新标准大学英语4-B4U1教案
新目标大学英语第四册教案
教学目标：1. 理解并掌握课文中的主要词汇和短语。
2. 培养学生阅读理解能力，提高阅读速度和准确性。
3. 培养学生听力理解能力，能够理解英语口语中的常见表达和对话。
4. 通过小组讨论和角色扮演，提高学生的口语表达能力和团队协作能力。
教学对象：大二英语学习者教学时间： 2课时教学准备：1. 教学课件：包括课文原文、词汇表、练习题等。
2. 听力材料：与课文内容相关的听力材料。
3. 小组活动材料：角色扮演剧本、讨论话题等。
教学过程：第一课时一、导入（5分钟）1. 课堂热身：用简单的英语进行自我介绍，激发学生的学习兴趣。
2. 引入话题：通过提问的方式，引导学生谈论自我认知和自尊心的话题。
二、课文学习（40分钟）1. 阅读课文：学生自主阅读课文，理解文章大意。
2. 词汇讲解：教师讲解课文中的重点词汇和短语，帮助学生理解文章内容。
3. 语法讲解：针对课文中的语法点进行讲解，如时态、语态等。
4. 阅读练习：完成课后练习题，巩固所学知识。
三、听力训练（20分钟）1. 听力材料播放：播放与课文内容相关的听力材料。
2. 听力理解：学生听后回答问题，教师进行讲解和点评。
四、小组活动（15分钟）1. 角色扮演：学生分组，根据课文内容进行角色扮演。
2. 小组讨论：围绕课文中的话题进行讨论，如自尊心的重要性、如何建立自尊心等。
第二课时一、复习（10分钟）1. 复习上节课学过的词汇和短语。
2. 回答上节课的听力问题。
二、深入阅读（30分钟）1. 阅读课文第二部分，理解文章细节。
2. 针对课文内容进行讨论，如文章中的观点、论证方法等。
三、口语练习（20分钟）1. 小组讨论：针对课文中的话题进行深入讨论。
2. 角色扮演：学生分组，根据课文内容进行角色扮演。
四、总结与作业布置（10分钟）1. 总结本节课的学习内容。
2. 布置课后作业：复习课文，完成课后练习题。
教学反思：本节课通过课文学习、听力训练、小组活动和口语练习等多种教学手段，帮助学生提高阅读理解能力和听力理解能力，同时培养学生的口语表达能力和团队协作能力。
全新版大学英语综合教程4unit1教案
教学目标：1. 通过本节课的学习，学生能够掌握Unit 1的相关词汇和短语；2. 学生能够运用所学知识进行听、说、读、写等语言技能的训练；3. 培养学生的跨文化交际能力，了解西方国家的文化背景。
教学重点：1. 单元词汇和短语；2. 阅读理解能力；3. 写作技巧。
教学难点：1. 单元词汇和短语的运用；2. 阅读理解的技巧；3. 写作时如何运用所学知识。
教学过程：一、导入1. 利用图片或视频，展示西方国家的文化背景，激发学生的学习兴趣；2. 提问：你们对西方国家的文化了解多少？有哪些方面是我们需要学习的？二、新课导入1. 介绍本节课的学习内容，让学生明确学习目标；2. 引导学生阅读课文，找出本节课的重点词汇和短语。
三、词汇学习1. 学生跟读课文，跟读过程中注意发音和语调；2. 教师讲解重点词汇和短语，并进行例句演示；3. 学生分组练习，运用所学词汇和短语进行对话。
四、阅读理解1. 学生阅读课文，找出文章的主旨大意；2. 教师提问，检查学生的阅读效果；3. 学生分组讨论，分析文章的细节，分享自己的观点。
五、写作训练1. 教师讲解写作技巧，如如何开头、如何结尾、如何组织文章结构等；2. 学生根据所学知识，运用写作技巧进行写作练习；3. 教师批改学生作文，指出不足，并给予指导。
六、课堂小结1. 回顾本节课的学习内容，强调重点词汇和短语；2. 鼓励学生在课后继续复习，巩固所学知识。
七、作业布置1. 复习本节课所学词汇和短语；2. 阅读课文，完成课后练习；3. 准备下一节课的学习内容。
教学反思：本节课通过多种教学手段，如图片、视频、分组讨论等，激发了学生的学习兴趣，提高了他们的学习积极性。
在词汇学习、阅读理解和写作训练等方面，学生取得了较好的效果。
但在实际教学中，还需注意以下几点：1. 加强对学生的个别辅导，关注学生的个体差异；2. 在教学中注重培养学生的跨文化交际能力；3. 提高教学效果，关注学生的实际需求。
外研社新标准四下教案M4u1
Step4
Consolidation
1、PPT: Which one is missing?教师利用多媒体课件出示引入本节课的头部各器官的图片，学生们大声说出单词，说对了，就会出现单词。
2.Clown教师将一副小丑的图像贴在黑板上，并且将小丑的五官取下，让学生说说小丑少了什么。
3、比一比谁最棒将两幅小丑头像贴在黑板上，但是只有头没有五官，分组（男生女生组），教师说单词让学生来给小丑贴五官。
4.让学生自己画一画，画一个有趣的动物或卡通人物，并向同学介绍他的五官。
巩固和练习学生本课新接触的五官的单词，并学会在真实的情境中运用所学的知识。通过多种游戏形式复习单词，加深印象，让学生在课堂上能够有能力不同的展现，给学生更多成功的体验。
Step 5
Summary
教师引导学生总结本课所学的词汇和句型
鼓励学生提出问题。教师点评学生的表现
Step6
Homework
用英语介绍自己的头部各器官给自己的家长听。
Blackboard design
Reflection
2、能够听懂句子并能按指令做出相应的动作：Touch your head/face/mouth/eye/ear.
3、认识与表达自己的五官。
（二）AbilityAim
1、能介绍自己或他人的身体部位
2、积极运用所学英语进行表达和交流。
3、简单了解英美国家的人们如何介绍身体部位
（二）Emotional Aim
Step3
Presentation
A1：Listen, point and say
T：Teaching the new words PPT shows the words. Let one of pupils read the words of Pictures, then the teacher shows the card of words.
牛津英语4bM4U1教案
牛津英语4bM4U1教案教案标题：牛津英语4bM4U1教案教学目标：1. 学习并掌握本单元的核心词汇和短语。
2. 能够听懂并理解与家庭成员、家居环境相关的简单对话。
3. 能够用简单的英语描述家庭成员和家居环境。
4. 能够运用所学知识进行听、说、读、写的综合语言运用。
教学重点：1. 掌握本单元的核心词汇和短语。
2. 能够听懂并理解与家庭成员、家居环境相关的简单对话。
3. 能够用简单的英语描述家庭成员和家居环境。
教学难点：1. 能够用简单的英语描述家庭成员和家居环境。
2. 能够运用所学知识进行听、说、读、写的综合语言运用。
教学准备：1. 牛津英语4b教材及配套教学资源。
2. 多媒体设备和投影仪。
3. 单词卡片和图片。
教学过程：Step 1: 导入新课 (5分钟)1. 利用图片或实物引导学生复习家庭成员的词汇，例如：father, mother, sister, brother, grandparents等。
2. 引导学生回忆并描述自己的家庭成员。
Step 2: 新知呈现 (10分钟)1. 利用多媒体设备播放相关家庭成员和家居环境的图片，并教授新的词汇和短语，例如：cousin, aunt, uncle, living room, bedroom等。
2. 运用图片和实物示范，让学生理解新词汇的意思和用法。
Step 3: 听力训练 (15分钟)1. 播放录音，让学生听并理解与家庭成员、家居环境相关的简单对话。
2. 提问学生关于对话内容的问题，确保学生理解对话。
3. 分组练习，让学生模仿录音中的对话进行角色扮演。
Step 4: 口语练习 (15分钟)1. 将学生分成小组，让他们自由交流关于自己家庭成员和家居环境的信息。
2. 鼓励学生使用所学词汇和短语进行描述。
3. 教师巡回指导和纠正学生的口语表达。
Step 5: 阅读和写作训练 (15分钟)1. 学生阅读教材中与家庭成员和家居环境相关的短文，并回答相关问题。
大学英语第三版B4U1教案
教学对象：大学英语基础班教学目标：1. 理解并掌握本单元的核心词汇和短语。
2. 提高阅读理解能力，能够分析文章结构，概括文章大意。
3. 培养学生的写作能力，学会撰写说明文。
4. 增强学生的听说能力，能够进行日常对话和讨论。
教学重点：1. 词汇：掌握核心词汇和短语，如：specialize in、cope with、pursue、adventure、sustainable等。
2. 阅读理解：理解文章主旨，分析文章结构，把握作者观点。
3. 写作：撰写一篇关于个人兴趣爱好的说明文。
4. 听说：进行日常对话，提高口语表达能力。
教学难点：1. 词汇的准确理解和运用。
2. 阅读理解的深度和广度。
3. 说明文的写作技巧。
教学准备：1. 多媒体课件：包括文本内容、词汇表、练习题等。
2. 教学辅助材料：如图片、视频等。
3. 学生预习资料：如词汇表、预习指南等。
教学过程：一、导入（5分钟）1. 通过提问的方式，引导学生回顾上一单元所学内容。
2. 介绍本单元主题，激发学生的学习兴趣。
二、词汇学习（15分钟）1. 介绍本单元核心词汇和短语，如：specialize in、cope with、pursue、adventure、sustainable等。
