教案E英语2unit1

教案E英语2unit1
Unit 1
1. Teaching objectives：
(1)Knowledge objectives: ①students can master some key words and expressions of the text.
②Students can acquire more about the present simple tense & the past simple tense.
③Students can learn how to find topic sentences of the passage.
(2)Ability objective: students can be trained to master the abilities of listening, speaking, reading and writing.
(3)Emotional objectives:①students can have a r ight attitude towards life.
②students can raise their awareness to pursue happiness and enjoy life.
2. Teaching key points: help the students have a better understanding of the present simple tense and the past simple tense.
3. Teaching difficult points: enable students to distinguish fricatives of English and express satisfaction and dissatisfaction properly.
4. Teaching procedures:
Part One Listening and Speaking
Step 1. Pronunciation and listening skills
Pronouncing fricatives properly: 发/f/ 和/v/ 这两个摩擦音时，上齿应接触下唇。

发/θ/ 和/e/ 这两个摩擦音时，舌尖应置于上下齿之间。

发/s/ 和/z/ 这两个摩擦音时，舌尖应抵齿龈。

另外，因为/v/、/e/ 和/z/ 这三个音是浊辅音，读时声带应振动(To see the examples on the screen and practice)。

/f/ 和/v/
/f/ 和/v/ 是唇齿音。

发/f/ 时，上齿轻轻咬住下唇内侧，将气流从唇齿的缝隙间轻轻吹出来；/v/ 的发音和/f/ 大致相同，发此音时，上齿轻轻咬住下唇内侧，再用力将气从唇齿的缝隙中吹出来，但需要振动声带。

/θ/ 和/e/
/θ/ 和/e/是齿间音。

发/θ/ 时，双唇微开，舌头伸出来，上下齿轻咬住舌尖，将气流从牙齿的缝隙中吹出来。

发/e/ 时，双唇微开，上下齿轻咬住舌尖，让气流尽量被上下齿堵住，只允许少量气体从牙齿缝隙中吹出来，同时振动声带发出声音。

/s/ 和/z/
是齿龈音。

发/s/ 时，舌尖及舌中靠近上齿龈，其间形成窄缝，气流从窄缝中流出，摩擦成音，但只送气不振动声带；发/z/ 和发/s/ 时的舌形和口形相同，不同的是发此音时声带需要振动，但不送气。

