key words that express the
implied main idea.
Step 3: Go over what
underlined and determine the main idea.
Students read the following sample and then do
the exercises.
If you are planning to buy a
television set, the following advertisement would
certainly attract
your attention: “Color TV,
only $$79. Two day sale. Hurry.” However, when you
go to the store
ready to buy, you may discover
that the advertised sets are sold out. But the
salesman is quick to
reassure you that they
are switched to another more costly item. Buying
items on sale requires
careful consideration
of the merchandise and the reasons for the sale.
Which of the following best expresses the main
idea
a. The customer must be on purchasing
items on sale.
b. Color television sets which
sell for $$79 are sold out quickly.
c. Many
stores use the “bait and switch” techniques to
attract customers.
d. Anyone planning to buy
a television set should look for a sale.
This
paragraph could be entitled
a. Buying a TV
Set b. Buyer Beware
c.
Closeout Sale d. Sales Tactics
3) Reading Skill 3 －details (15 minutes)
The teacher explains the steps for finding
details to the students.
Step 1: Read the
passage and determine the main idea.
Step 2:
Underline important words and ideas and sort out
the important details that support the
main idea.
Step 3: Find is addictive. For
example, when a set breaks, most families rush to
renting one if
the repair process takes longer
than a day or two. When “nothing’s on TV,” people
experience
boredom with their lives, not
knowing what to do with themselves. Perhaps the
best example of
television addiction was an
experiment in Germany where 184 volunteers were
paid to go
without television for a year. At
first, most volunteers did well, reporting that
they were spending
more time with their
children, reading, and visiting friends. Then,
within a month, tension,
restlessness, and
quarreling increased. Not one volunteer lasted
more than five months without a
television
set. Once the sets were on again, people lost
their anxieties and returned to normal.
Questions: which is the main idea of the
passage and which are the supporting details.
a) Many people victims to television
addiction.
b) Most families can not go without
a TV set even for a couple of days.
c) With no
exciting TV programs to entertain them with,
people will feel bored to death.
d) An
experiment in Germany showed none of the 184
volunteers could last more than five
months
without a TV set.
5
th
Period Speaking
1) Group Discussion: (20 minutes)
You
are going to talk about sports. Read the following
questions and discuss them with your
partner(s).
a) Do you like sports? What is
your favorite sport?
b) What sports do most
young people go in for?
c) What sports are
suitable for old people?
d) Do you like
jogging? Why or why not?
e) Could you name
some ball games? Which one do you like best?
f) Why do people need to play sports?
g)
What do you know about the Olympic Games?
2) Language Focus (10 minutes)
Students read the following sentences aloud.
I like swimming jogging fishing tennis,
etc.
My favorite sport is basketball
volleyball football, etc.
Young people go in
for such sports as running playing basketball,
tennis, football, etc.
Jogging Walking
Fishing is good for old people.
Jogging is
considered a jogging because they believe it is a
very good form of exercise can
make their
a chair all day get my figure back if I play a
sport.
I could meet some new people when I
play sports.
People play sports because they
want to keep fit live an active life.
Playing a sport we like is an essential part of
our life.
The Olympics are a different city
in the world.
Over 2, 700 years ago the first
Olmpics were Athens.
The Olympics the
world.
3) Discussion: Students work in
small groups and discuss the positive effects of
doing
exercise. (15 minutes)
6
th
Period
Writing skill
Writing Strategy
----- How to write a personal description
1)
Word Categorizing: Students categorize the
following words according to the
instruction.
Put the following adjectives into the right
group, according to what they describe. (15
minutes)
good-looking blue-eyed
well-dressed self-centered clean
left
--shaven narrow-minded cheap
straight-
dirty
mean stubborn
strong-willed persistent shy old-dated
Character: ___________________________
______________________________
Face: ________
__________________________________________________
___
Body: ___________________________________
__________________________
Clothes: _________
__________________________________________________
__
2) Students read the following two samples
individually. (10 minutes)
My Roommate
It was my first day at college. I got into the
dormitory where i was going
to live, and
looked at door after door for my name. As last I
found it.
In the room there was already a
student making
to me. “What a stuck-up
fellow”,
I thought. I examined the room. it
was not different in the fittings and furnishings
from any other
room I , but it thoroughly
cleaned---by my new roommate, no doubt. I looked
at , short and
dark. His at all. “A country
folk”, I concluded. The second time movement. He
walked out of
the room and was soon far ahead
of me in the corridor.
“A good guy” I said to
myself, “I will make friends with . She is always
very genteel. She takes
care of and keeps
them all at school. I in all. She gives us every
comfort. We all love
bringing us up. As our
family is too poor to keep a nurse, my mother .
