全新版大学英语教学设计
红高粱家族-我喜欢的明星普通话
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： 2005-2006
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:
1
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：
2
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)
3
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
4
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?
5
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
6
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)
7
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.
8
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?
9
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.
10
(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
11
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
12
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
13
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
14
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
blues
country
western
rock & roll
classical
Books
mysteries
romances
science fiction
westerns
love stories
non-fiction
Movies
science fiction
movies
horror movies
action pictures
15
musicals
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) 888-3999
(604)754-5515 (403)469-0487
Telex:04-365628
November 15,1999
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）
16
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
17
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。
18
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:
19
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?
20
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
Text
A
or
any
any
3rd-person
dialogue?
narrator?
yes
no
no
yes
any
paragraph
sentence
length compound passive
length
sentences? voice?
shorter
longer
simple no Unit 2 shorter
Unit 3
longer compound yes
What are the major
differences between narrative and expository
writing?
21
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?
22
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)
23
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
let me illustrate
generally
generally speaking
on the whole
3) Students draft
their essay. (20 minutes)
as
an illustration
as an example
take ...for example
consider ...for
example
according to ...
in
practice
all
every
never
24
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：
25
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?
26
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
27
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)
28
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.
29
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,
30
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.
31
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
32
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.
33
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.
34
_____ 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.
35
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:
36
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)
37
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.
38
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)
39
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
40
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
41
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
42
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
43
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
While-reading While-
reading While-reading Exercises; Theme-related
(Parts II & (Part III)
III) Post-reading
Text B Language
Learning
Tasks
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.
44
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.)
45
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.
46
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)
47
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.
48
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.
49
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.
50
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.
51
Time allotment
1
st
period 2
nd
period
3
rd
period 4
th
period 5
th
period
Pre-reading;
While-reading
While-reading While-reading Post-reading Text
B
(Exercises)
Theme-Related
language
learning tasks
6
th
period
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
52
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
53
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.)
54
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
55
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.
56
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
Period
Writing While-reading While-reading
Post-reading Text B
(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.
57
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;
58
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
59
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.
60
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
Class
attendance is in decline recently.
61
decline.