Step 2. Conversations
Conversation 1 - Expressing satisfaction
1. Listen to a conversation and complete the following sentences with what you hear.
2. Listen again and check (?) the reasons why Jason feels satisfied with his present job. Scripts
Hi, Anna, how’s it going?
Not too bad. I haven’t seen you for some time. What have you been doing lately, Jason?
Same as usual, I’m still busy with my work. You know, working in one of the world’s top 500 companies is quite demanding.
How long have you been working in this company?
Over two years.
Are you satisfied with your present job?
Yes, I am quite pleased with it. I have a big office, some
helpful colleagues, and an open-minded boss. There is nothing to complain about.
It seems that you have a lot of fun at work.
Yes, it’s just what I wanted from work.
You are really lucky!
3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language.
Situation 1
Hi, Betty! How was your dinner last night?
Great! My friend and I like it very much. Thanks for your recommendation.
Oh, really? Could you tell me why you like it?
The restaurant is filled with a cozy atmosphere and it is quite relaxing to be there.
Yes, I have the same feeling with you.
Moreover, the food is very delicious and the service is pretty good.
Yeah, I totally agree with you.
Situation 2
Good morning, Professor Brown.
Good morning.
I have just finished a painting. Could you please take a look at it?
Sure. Hmm, this is a very satisfying one. I like it very much.
Really? Why do you say so?
It s hows your personality and can arouse the viewer’s imagination. I’m glad to see the improvement in your painting, Ann!
Thank you very much!
Functional Language
Conversation 2 - Expressing dissatisfaction
2. Listen again and match the people in Column A with the information in Column B.
Scripts
You don’t look very cheerful. What’s the matter, Jack?
Oh, nothing special, Jane. I’m just a bit fed up.
With your job? Aren’t you satisfied with your present work?
No, I’m under a lot of pressure at work. My boss always wants me to increase sales. Sometimes the sales goal is almost impossible to achieve. I’m not pleased with it.
I used to feel stressed out like you but I managed to find some time to jog every morning. It did work.
Maybe I should try it. But you know, I am very busy. The work here is really tiring.
Cheer up! Maybe being busy means there are more opportunities for a promotion.
I hope so. But Miss Green, my boss, enjoys picking on me. I really can’t st and it.
Stop dwelling on it. Think about the positive side of your work and you will feel better then.
3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language.
Situation 1
Hi, Betty.
Hi, Ann. It seems you are not in a good mood. What’s wrong?
I don’t really like living in the dorm. I wish I could move into an apartment and live on my own. What happened?
The dorm is too crammed and noisy. I just can’t stand it.
I see. What you said is t rue. But it is fun to live with your friends and classmates. Besides, it’s safer and more convenient
to live in the dorm.
You are right. Thanks for talking with me.
Situation 2
Hi, buddy! You look very down in the mouth. What’s the matter?
I’m dissatisfied with my performance in the basketball game this afternoon.
Oh, what happened?
I only got two points. It never happened to me before. I’m really disappointed.
Come on. That’s just one game. You still have chances in the future. What’s the most important is that you are having fun from playing basketball.
I guess you are right. Thank you!
Functional Language
Step 3. Passage
1. Listen to a passage and complete the following table with what you hear.
2. Listen again and answer the following questions by filling in the blanks with what you hear. Scripts
There are various kinds of jobs in the world, such as writing, nursing, teaching, and engineering. But different people choose different jobs as their ideal careers. This is because everyone has his own interest.
As for me, I have made up my mind to be a teacher. I choose to do so mainly for three reasons: Firstly, I like the pace of the academic calendar. Two long vacations offer me an opportunity for reflection, research, and writing. Secondly, I can have the opportunity to motivate myself to keep on learning. Finally, being around the students who are beginning to change and grow, I
can get improvement too.
3. Work in pairs to do the following activities.
1 Match the jobs with the following pictures.
2 What’s your id eal job? Describe it to your partne r.
My ideal job is to be a news reporter. It will offer me opportunities to go to different places to interview different people and report to the audience.
3 List three reasons for your choice.
I choose to be a news reporter mainly for three reasons. First, I am always interested in amazing news. Second, I like talking with different people. It can bring me opportunities to communicate with people and get new ideas and thoughts from them. Third, I like traveling. Being a reporter may bring me opportunities to visit different places.
Part Two Reading
Passage A When I Grow up
Teaching Procedure
Step 1. Lead-in
Video appreciation: Ice Princess
Extended reading: 拾荒记——三毛
Pre-reading questions:
1. Match the interest areas in the left column with the possible careers in the right column.
2. Work in groups to discuss the following questions.
1) What did you dream to be when you were young? And how about now?
2)Do you think you can realize your dream? Why or why not?
Overview
We may often be asked by others: What do you want to be when you grow up? What is your dream? The answer is likely to
be different at each stage of our life because we are growing and changing all the time. But what is the eternal pursuit of life? On the way to finding the answer, we work hard for our goals, we cooperate with and rely on others, and we learn to appreciate both success and failure, just like in a football game. After going through all these experiences, we might come to the conclusion: Whatever path we may follow in life, happiness is the ultimate destination.
Step 2. Text Study
1.Text reading
/doc/bd14835503.html,anization of the text Structure:
Part I (Para. 1-2): My uncommon and ―foolish‖ childhood dream job
Part II (Para. 3-4): As teenager, I am not quite confident about the same question.
Part III (Para 5-6): Whatever career one chooses, happiness is the real destination.
/doc/bd14835503.html,nguage points
1). Crayons danced across sheets of paper to illustrate our dream jobs.
彩色蜡笔在纸上飞舞，描绘着我们梦想的工作。

dance:在这里是拟人用法。

类似例子还有：
The twenty-first century sees a lot of scientific discoveries and inventions.
二十一世纪见证了许多科学发现和发明。