She saves every penny
that she can and keeps
everything in order. As she busy ever since she
was young, she looks
older than she really is.
Her face is wrinkled, she says to us, “Work while
you work, play while
you play. If you do not
work, you will become lazy and of no use to
society.” What a piece of
good advice this is!
We must treasure it up and always keep it in mind.
3) Writing Strategy (20 minutes)
The
teacher explains the writing strategy for personal
description to the students.
When you describe
something or someone, you give your readers a
picture in words. To make
this “word picture”
as vivid as possible, you must observe and record
specific details that appeal
to
your reader’s senses (sight, any other type of
writing, a descriptive paragraph needs sharp,
colorful details.
Here is a description in
which only the sense of sight is used:
A rug
covers the living-room floor.
In contrast,
rich in sense impressions:
A thick, reddish-
brown shag rug is laid wall to wall across the
living-room floor. The long,
curled fibers of
the shag seem to whisper as you walk through them
in your bare feet, and when
you squeeze your
toes into the deep covering, the soft fibers push
back at you with a spongy
resiliency.
Sense impressions include sight (thick,
reddish-brown shag rug; lad wall to wall; walk
through
them in your bare feet; squeeze your
toes into the deep covering; push back), the
writer’s
experience.
In this section, you
will be asked to describe a person, place, or
thing for your readers through
the use of
words rich in sensory details. The following
paragraph can , resembles a triangle.
Karla’ s
skin is a soft velvety brown. eyes slant upward
at the corners, and she emphasizes
their angle
with a sweep of maroon eye shadow. Karla’ s
under it leads the observer’s eye to a
pair of
red-tined lips. With their slight secretly
pleased. One reason Karla may be a local
beauty contest. Karla’ s face is framed by a
smooth layer of brown in flat-soled running
shoes.
Somehow, Karla would look perfect in a
cat’ s jeweled collar.
The writer of “Karla”
organizes the details by observing Karla in an
orderly way. Which of
Karla’s features is
described first? Which of Karla’ s features is
described last? Check the
method of spatial
organization that best describes the paragraph.
_____ Interior to exterior
_____ Near to
far
_____ Top to bottom
Write a paragraph describing a person. Decide
on a dominant impression you , and use only
those details that will add to that
impression.
Unit 5 Romance
1. 教学目标及基本要求：
Objectives:
Students
will be able to:
a) grasp the main idea (the
nature of a in its response to the unattractive)
and structure of the
text;
b) appreciate
the narrative skills demonstrated in the text
(switch between tenses, change of
narrators),
some rhetorical devices (simile and metaphor) and
the use of informal language
in conversations;
c) master the key language points and
grammatical structures in the text;
d) conduct
a series of reading, listening, speaking and
writing activities related to love and
growth.
2. 教学内容及学时分配：
Time allotment:
1st
period: pre-reading task; Scanning
2nd period:
while-reading task
3rd period: post-reading
activities
4th period: reading Practice
5th period: speaking
6th period: writing
3. 教学重点及难点：
Important language points in
the text:
4. 教学内容的深化及拓宽：
Students
conduct a series of reading, listening,
speaking and writing practice to deepen their
understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A
combination of traditional teaching methods with
the communicative approach will be adopted.
Special attention should be paid to classroom
interaction. More encouragement and guidance
will be given to the students in their
extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7.
思考题和习题：
《全新版大学英语综合教程1》第五单元Text A后的所有习题。
阅读第五单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第五单元及相关练习。
《大学英语阅读进阶》第五单元及相关练习
Writing Assignment
1
st
Period
1) A brief
introduction to the Valentine’s Day (10 minutes)
2) Students do the pre-reading task on page
136 of their book. (15 minutes)
3) Students
scan the text and answer the following questions.
(20 minutes)
a) How touch with each other?
b) Why did Miss Maynell refuse to send
Blanchard a photograph? How do you understand
Miss Maynell’s words in Para4? What do you
think of ’t Blanchard turn away from “Miss
Maynell”?
c) How come the middle-aged
woman was wearing the rose?
d) What did Miss
Maynell want to find out through the test? Do you
like Miss Maynell’s test?
2
nd
Period
The teacher explains the text and the language
points in detail. (45 minutes)
Language points to be covered:
straighten
(broaden…); make one’s way to; absorb ( be
absorbed in by); reflect & respond;
thoughtful; previous; locate; correspond;
schedule; sustain; slim; split; identify &
identity in respond to; as though; be
supposed to; company;
3
rd
Period
Text Analysis
1) Simile and
Metaphor (15 minutes) The teacher explains the
features of simile and
metaphor to the
students.