2. 通过例句和练习，帮助学生掌握词汇的用法。
3. 引导学生进行词汇卡片制作，巩固记忆。
三、阅读理解（25分钟）1. 介绍文章结构，引导学生分析文章段落大意。
2. 阅读全文，概括文章主旨，把握作者观点。
3. 进行段落大意、主旨大意等练习，提高学生的阅读理解能力。
四、写作训练（15分钟）1. 引导学生思考个人兴趣爱好，确定写作主题。
2. 讲解说明文的写作技巧，如：引言、正文、结论等。
3. 学生根据所学内容，撰写一篇关于个人兴趣爱好的说明文。
五、听说训练（15分钟）1. 组织学生进行日常对话，如：介绍个人兴趣爱好、询问对方爱好等。
2. 学生分组进行讨论，分享个人兴趣爱好，并讨论如何培养兴趣。
新标准大学英语综合教程4课程设计
新标准大学英语综合教程4课程设计介绍《新标准大学英语综合教程4》是一本适合大学英语专业学生使用的教材，涵盖了从词汇、语法、听力、口语到阅读、写作等方面的知识点。
为了更好地教授这门课程，需要进行一定的课程设计。
本文将从课程设计目标、教学方法、评估方式和课程内容等方面介绍《新标准大学英语综合教程4》课程设计。
课程设计目标本课程的目标是帮助学生掌握英语语言能力，包括听、说、读、写和翻译等多个方面的技能，通过本课程的学习，学生应该达到以下目标：•能够熟练掌握英语词汇和语法知识；•能够听懂英语的各种口语表达和英语电视、电影等各种语境中的英语；•能够积极参与英语口语交流，并且能够使用正确的语法和词汇进行表达；•能够阅读英语文本，理解文章的主旨和细节，并能够进行文本分析和写作；•能够运用英语翻译，进行中英翻译等转化。
本课程将采用多种教学方法，以提高学生的学习兴趣和效果。
其中包括：情境教学法情境教学法是一种通过创造情境来引导学生学习的方法，以使得学生对所学知识更加深入的理解，并且能够运用到实际生活中。
在本课程中，将通过一些生活中常见的情境模拟，让学生亲身体验英语口语、阅读等各个方面，并能够更好地理解所学知识。
合作学习法合作学习法是一种通过互相协作，互相交流，完成任务的方法，既有利于学生更好地理解所学知识，也有利于培养学生的团队合作精神。
在本课程中，将采用合作学习法，让学生分组进行小组讨论，共同完成英语演讲、英语翻译等任务，从而培养学生的团队协作和沟通能力。
任务驱动教学法任务驱动教学法是一种通过任务让学生直接参与到学习活动中的教学方法，实践性强，能够有效地激发学生对知识的兴趣。
在本课程中，将采用任务驱动教学法，通过针对性的积极参与，完成各种英语任务的方式，来帮助学生更加深入地理解所学知识。
本课程将采用多种方式进行评估，以确定学生学习的效果和能力，其中包括：期中和期末考试期中和期末考试是本课程的一部分，它们将涵盖本课程中的所有知识点和技能，通过考试来验证学生有关英语方面的理解和应用能力。
新标准大学英语4B4U1教(学)案
Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers’attitudes and behaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can’t find a job?3) What do you think their parents will do if they can’t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student’s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.① Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.② Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③ What is the advice the author gives to t he students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the lastfifteen years, so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economic depression, which means that there were fewer jobs available and a rise in unemployment. Thus new graduates have to be active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Section 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (文学学士) and BS (理学学士) are awarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one” and “a two two”), a third (written III) anda pass degree.3)There are also ordinary degrees with more general courses of study without thesecategories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience .“Grunt” also refers to coarse behavior or bad manners and to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words – this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:↓viewpoints↗ ↗ ↖ ↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)Psychotherapi← author(Para 16)(Paras 10-15)↓ ↓Parents’ balance:positive → not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It’s a good idea toget some jobs like bar work, shelf-stacking.rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid. 1）“Will he ever get a job?” Who is asking this qu estion? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever”suggests that getting a job will take a long time.2）Who describes Generation Y as “rebels without a cause”? I s it a fair description?This is the writer’s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work – it is just that they don’t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack’s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?Hiding from the world of work, staying at home and not looking for a job.The quotation marks tell us that he wasn’t literally hiding, he just spent a lot of time at home.5）How is Mrs. Goodwin’s point of view affected by her own personal experience?In one way her experience hasn’t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield’s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects – or perhaps has created – her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1） Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America. But after that he will have to make a more serious effort and he’ll need to contribute to the h ousehold budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobs will have been taken. So they are not really helping at all.How can they let him take a three week holiday abroad when he hasn’t got a job to come back.2） Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between beingpositive and understanding without making life too comfortable, otherwise students will not look for a job. Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack’s point of view that he doesn’t want to do temporary bar work justifiable?No. He thinks that kind of work is a dead-end job and not suitable for him. But he’s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That’s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He’s unrealistic, I think.4） Do you agree that men can give boys better advice than women when they are stuck in setbacks? Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don’t get interviews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don’t. It’s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.5.SummaryListen to the passage and fill in the blanks with the words you hear.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people’s viewpoints: paren ts’ attitudes towards their jobless children, students’ quote about looking for jobs, psychologists’ summery of the viewpoints of parents and advice for dealing with the problems, and the author’s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can takea temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat welland go to the odd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of being ‘too detached’and talking in language that was ‘too technocratic’, which I didn’t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, … (Para 6)4. Carry on life as normal and don’t al low them to abuse your bank account or sapyour reserve of emotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the pas sage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a4. c5. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutched5. advocate6. healedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9)Reading and understanding2. Choose the best answer to the questions.1. a2. d3. a4. b5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize2. fortunately3. loan4. demanding5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, getoff the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospitalhospital work3) a ticket for a plane journeya plane ticket4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa .… most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2) legislation which has been introduced recentlyrecently introduced legislation3) instructions which are more complex than usualunusually complex instructions4) an institution which is orientated towards academican academically orientated institution5) work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7） candidates who have been selected after a careful procedurecarefully selected candidates8） a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Now rewrite the sentences using try as … might.1）I’m trying to fill this last page, but I just can’t think of anything.Try as I might to fill this last page, I just can’t think of anything.2）I try to be friendly with Marta, but she doesn’t seem to respond.Try as I might to be friendly with Marta, she doesn’t seem to respond.3）I try hard to get to sleep, but I can’t help thinking about my family.Try as I might to get to sleep, I ca n’t help thinking about my family.4）He just doesn’t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn’t seem to get the promotion he deserves./ Keep trying as he might to get the promotion he des erves, he just doesn’t seem to get it.5） I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I’d like to go on to get my master’s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s. Now