句型：to illustrate our dream jobs 动词不定式做目的状语，是dance的目的。

2). Our drawings were hung in the hall way for our parents to see at Back to School Night.
我们的画被挂在走廊里，好让我们的父母在“返校之夜”可以看到。

句型：
in：prep. 表地点，
for：prep.引导逻辑主语，
to：to inf.动词不定式表目的，
at：prep.表示具体的时间
3).I remember looking down the line and seeing pictures of ballet dancers dancing, firefighters putting out a big fire, and spacemen leaping across the moon—jobs that were seen as typical dreams of five-year-olds.
我记得放眼望去，有的画上是正在跳舞的芭蕾舞演员，有的是正在扑灭大火的消防员，有的是正在月球上跳跃行走的宇航员，这些工作都是五岁孩子梦想中的工作。

Remember: remember doing sth. 记得做过某事remember to do sth. 记得要干某事
我记得出门时把灯关了。

I remember turning off the lights when I left home.
请离开时记得关灯。

Please remember to turn off the lights when you leave。

用法相近的单词1
stop to do 停止，中断做某事后去做另一件事
stop doing 停止正在做的某事
我在回家的路上停下来买面包。

I stopped to buy bread on the way home.
他必须得停止考虑这件事。

He have to stop thinking about it.
用法相近的单词2
forget to do 忘记要去做
forget doing 忘记做过某事
办公室里的灯还在亮着。

他忘了关灯。

The light in the office is still on. He forgot to turn it off.
他忘记是否关灯了。

He forgot turning the light off.
用法相近的单词3
try to do 设法或努力去做某事
try doing 尝试着做某事
你必须尽量更仔细些。

You must try to be more careful.
我尝试了做园丁工作但没有成功。

I tried gardening but didn’t succeed.
用法相近的单词4
regret to do 对要做的事情遗憾
regret doing 对做过的事情遗憾，后悔
我很遗憾必须这么做，但没有其他选择。

I regret to have to do this, but I have no choice.
我不后悔告诉了她我的想法。

I don’t regret telling her what I thought.
用法相近的单词5
mean to do 打算，想
mean doing 意味着
我想走，但我父亲不会允许我走。

I mean to go, but my father would not allow me to.
那样做意味着浪费时间。

Doing that means wasting time.
4).My picture showed a stick figure with brown hair holding
a bottle of orange juice over something like a counter.
我画的是一个留着棕色头发的人物线条，她站在柜台后，手里拿着一瓶橙汁。

句型分析：
主语：my picture；
谓语：showed；
宾语：a stick figure；
定语：with brown hair；
现代分词做后置定语：holding a bottle of orange juice over something like a counter.
5).Underneath was my hardly readable handwriting: When I grow up, I want to work at the Market Basket because it would be fun to swipe orange juice across the scanner at the checkout counter.
画的下面是我那难以辨认的字：长大后，我想在杂货市场工作，因为在收银台旁边用扫描仪扫橙汁的条形码会很有趣。

倒装句。

Underneath副词作状语前置。

句子的主语是my hardly readable handwriting.
6).To th is day. my parents won’t let me forget that out of everything I could have w ished to be, my five-year-old self wished to work at the local grocery store.
至今，我的父母都不会让我忘记：在所有我可以希望拥有的工作当中，五岁的我只是想在当地的食品杂货市场工作。

could have:一、表示主观猜测：即对已经发生动作或已经存在的状态作出主观上的猜测，通常可译为“可能已经······，有时需根据具体语境来翻译。

Tom could have taken the money; he was here alone yesterday.
有可能是汤姆把钱拿走了，昨天他单独一个人在这里呆过。