What are simile and metaphor?
A
simile is a comparison of one thing to another,
using words “like” or “as” , e.g., “ suit she
was like springtime come alive”.
A
metaphor is a suggested but not stated comparison
of one thing to another,
e.g. “…while I felt
choked by the bitterness of my disappointment”.
Read the following sentences and decide
whether they are similes or metaphors.
a) He
is as brave as a lion.
b) Her and women
are merely players.
c) The man sleeps like a
baby.
2) Selection of Details. (15
minutes) The teacher explains features of detail
selection in the
text.
Questions:
What
details are given to show that Blanchard fell in
love with the girl who ?
His interest in
twelve months before„ Taking a book off the shelf
found
the young girl and “Miss Maynell”
a) Her eyes were blue as flowers;
Her lip and chin
a little overweight,
?
a) For the young and beautiful girl:
b) “I started toward better than love, a
friendship for which I and must ever be
grateful.”
c) “…while I spoke I felt choked by
the bitterness of my disappointment.”
What’s :
Students do the dictation exercise on their CD-
ROM. (15 minutes)
4
th
Period Reading
Practice
1) Reading Skill 1－Point of view
(10 minutes)
The teacher explains the features
of this reading skill to the students:
The
first person perspective is often adopted to
describe the author’s own experiences or feelings,
which are more or less personal and subjective
while the second person perspective is generally
used when the author wants to rouse the
participation of the readers or to generalize the
two
perspectives in this essay : What point of
view is used in this essay? When does the author
make switches between first and second person
perspectives? (10 minutes)
When she first
changes the second person perspective to the first
person perspective in
paragraph 7, she wants
to specify image of being defeated. Later, when
she returns to the
second person perspective,
she describes the general feelings felt by
unemployed people. With
this change, she
succeeds in a rousing the sympathy of the readers
and thus makes them believe
that these
feelings are not peculiar to an individual, yet,
they are common to all who by
someone else.
Instead, it endeavors to summarize the life of a
person through all these past
events that
combine together to make to be the end.
Discussion: What details are provided in the
text to depict the poverty of the family and its
outcomes? (10 minutes)
3) Reading Skill
3－How to sense the dominant impression (10
minutes)
The teacher explains this reading
skill to the students.
With many details,
the author creates the dominant impression that
is
emphasized. Her mother agreed to condition
that she was given a set of
Dickens and she read them even at night. Then,
Welty vividly describes
interesting things
that roused reading. In to the story time. With
all
these details, Welty shows that in word
itself was not dull at all. For
one thing, it
image and , Welty stated that “In the beginning
was the
Word,” which actually shows
-bedded 两张单人床的
a
room with a view 景色好的房间
rates 房租
includedexclude breakfast 包不包早餐
Reserving
A Table
Useful Expressions
reserve
a table for 12:30 订一张桌子，时间是12点半
book a table in a quiet corner 在一个安静的角落订一张桌子
book a table for four 订一张4个人的桌子
2) Group Discussion (15 minutes) Students
discuss the following questions in small
groups.
a) Travelers are always
discoverers. How true do you think this statement
is?
b) What significant role can traveling
play in a person’s life? (Can you imagine a life
limitedrooted to one place only?)
3) Role
play: (20 minutes)
a) Imagine you’re a student
of Chongqing University and this weekend several
your
old classmates will visit you from
Sichuan University, Chengdu. They book
Chongqing. You just introduce the about
Chongqing to them as a guide.
6
th
Period Writing
Narrative Essay
1.
Students read the following passage that provides
guidance for narrative writing and
then
discuss the important elements of a narrative
essay with their partner. (15 minutes)
To narrate is to give an account
of an event or a series of events. In its broadest
sense, narrative
writing includes stories,
real or imaginary, biographies, news items, and
narrative poems.
Narration often goes . When
one tells a story, one describes its setting and
characters. On the
other of a person or a
scene. When planning a narrative, the writer
should consider these five
aspects: contest,
selection of details, organization, point of view,
and purpose.
Context
When, where, and to
whom the action in a narrative made clear at the
beginning of the
narrative. This will provide
the reader with a context, or circumstances, to
of Details
A narrative is made up of details.
There should be enough details so that the reader
knows what
is the story. Only relevant
details, or things that contribute to bringing out
the main ideas of the
narrative, are useful
and effective. When selecting details, therefore,
the writer should bear in
mind writing the
narrative.