该用法也可将could换成can，但这只限于否定句和疑问句，因为can表推测时不用于肯定句，而could可以用于肯定句。

They can’t have gone out because the light’s on.
他们不可能出去了，因为灯还亮着。

二、表示未曾实现的能力：即表示过去本来有能力可以做某事的，
但实际上没有那样去做，通常译为“本来可以、本来能够”等。

I could have passed my examination easily but I made too many stupid mistakes.
我本可以轻易通过考试，但我犯了太多不该犯的错误。

三、表示未曾实现的可能性：即表示过去本来可能发生的情况，而实际上没有发生，通常译为“本来可以、本来可能”等。

She could have been seriously injured.
她本来可能伤得很严重。

四、表示未曾实现的想法、选择，即表示过去本来有做某事的打算或意图，但实际上没有实现，通常译为“本来可以”。

I could have lent you the money. Why didn't you ask me?
我本来可以借这笔钱给你的。

你为什么不向我提出?
五、表示批评或责备：即表示过去本来有责任或义务应该做某事，但实际上却没有做成，含有批评和责备的意味，通常译为“本来应该”、“本来可以”等。

You could have started a little earlier.
你本可以早点动身的。

六、用于虚拟语气：在虚拟条件句中，当谈论过去的情况时，其句型通常是：主句用“could / would / should /might +have+过去分词”，从句用过去完成时。

If you had come sooner, you could have helped us.
你如早来一点，就会帮上我们了。

7).When we are young, questions of what we want to be when we grow up are common.
小时候，我们通常会被问到长大了想干什么的问题。

question of 后面接的是关系代词what 引导的宾语从句。

类似的用法还有：
Can you give us a description of what has happened?
She was excited by what she had seen.
8).When we become teens, we are asked the very same
question twice as often.
当我们十几岁时，别人问我们这个问题的次数是以前的两倍。

表达倍数关系的方法
1)n times +形容词/副词的比较级+than…：
Asia is four times larger than Europe.亚洲比欧洲大3倍。

2) by + n times
The steel output has increased by two times.钢产量已增加了一倍。

reduce by 3 times减少到1/3 或减少了2/3
注1：表示“2倍”时，不能用two times，除了twice外，还可以用double，as …again as 等
He demanded double the usual fee. 他要了比平常多1倍的费用。

注2：表示“3倍”时，除可用three times外，还可用动词treble或triple等表示。

Treple/ trebl /：三倍的
The grains in the area have trebled this year. 今年这个地区的粮食增加了2倍。

注3：在表示“4倍”或“4倍以上”时，除用“基数词+ times‖ 外，还可用“基数词+fold‖的合成词。

We have produced four-fold as many electric fans as we did last year.
本年我们生产的电扇数量相当于去年的4倍。

9).As teenagers, we are expected to know exactly what we want to be and how we are going to achieve that goal.
作为青少年，人们希望我们明确地知道自己长大了想干什么以及如何实现这一目标。

what we want to be 和how we are going to achieve that goal 是know 的并列宾语从句。

achieve a goal: 实现目标
10).When I th ink about the future, I definitely don’t see
myself working at the Market Basket, but in reality, if that was what would make me happy, I would do it.
想到未来，我一定不会想象自己在杂货市场工作，但在现实生活中，如果那样能让我快乐，我就会去做。

in reality：实际上
11).So, the next time someone asks me what I want to be when I grow up, I will simply say ―happy.‖
所以，下一次有人问我长大想成为什么样的人时，我会简单地说一句：“成为幸福的人。

”Last time I saw him , he was busy preparing for his driving test.
上次我见他的时候，他正忙着考驾照。

Next time you come to my city, do drop in on（顺道拜访）me.
下次你来我市，一定要来我家看我。

12).We may want to take different paths in life, but we all want to be happy wherever we end up. 我们在一生中也许会走不同的路，但是无论我们最终到达哪里，我们都希望自己幸福。

what/who/which+ever可引导名词性从句，相当于anything that或anyeone who
Whoever works hard will succeed. (whoever=anyone who)无论谁努力工作都会成功。

what/who/which/when/where/how+ever可引导让步状语从句，相当于no matter what/who/which/when/ where/how. However 引导让步状语从句时常与形容词或副词连用，从句语序为however+adj./adv.+主语+谓语。

Whatever you do, you must think it over first. (whatever=no matter what)
无论你做什么，你都要首先仔细想想。

when/where+ever还可引导时间或地点状语从句，相当于every time, everywhere. Whenever we see Mr. Lee we say hello to him.
每次我们见到李先生的时候我们都会和他打招呼。

what/who/which/when/where/how+ever也可用于疑问句中，比what/ who/ which/ when/ where/ how语气更强，意思是―究竟是······？”
Whoever did such a foolish thing?
到底是谁做了这么愚蠢的事情？
Step 3. Exercises
Comprehension
V ocabulary & Structure
Translation
Part Three Grammar: The present simple tense & the past simple tense(一般现在时和一般过去时)
一、一般现在时
一般过去时主要表示过去某一时间发生的动作或存在的状态。

一般过去时用动词的过去式表示。

主要有以下几种用法：
1 表示在过去的某一时间发生的动作或存在的状态，常与表示过去时间的词语连用：yesterday, this morning, just now, a moment ago, in May, last night/week/year, once upon a time, the other day,before 等。

e.g.
1) He left for（出发去某地）London yesterday.
2) We visited their university last Friday.
3) She suffered a lot in her childhood.
2 表示过去习惯性的动作。

e.g.
1) We often played tennis together last year.
2) Sometimes we went to the countryside to visit our uncle when we were young.
3表示客气的询问，常用于口语中，代替一般现在时，使口气显得委婉。

e.g.
1) I wondered if you could give me a lift.
2) I wanted to ask if I could borrow your car.
Part Four Writing
Notes: 主题句是某一段落主旨大意的概括，它能引导读者的思路，使段落的中心思想一目了然。

大多数的主题句出现在段落的开头，开宗明义；有些主题句出现在段尾，概括全段；有时主题句也出现在段中。

还有些段落没有明显的主题句，需要读者自己来概括总结。

Samples
Exercises
1. A
2. A
3. C
Writing - Additional examples:
1 主题句置于段落开头：
The beach party was a total disaster. The cooler leaked and all the ice melted, so we drank warm Coke. Also, most of the potato salad was spoiled. Some kids charged across the blanket and kicked sand onto the fried chicken. Bob bought two rackets but forgot the shuttle.
该段的主题句在开头就清楚表明海边晚会完全是场“灾难”。

下文围绕这一主题展开了具体介绍：冰箱坏了，冰块融化了，他们不能喝冰冻可乐；土豆沙拉大部分坏掉了；一些孩子还把沙子踢到了炸鸡上；Bob 带了球拍却没带球。

2 主题句置于段落中间：
Body language is communication by facial expressions, head or eye movements, hand signals, and body postures. Misunderstandings—often amusing but sometimes serious—can arise between people from different cultures if they don’t understand nonverbal signals. Take, for example, the differences
in meaning of a gesture very common in the United States: a circle made with the thumb and index finger. To an American, it means that everything is OK. To a Japanese, it means that you are talking about money. In Greece, it is an obscene gesture. Therefore, an American could unknowingly offend a Greek by using a particular hand signal.
该段开始介绍了什么是身体语言及理解身体语言的重要性，后面用了一个手势语的例子阐释了不同国家文化背景下的人们对这同一个手势的不同理解。

段落的主题句在中间提出。

3 主题句置于段落结尾：
We now have, as a result of modern means of communication, hundreds of thousands of words flung at us daily. We are constantly being talked at, by teachers, preachers, and salesmen. The cries of advertisers pursue us into our very homes, thanks to the radio —and in some houses the radio is never turned off from morning to night. We go out and get more words at bookstores and libraries. Words fill our lives.
该段列举了形形色色的话语形式，最后加以总结概括：话语充斥着我们的生活。