Organization
Events in a
narrative are usually related in chronological
order, that is , in the order in which
they
occur. But it is also possible, and sometimes
preferable, to start from the middle or even the
end of the story with the event that is most
important or most likely to arouse the reader’s
interest, and then go back to the beginning.
The middle tells the story itself. When the story
is
clearly told, the narrative comes to a
natural end; then there is no need for a
superfluous
concluding paragraph. But
sometimes it may be necessary to add one or two
paragraphs about
the significance of the story
or about things that afterwards.
Point of
View
A story can be told either in the first
person or in the third person, each narrative may
be more
graphic and lifelike, because it gives
the reader the impression that it is what the
writer or
experienced. But the scope of the
narrative may be limited, for it is difficulty to
recount events
that in different place at the
same time. A third-person narrative is free from
this limitation,
and it may seem
more objective, but it is not easy to put in good
order things that to different
people in
different places.
Purpose
There must be a
purpose in telling a story. The writer may want to
prove a theory, to illustrate a
concept, to
praise a virtue, to condemn a vice, etc. He should
make sure that the total effect of
it leaves
on the reader, is in agreement with the plot of
or third-person narrative describing
the
your life, for example, your first day at school,
the day when you got your first pay,
the day
when you were given an interview, the day when
someone walked into your life,
the day when
something changed the course of your life;
an
accident which to the students for their
reference
exciting
令人兴奋的
busy
忙的
fun
有趣的
frustrating
令人沮丧的
tiringexhausting
累人的
easy
轻松的，简单的
normal
正常的
meaningful
有意义的
serious
严肃的，重要的
terrible
糟糕的，骇人的
desperating
令人绝望的
anxious
焦急的，担心的
under
pessimistic
悲观的
optimistic
pressurestress
乐观的
处于压力之下
2. Students work in small
groups and share the experience of the most
memorable day in
their lives with other group
members. (8 minutes)
4. Students draft their
essay individually. (15 minutes)
绝望
great
in despair
relaxing
轻松的，放松的
pleasant
令人愉快的
unforgettablememorable
令人难忘的
stressful
有压力的，紧迫的
Unit 6 Animal Intelligence
Objectives
Students will be able to:
1. Understand
the main idea (some animals seem capable of
thinking when it is in their own
interests to
do so) and structure of the text (introduction, 3
subheadings to give 3 supporting
examples,
conclusion);
2. Appreciate the importance of
examples in exposition;
3. Grasp the key
language points and grammatical structures in the
text;
4. Conduct a series of reading,
listening, speaking and writing activities
centered upon the
theme of the unit.
Methods and facilities:
Group discussion,
pair work, oral presentation, etc.
Time
allotment
1
st
period
Pre-reading;
2
nd
period 3
rd
period
4
th
period 5
th
period 6
th
period
Theme-related
Language
Learning
Tasks
While-reading While-reading While-
reading Exercises;
(Parts II & (Part III)
III) Post-reading
Text B While-
reading (Parts I & II)
(Text
Structure)
Teaching Procedure:
Pre-reading tasks
1.T asks Ss the following questions to check
if they feel about Ben? Why?
Is the song
related to the theme of this unit—animal
intelligence? How?
2.T elicits or offers a
definition of intelligence: the power of
perceiving, learning, understanding;
knowing;
mental ability.
g
T dictates
the following names of animals to Ss: pig, , dog,
dolphin, elephant, monkey, rat, parrot,
cat,
ant.
Ss form groups to rank those animals
according to their intelligence, and get ready to
explain the
rationale behind the ranking. Ss
may cite examples, anecdotes, personal
experiences, scientific
findings, etc.
T
invites speakers from several groups to report to
the class.
4.T leads into the text by saying:
As you all agree, animals do display intelligence
in some areas.
Let’s read the text and find
out more examples of animal intelligence.
While-reading Tasks
read the instructions
for Text Organization Exercise 2 to grasp the
three-part structure of the
text. T tells them
that they will complete this exercise as they go
through the txt.
2.T draws Ss’ attention to
the three subheadings in the text, and explains
the functions of
enhance the formal
appearance of an essay; eliminate the need for
wordy transitional devices
between sections.
3.T explains the key language points in Part
I, and gives Ss practice.
sum up the main
idea of Part I, then T invites some of them to
tell their summary to the
class. (Some animals
demonstrate intelligence when dealing with
captivity and beings.)
5.T explains the key
language points in Part II and gives Ss practice.
sum up the main ideas of the parts under the
three subheadings respectively, then T invites
some of them to give their summary to the
class.