4 段落中没有主题句：
The room is located on the fifth floor of the high building. One third of its total floor space is taken up by a double bed. Facing it, in the corner behind the door, stands a cupboard loaded with pots, bowls, dishes, bottles, and bags of rice and flour.
A desk completely fills the gap between the bed and the wall with the window. Behind the desk is a chair, the only one in the room; and it almost touches the boxes and trunks piled against the wall on the opposite side.
这个段落没有明确的主题句，但很容易看出整段是在描述一间屋子。

Part Five Cultural Express
1.Attitudes to work: American people; Japanese people; French people.
2.Questions: Discussion.
Part Six Summary and Homework
Review of the text and try to master the key words and expressions;
Preview the new words, expressions and Text A of Unit 2.
Unit 2
1. Teaching objectives：
(1)Knowledge objectives: ①students can master some key words and animal expressions of the
text.
②Students can acquire more about the present continuous tense & the
past continuous tense.
③Students can learn how to write supporting sentences and
concluding sentences.
(2)Ability objective: ①students can improve the abilities of listening, speaking, reading and
writing.
②Students can have a better understanding of language and culture and
improve the ability of the cross-cultural Communication.
(3)Emotional objectives:①students can get more interested in English culture.
②students can raise their awareness to protect and love animals .
2. Teaching key points: ①enable students to master the symbolic meanings of animals.
②help the students have a better understanding of the present continuous
tense and the past contiunuous tense.
3. Teaching difficult points: enable students to infer where conversations take place and ask for
more information.
4. Teaching procedure
Part One Listening and Speaking
Step 1. Pronunciation and listening skills
Inferring where conversations take place
Tips
推断对话发生的地点是听力中常见的一种考题。

遇到这样的题目，要注意听整个对话，理解对话的内容。

不要听到某个表示地点的词就认为该对话发生在这里，导致选择错误。

Scripts
1.
W: Oh, dear, I’m tired. I can’t walk any farther.
M: Let’s go to the restaurant across the street an d get something to eat, OK?
Q: Where does the conversation most probably take place?
2.
W: Dear, I feel hungry now. How about you?
M: So do I. Let me call Room Service. Hello, Room Service? Please send a menu to Room 320 right away.
Q: Where does the conversation most probably take place?
3.
M: I’ll have the steak, French Fries, and let’s see, chocolate ice cream for dessert.
W: Oh, you know these things will ruin your health, too much fat and sugar, how about ordering some vegetables and fruit instead?
Q: Where does the conversation most probably take place?
4.
M: Excuse me, I’m looking for the emergency room. I thought it was on the first floor.
W: It is. This is the basement. Take the elevator one flight up and turn left.
Q: Where does the conversation most probably take place?
Tips
推断对话发生的地点时要注意听完整个对话，理解对话的内容，切忌断章取义，听到某个表示地点的词就认为该话发生在那里，导致选择错误例如，在对话1 中，先提到了walk，又提到了go to the restaurant across the street，综合这些，可以推断出该对话发生的地点是在大街上，而非其他地方。