(Let’s Make a Deal—Some animals are
intelligent enough to know with people; Tale of a
Whale—Animals like whales can assess a
situation and act accordingly; Primate Shell
Game—Animals can sometimes be tricky.)
read Writing Strategy in Part IV, and answer the
following questions:
How many kinds of animals
are mentioned in Part II? What are they? (a
gorilla, 3 orangutans, a
killer
whale)
Why does the author mention these
animals in Part I.)
8.T explains the language
points in Part III and gives Ss practice.
sum
up the main idea of Part III, then some of them
report their summary to the class.
(Some
animals are intelligent.)
Post-reading Tasks
s ?
Ss answer the following questions:
does “it” in the first line of Para. 4 refer
to? (the key chain the first line of Para. 10
refer to? (The keepers couldn’t reach the baby
whale to the first line of Para. 12 refer to?
(Melati deceived transitional device.
T
introduces some other transitional devices used in
this text.
2.T guides Ss through some
exercises.
B
g
Text Analysis
As
students will learn this unit, we are not going
to dwell upon this point the various
transitional devices employed in the text.
Headings and subheadings provide natural
transitions between paragraphs or sections.
However, it doesn’t follow that any other
transitional devices are not welcome. For example,
the
first sentence under the example to
illustrate the points made by the author in the
introductory
part of this article. Or consider
the first sentence under the animal want to
cooperate with a ?”
Both the direct readers’
attention to another demonstration of animal
intelligence. The third
be seen in attempts
to deceive.”—function similarly.
Another
common transitional device is the use of anaphora
and cataphora. The former is
seen in the use
of pronouns to refer to something, somebody or
some event previously
mentioned,
the latter predicting something, somebody or some
event that will soon be mentioned
in the
discourse. This text mainly employs anaphora.
Besides, conjunctions also pave the way for a
smooth transition of ideas. Take the first
sentence of Para. 6 for example: “Miles also
tried to teach Chantek more virtuous “also”
connects this paragraph with the previous one.
“Such as” introduces a new example to be
mentioned in the sentences to follow.
In
the beginning sentence of a new paragraph, one may
also sum up the main idea of the
previous
paragraph or section, then go on to introduce the
topic of the current paragraph. The
first
sentence of Para. 5—“If an animal can show skill
in trading one thing for another, why not
in
point.
Cultural Notes
a:
The largest
of the great apes. The male is arm-spread of 2.4
m. it lips, and small ears. The
female is
smaller than the male. This fruit and vegetables
and the ground; they usually walk
on all
fours leaning on the knuckles of their :
3.A
species of large ape related to chimpanzees,
gorillas, and man. It is the largest fruit-eater
in
the world and is known to eat at least 200
species of fruit.
The prominent flanges of fat
at the side of the face are very striking in large
adult males. The
jaws project forward from the
face, the eyebrow ridge is only slightly
pronounced, and the eyes
and ears are small.
The coat is coarse, long, and shaggy, especially
over the shoulders and arms,
where it may grow
to 45 cm in length. And the arms and extended the
arms may span 2.4 m
and their length is
exaggerated because the standing and argument
about sth, often involving
strong feelings of
anger or disapproval (+ over about)
A new
controversy arose regarding the politician’s
finances.
There is a fiercebitter it and
move to other areas.
The shell surrounding the
egg the floor surrounded by toys.
e:
examine thoroughly, learn about
engineers explored my car and said find it
exciting to explore space.
man will explore
the Sahara desert on foot.
ter: meet, esp.
unexpectedly
She encountered an old friend on
the street.
Before they selling oranges.
: make known
The details of the new policy
for medical insurance revealed.
His research
in cloning “Dolly” revealed some very important
facts.
A survey of the Chinese diet in cities
are overweight.
ce: make (sb.) feel sure by
the use of argument or evidence (convince sb
thatof sth)
His parents managed to convince
for was a dominant figure in the American film
industry.
The dominant powers took control of
the conference.
a deal: reach an agreement or
arrangement, esp. in business or politics
I’ll
make a deal with you—you wash the car and I’ll let
you use it tonight.
The car company exchange
for brakes.
to do: often used to indicate
that sb did sth with a disappointing or surprising
result
He , only to find that the train order
to come to an agreement (negotiate for sth,
negotiate to do
sth, negotiate with sb)
We
will negotiate for a pay increase of 3.5%.
The
government refused to negotiate with terrorists.
There were reports that three companies were
negotiating to share the market.
in: continue
to do or to maintain its position as market
leader.
The taxi driver and , anxiety, etc.;
ease
Taking a part-time job would relieve you
of the financial burden.
Drugs can
relieve much of the pain.
ake: carry out; take
upon oneself
The United Nations was supposed
to undertake the role of global peace-keeper.