如果仅听到了restaurant 就作出选择的话，就会推断错误。

Step 2. Conversations
Conversation 1- Asking for information
1. Listen to a conversation and choose the best answer to each of the following questions.
1. B
2. B
3. A
2. Listen again and answer the following questions by filling in the blanks.
Scripts
Hello, this is Quay Restaurant.
Hello, I’d like to make a dinner reservation.
Could I know when you’re coming, Sir?
Tuesday night.
Could you tell me what time you’d like to come?
Our first choice would be 7:00 o’clock, or perhaps 7:30.
7:00 o’clock is fine. I’d like to know how many of you will come, Sir.
I’d like to reserve a table for eight, please. And could I have a table by the window?
Let me see what’s ava ilable. Yes, we have one. May I have your name and phone number, please? Great! My last name is Foster, and my phone number is 150********.
Thank you, Mr. Foster. See you this Tuesday at 7:00 o’clock.
Thanks for your help. I look forward to having a wonderful dinner in your restaurant.
3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language.
Functional Language
Conversation 2 -Asking for more information
1. Listen to a conversation and choose the best answer to each of the following questions.
1. C
2. C
3. B
2. Listen again and complete the following sentences with what you hear. Pay attention to the function of these expressions.
Scripts
Top Art School. What can I do for you?
Hello. I’d lik e to study painting. Could you please tell me what courses you offer?
Our subjects cover almost every painting style, such as oil painting, watercolor painting, traditional Chinese painting, and so on.
I’m more interested in oil painting. Do you mind telli ng me more about it?
The course is given twice a week for two months and the tuition fees are 1,600 yuan.
OK. Could you be more specific about what I will learn from the course?
It includes a brief introduction to oil painting and its basic techniques. You will learn to appreciate the paintings of some great masters such as Da Vinci, Raphael, and so on. And then you will finish your own work under the teacher’s guidance.
It includes a brief introduction to oil painting and its basic techniques. You will learn to appreciate the paintings of some great masters such as Da Vinci, Raphael, and so on. And then you will finish your own work under the teacher’s guidance.
Are you saying that after the course, I could paint myself?
If you can keep up with the course, that is definite.
Good. I’ll think it over and call you later. Thanks a lot.
3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language.
Functional Language
Step 3. Passage
1. Listen to a passage and match the expressions about cats in Column A with what they really mean in Column B.
2. Listen again and decide whether the following statements are true (T) or false (F).
Scripts
Good morning class! Today I’d like to introduc e some English expressions about animals. Cats are one of the most popular pets among Americans; so it’s not surprising that there are many expressions about cats in American English.
If someone looks very proud and satisfied with himself, we might say, ―He looks like the cat that ate the canary.‖
If you reveal a secret or a surprise by accident, we can say, ―You let the cat out of the bag.‖If you couldn’t speak or answer a question, someone might ask, ―Has the cat got your tongue?‖
And for the way you behave in class when the teacher leaves, we sometimes say,
―When the cat’s away, the mice will play,‖ meaning to do what they want and have fun when there is no supervision.
You may have also heard the expression, ―Curiosity killed the cat.‖ This is to warn so meone not to ask too many questions, as it might get them into trouble.
Oral work
Make some sentences or describe a situation by using one or more expressions about cats you have heard.
Part Two Reading
Passage A Dog talk: Every dog has its day
Step 1. Lead-in
1.Video appreciation
2.Extended reading
小狗包弟（节选）——巴金
Bird
(1) Kill two birds with one stone.
一箭双雕；一举两得
（2）Birds of a feather flock （群集）together.
物以类聚，人以群分
（3）Fine feathers make fine birds.
人要衣装，马要鞍。

cat
(1) A cat has nine lives.
猫有九条命；吉人天相
(2) Cats hide their claws.
知人知面不知心
(3) A gloved cat catches no mice.
戴手套的猫，老鼠抓不到。

(不愿吃苦的人成不了大事业。

（4）The cat shuts its eyes when stealing cream.
猫偷吃奶油的时候总是闭着眼睛。

(掩耳盗铃)
chicken
Don’t count your chickens before they’re hatched.
鸡蛋未孵出，先别数小鸡(不要过早乐观)
crow乌鸦
A crow is never the whiter for washing herself often. 江山易改，本性难移。

dog
Love me, love my dog. 爱屋及乌.
Every dog has his day. 人人皆有得意时。

Let sleeping dogs lie. 勿惹事生非。

Every dog is a lion at home. 狗是百步王，只在门前凶。

He is a lucky dog. 他是个幸运儿
lead a dog's life 过穷困潦倒的日子
frog
The frog in the well knows nothing of the great ocean. 井底之蛙，不知大海。

fish
Never offer to teach fish to swim. 不要班门弄斧
Go to the sea, if you would fish well. 不入虎穴，焉得虎子
horse
Don’t ride the high horse. 勿摆架子
Lock the barn door after the horse is stolen. 失马之后锁马厩。