You should think very carefully before you
undertake the responsibilities of a general
manager
of a multi-national company.
We’ll
out
I can’t figure out why ’t figure the
balloon expands when of the town expanded rapidly
in the
1960s.
The bank is aiming to expand
its share of the mortgage market.
:
stretch or reach
service is planned to
extend form Baltimore to Philadelphia.
is
expected to extend to all parts of the country by
this evening.
make larger or longer
A.I
would like to stay in France a it longer, but I
will need to extend my visa.
’ve extended the
kitchen to give us room for a dining area.
:
change; shift (+ to)
He used to play tennis,
but now that another person ’t envy you your
trip in this bad weather.
ate: act or work
together (+ with in to do)
The New York City
police cooperated with the force in Boston in
catching the criminals.
Russia and the US are
cooperating in joint space venture.
Aid
agencies and the local government are cooperating
to deliver supplies to the flooded area.
sb’s
interest(s): for or to sb’s advantage
It would
be in your interests to undertake this task
although it’s difficult.
The local government
the plan for a new chemical plant because it is
not in the public interest.
In the interests
of safety, please do not smoke.
far: will go far towards solving our present
English language teaching in one semester.
Examinations are not the only means of
assessing someone’s ability.
nt:
opinion
about sth.
you judgment, what the
examination?
judgment is that the students
extracurricular activities.
manager made an
unfair judgment of unexpected and dangerous event
which must be
dealt with at once
In an
emergency, call 110.
The pilot of the aircraft
was forced to make an emergency landing.
The
emergency services are the fire brigade, the
police, and the ambulance service.
wrong:
stop developing well
I didn’t watch the live
opening ceremony of the World Cup yesterday
because my television
went wrong again.
Everything went wrong with my computer after I
installed that new program.
up: carefully
examine a situation or person in order to make a
judgment
I don’t like the way the sales
assistants in that shop size you up as you walk
through the door.
Some manufacturers sizing
up some African countries as a possible market for
their
motorcycles.
I felt insulted by the
way my father sized up my boyfriend.
e: set
free (release sbsth from)
Some animals in the
zoo released form its cage.
He was released
from prison after serving two years of a five-year
sentence.
e: try to make believe sth that is
false (+ into doing)
You can’t pass exams
without working, so don’t deceive yourself into
thinking you can.
You deceived me, and I can’t
forgive you.
They deceived the old
man into signing the papers.
in to sbsth:
admit a loss; surrender; yield
The authorities
showed no signs of giving in to the kidnappers’
demands.
I pressed my parents until they
finally gave in and bought me a computer.
e:
remain alive
A.A few were killed but most
survived in the earthquake.
baby was born
with a problem with its the flood.
.Unit7
Emergency
Objectives
Students will be able
to:
tand the main idea (Anthony Falzo saved
two children in a courageous deed) and
structure of the text (three parts—what the
text;
t a series of reading, listening,
speaking and writing activities centered upon the
theme
of the unit.
Time allotment
1
st
period
Pre-reading;
While-
reading
2
nd
period 3
rd
period
4
th
period 5
th
period
Text B
6
th
period
Theme-Related
language
learning tasks
While-reading
While-reading Post-reading
(Exercises)
Teaching Procedure:
Pre-reading tasks
1.T asks Ss the following questions to check
if they things)
What did courage mean to the
father after the fire? (to risk one’s life for
other people)
sion
Before
class, Ss are asked to collect stories, news
reports, pictures, etc. of courageous deeds.
In class, Ss form groups of three or four to
share what they to results to the class.
T
reminds Ss to keep these qualities in mind when
they study the text, and see Anthony Falzo.
While-reading Tasks
tions
Ss read the
title and the first paragraph, then answer the
following questions:
might “Kids on the
Track”? (Kate Prichard, a railway worker, a train
engineer, a
neighbor, a passer-by who saw the
kids on the track, etc.)
does the author
describe a train , Conrail, and the lack of fence
between the Prichards’
yard and the railway?
(They foreshadowed the later accident.)
does
the author include in the story the ages of Todd
and Scott? (Tell the reader they
were too
young to understand the importance of staying away
from the railway road.)
T comments that the
author skillfully includes in the first paragraph
the above-mentioned idea
of the importance of
coherence.
read the instructions for Text
Organization Exercise 1 to learn the three-part
structure of the
text. They will complete this
exercise as they go through the text.
3.T
explains the language points in Part I and gives
Ss practice.
sum up the main idea of Part I,
then some of them report their summary to the
class.