(亡羊补牢)
3.Pre-reading questions
1.Discuss with your partner what characteristics the animals in the pictures
below generally represent.
2. Translate the following sentences into Chinese.
Step 2. Text study
1.Text reading
/doc/bd14835503.html,anization of the text Structure
Part I (Para. 1) Introduction: Americans have many expressions using the word ―dog.‖
Part II (Para. 2-7) The author’s exemplification: Some ―dog‖ expressions and their profound cultural connotations.
Part III (Para. 8) Conclusion: Dog expressions abound in all cultures reflecting all aspects of our humanity…
/doc/bd14835503.html,nguage points
1.
They take their dogs for walks, let them play outside, and give them good food and medical care. 他们带狗去散步，让它们在户外玩耍，给它们上乘的食物和医疗。

三个动词take，let，give 在句中作谓语，构成平行结构。

take sb. / a dog for walks: 带某人去散步/ 去遛狗
他会带海伦娜去公园散步。

He’d take Helena for walks in park.
2.This means that when many people are competing for the same things, like good jobs, they are quick to forget their basic humanity.
这句话的意思是，许多人在为同样的东西——比如好的工作——竞争时，他们很快就忘了自己的本性。

compete for sth.: 为某物而竞争
在圣诞季节，商店不得不为争夺顾客而竞争。

The stores have to compete for customers in the Christmas season.
3.And if we fall ill or become miserable, we might become ―sick as a dog.‖
如果生病了或状况很糟糕，我们可能会―sick as a dog（病得很严重）”。

fall ill 和become miserable 一样，是“系动词+ 表语”构成系表结构，在从句中作谓语。

常见的系动词有be，become，fall，feel，seem，sound，turn 等。

e.g. feel good, seem beautiful, sound great, turn red
如果我在旅游时生病了怎么办？
What if I fall ill while I'm away on holiday?
4.They believe that older people do not like to learn new things and will not change the way they do things.
他们认为年长的人不喜欢学习新东西，不愿改变他们做事的方式。

the way they do things 表示他们做事情的方式，they do things 是定语从句，修饰限定the way。

我不喜欢他打量我的样子。

I did not like the way he eyed me.
5.Mean dogs are often used to guard this property.
吝啬的狗总是守着它们的地盘。

be used to do sth.:被用来做某事
这把刀是用来切苹果的。

This knife is used to cut apples.
guard: v. to watch over in order to control entry 警卫；把守
门由警卫把守着。

The gates were guarded by these soldiers.
6.For example, a woman might get angry at her husband for coming home late or forgetting their wedding anniversary.
比如，妻子可能会由于丈夫回家晚了或者忘记了结婚周年纪念日
而生气。

get angry at / with sb.: 生某人的气
我们有时会生家人的气。

We sometimes get angry at family members.
7.However, the husband may decide that it is best to leave things alone and not create more problems.
然而，丈夫可能会决定按兵不动，免得制造更多麻烦。

create: v. to cause sth. to happen as a result of sth. 引起；引发
离婚会引发孩童的很多问题。

Divorce may create problems for children.
8.Dog expressions abound in all cultures reflecting all aspects of our humanity, for good or ill, suggesting our close relationship with a creature also called ―man’s best friend.‖在所有文化中都有许多与狗有关的表达，这些表达反映了人性或好或坏的方方面面，也表明了我们和被称为“人类最好的朋友”的动物之间的亲密关系。

reflecting all aspects of our humanity, for good or ill 和suggesting our close relationship with a creature also called ―man’s best friend‖ 都是现在分词短语作伴随状语。

for good or ill: 不论好歹
suggest: v. to make sb. think that a particular thing is true; to indicate 表明；显示
越来越多的人出国旅游表明了他们的日子比以前过得好了。

More and more people are traveling abroad, which suggests that they live a better life than before.
9.care for
1)to do things for sb. who is old, sick, weak, etc. and not able
to do things for himself / herself 照顾：看护：
母亲日夜看护她生病的孩子。