5.T explains the language points in
Part II and gives Ss practice. It might be
important to
mention that 14 inches equal
approximately 35cm. During the process, pay
special attention to
the verbs that describe a
succession of actions taken by Rich and Anthony. T
may ask Ss what
more general synonyms could
replace those in the text.
do the Usage
Exercise and learn about the advantages of
specific words over general ones.
sum up the
main idea of Part II, then do Text Organization
Exercise 2. They will compare
their answers
with each other.
8.T explains the
language points in Part III and gives Ss practice.
sum up the main idea of Part III, then some
of them report their summary to the class.
re-form groups, which are the same as those in
Pre-reading Activities No. 2, to discuss the
valuable qualities Anthony possessed. They
must give examples to support their findings.
Post-reading Tasks
re-read the first
sentence of the text, Paras. 9-13, Para. 28, and
answer the following
questions:
Does the
description of the weather Rich and Anthony
relevant to the story? (to form a contrast
between the relaxed mood they were in and the
tense scenes to come)
How do Scott and Kate’s
reactions to the accident compare with Anthony’s?
(to comparison
and contrast to play up the
atmosphere.
ses
B
g
Text Analysis
A good story-writer selects details carefully.
Heshe only includes those details that are vital
to the theme.
At first sight, some readers
may wonder why the author bothers to give
descriptions of the
weather, of the first
part of the story the author tells us there was no
fence separating the yard
from the railroad.
It is interesting to note that in the last
paragraph, the author makes a special
mention
of the fact that there is now a fence separating
the neighborhood from the railroad track.
That
provides a good example of coherence.
Cultural
Notes
Emergency services:
The emergency
services are the public organizations whose job is
to take quick action to
deal with
emergencies when they occur, especially the fire
brigade, the police, and the
ambulance
service. The telephone number used for calling the
police, fire or ambulance services
in an
emergency is 999 in Britain and 911 in the US.
Language Study
le with: the mud.
1.
nearby:
e.g.
in the area close by (adv.)
found a part-time job in the company nearby.
the towns nearby were crowded with tourists
during the spoke softly to an old lady
standing nearby.
not far away (adj.)
drug can be bought at your nearby pharmacy.
stopped at some nearby shops to pick up some food.
one’s attention to: make sb aware of and be
concerned about sth.
The article was intended
to draw the public’s attention to environmental
protection.
My teacher drew my attention to an
error in the term paper.
: send by a light or
an act
The student raised .
of the way:
at a distance from the usual route; in a state or
condition so as not to the
back road.
:
begin again after a pause
The search for the
missing pilot is expected to resume early today.
We’ll stop now and resume at two o’clock.
They stopped talking for a moment to see where
the noise was coming from and then resumed
their conversation.
aroundabout: spend time playing or doing things
with no particular purpose
He spends the
Thames.
The kids spent all say Sunday just
messing around.
down: cause to become calmer
She is so angry now. just leave and then talk
to in the city to cool down.
: see or
recognize
Thank you for pointing out the
error; I ’t spotted it.
He left the came to
the stage with a bunch of flowers. And then, in an
instant, the flowers
turned into a bird.
the instant: as soon as
I tried phoning :
take the rope, shouting “’s busiest railway
stations this morning.
: cause to move or
swing slowly from side to side
Trees swayed
gently in the breeze.
The coastal time with
the music.
: not firmly fixed in place
His
tie was pulled loose and . It seemed that the
teacher asked , the girl was idly pulling loose
tread on order to et or touch (+to do)
The mother reached out to grab greeting.
of: free from, not in contact with
The
plane climbed until it was clear of the clouds.
The man kept clear of a quiet street,
injuring three people and killing one.
The
soccer game was very fierce. One of the players
injured be seen (tofrom)
These cells are not
visible to the eye.
The TV tower is just
visible from my bedroom window.
:
turn
round; revolve
instant they left,
my seat to speak to .
bus was so crowded that
my body was twisted, my legs at an awkward angle.
: by means of; by way of
It’s easy and
quick to communicate with friends via email.
Mr. Brake will return and France.
al: of
or in the inside
They a couple of internal
walls. So the sitting room looks larger.
The
X-rays showed that the victim of the car accident
.
city’s bomb shelters were being prepared
for possible air raids.
soldiers built a
rough shelter of branches covered with leaves.
Unit 8 Coping with an Educational Problem
Objectives
Students will be able to:
tand the main idea (teenagers’ idleness and
ignorance will seriously affect themselves
and
society in general) and structure of the text (two
parts—the author’s concern and the way
to
write a cause-and-effect analysis;
the key
language points and grammatical structures in the
text;
t a series of reading, listening,
speaking and writing activities centered on the
theme of
the unit.
Time allotment
1
st
Period
Pre-reading
task;
While-reading
Period Period Period Period
Text B
Period
Writing While-reading
While-reading Post-reading
(Exercises)
Pre-reading tasks
1.T asks the
following questions to check if the students who
Ss are divided into three large groups. Each
is assigned one of the following topics for
discussion:
the world?
did Japan
manage to rebuild itself after the devastation of
WWII?
will China grow into a prosperous and
well-respected country?
Speakers for each
group report their answers to the class.
T
sums up by stressing that almost all groups
mentioned the importance of education, which is
closely related to the theme of this unit.
While-reading :Tasks
uction:
T asks
the following questions:
is a fable? (short
tales not based on facts and intended to give
moral guidance)
us the titles of some fables
you know. (Aesop’s Fables)
fables state the
moral lessons directly or let the reader deduce?
(let the reader deduce)
Ss read the title of
Text A and try to predict the possible
consequences of laziness.
T leads in by
saying: In the first part of this text, the author
brings up a problem: idleness and
ignorance
among a great many U.S. teenagers. In the second
part .
2.T explains the language points in
Part I and gives practice.
review cataphoric
referents by finding out:
The meaning of
“that” in Para. 3 (the author’s doing mental
arithmetic)
The meaning of “such an
experience” in Para. 6 (the salesgirl’s ignorance)
The meaning of “this” in Para. 7 (students’
inability to perform even the simplest
calculations)
The meaning of “all this
ignorance” in Para. 8 (students’ inability to
calculate, and their poor
knowledge of world ”
in Para. 9 (a friend’s bright, lazy 16-year-old
son)
The meaning of “this message”
in Para. 10 (teenagers’ ignorance leads to serious
consequences)
skim Part II to find out
Hanleys there are in this part, and 1835, a poor
peasant in Island;
Kevin 1928, a steel-mill
worker in Pittsburgh, U.S.A.
Kevin 1945, a
soldier fighting the Japanese army;
Kevin
1966, a student who studies all the time so as to
get into college and law school;
Kevin 1990, a
cleaner in a Japanese-owned factory;
Kevin
2020, a porter in a 2025, living in a slum and
searching through trash piles for food.
2.T
explains the language points in Part II and gives
practice.
conclude the moral lesson from Part
II. (Education is key to success, while lack of it
leads
to serious consequences for both
individuals and society as a whole.)
Post-
reading Tasks
ses;
B;
g.
Language
Study
out of: use up or finish a supply of
sth.
To our disappointment, our car ran out
gas they ran out of food, the soldiers set about
the
campus.
They invited a dozen
companies, but only a the employer arrived, the
secretary amazement:
with a feeling of great
surprise or disbelief
All the people in the
lecture amazement when in amazement turning the
cards into cashes.
: make sb worry or feel
unhappy (+ by about)
They’re terribly upset
by the break-up of their parents’ marriage.
He
was upset about the argument takes up a large
slice of the publishing market.
boss promised
that everyone would get a slice of the profits.
A thin flat piece cut from sth (+ of)
to eat at least four slices of
bread a day.
the pork into thin slices.
up: give a brief summary of
My teacher would
sum up the main points of the lesson before only
took a few moments at the
end to sum up.
7pete with against sb for sth
More than
2,300 candidates from 93 political parties ate
competing for 486 seats.
We are countries for
a share of the market.
: influence on
The
20
th
century was full of inventions that
seven million people affected by the drought.
The Asian financial crisis didn’t affect our
national economy.
down: stop working; fall;
collapse
The elevators in this building are
always breaking down.
I last week.
Talk
between the two countries broke down when the two
sides failed to reach an agreement.
the
factory really drove with a .
low in
importance, status, or condition
l started .
a rose from no longer afford.
with
swimming pools are still a luxury in many parts of
the country.
very great comfort, esp. among
beautiful and expensive surrounding
was
brought up in an atmosphere of luxury and wealth.
took over you were; more comfortable
Today’s farmers are better off than they used
to be.
It’s obvious that those who work those
who don’t
: frightened (+ of to that…)
At the sight of a snake on the
floor, the lady was too scared to move.
I
scared of mice.
Alex was scared that amount
of money adequate to purchase an apartment.
Her knowledge of English was adequate for the
job.
e:
The first signs of economic
decline became visible in that region.
Some
people are worried that there will be a great
decline in the stock market.
in decline; on
the decline: gradually decreasing
The birth
rate of China is on the decline.
He is still
one of the world’s most popular soccer player, but
decline.
Class attendance is in decline
recently.