rewrite the sentences using given that ....1） Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad. 2） Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we’re a ll here, I think it would be a good idea to get down to some work.Given that we’re all here, I think it would be a good idea to get down to some work.4) Since it’s rather late, I think we should leave this last task until tomorrow.Given that it’s rather late, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends’ sons than are mothers and sisters.Now rewrite the sentences using clauses introduced by than.1)She’s experienced at giving advice. I’m more experienced.I’m more experienced at giving advice than is she.2）You eat too much chocolate. It isn’t good for you.You eat too more chocolate than is good for you.3） She worked very hard. Most part-timers don’t work so hard.She worked harder than do most part-timers.4） You have arrived late too many times. That isn’t acceptable.You have arrived late too more times than is acceptable.5）I don’t think you should have given so much personal information. It isn’t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event.(a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national awardfor the best student research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored. 2） loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I haven’t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3） thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it’s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实生活并没有人们想象的那么好。
新标准英语第四册M4U1教案
Module4 RobotsUnit 1 Robots will do everything.滨海实验小学李明芬一、教学目标知识目标：单词robot everything one day housework learn our 句型It can walk. One day, robots will do everything.技能目标：谈论将来可能发生的事情。
运用情态动词“can”描述能力。
情感目标：培养学生探究知识的兴趣，加强小组合作互助的能力。
二、教学重点难点重点: ：单词robot everything one day housework learn our 句型It can walk. One day, robots will do everything.难点:新单词相关语句在实际生活中的应用。
三、教学准备录音机、单词卡片、头饰四、课前教学预测：will+动词原形的一般将来时，是本课的重点和难点。
有些同学可能一下子难以接受，需要老师多进行形象的举例说明，需要学生们多加练习，在说、做和表演中掌握新句型新语法。
五．课堂教学程序：1、热身复习。
T: Class begins .S班长：Stand up .T：Good,morning , boys and girls .Ss: Good morning ,Ms LiT: Today I am glad to learn English with you together.Now Let’s sing the song 《London Bridge Is Falling down》OK?Ss:OK. (老师播放课件，齐唱一遍后，男女生再轮流比赛各唱一遍。
以激起英语学习的热潮。
) T：You are all great. Now let’s do some actions. (老师播放课件，师生共同随伴奏音乐做着动作，这是为本课的机器人做动作打下基础的。
新标准大学英语4 B4U1教案
Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers’ attitudesand behaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can’t find a job?3) What do you think their parents will do if they can’t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student’s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.①Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.②Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③What is the advice the author gives to the students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the last fifteen years, so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economic depression, which means that there were fewer jobs available and a rise in unemployment. Thus new graduates have to be active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Section 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (文学学士) and BS (理学学士) areawarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one” and “a two two”), a third (written III) and a pass degree.3)There are also ordinary degrees with more general courses of study without thesecategories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience .“Grunt” also refers to coarse behavior or bad manners and to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words – this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:Looking at the from various↓viewpoints↗↗↖↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)Psychotherapist →←author(Para 16)(Paras 10-15)↓↓Parents’ balance:positive →not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It’s a good idea toget some jobs like bar work, shelf-stacking.rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid.1）“Will he ever get a job?” Who is asking this question? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever” suggests that getting a job will take a long time.2）Who describes Generation Y as “rebels without a cause”? Is it a fair description?This is the writer’s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work – it is just that they don’t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack’s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?Hiding from the world of work, staying at home and not looking for a job.The quotation marks tell us that he wasn’t literally hiding, he just spent a lot of time at home.5）How is Mrs. Goodwin’s point of view affected by her own personal experience?In one way her experience hasn’t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield’s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects –or perhaps has created –her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1）Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America. But after that he will have to make a more serious effort and he’ll need to contribute to the household budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobswill have been taken. So they are not really helping at all. How can they let him take a three week holiday abroad when he hasn’t got a job to come back.2）Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between being positiveand understanding without making life too comfortable, otherwise students will not look for a job. Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack’s point of view that he doesn’t want to do temporary bar work justifiable?No. He thinks that kind of work is a dead-end job and not suitable for him. But he’s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That’s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He’s unrealistic, I think.4）Do you agree that men can give boys better advice than women when they are stuck in setbacks? Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don’t get interviews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don’t. It’s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.5.SummaryListen to the passage and fill in the blanks with the words you hear.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people’s viewpoints: parents’attitudes towards their jobless children, students’quote about looking for jobs, psychologists’summery of the viewpoints of parents and advice for dealing with the problems, and the author’s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can take a temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat well and goto the odd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of being ‘too detached’andtalking in language that was ‘too technocratic’, which I didn’t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, …(Para 6)4. Carry on life as normal and don’t allow them to abuse your bank account or sap yourreserve of emotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a5. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutched5. advocate6. healedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9) Reading and understanding2. Choose the best answer to the questions.2. d3. a4. b5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize2. fortunately3. loan4. demanding5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, get off the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospitalhospital work3) a ticket for a plane journeya plane ticket4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa . … most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2)legislation which has been introduced recentlyrecently introduced legislation3)instructions which are more complex than usualunusually complex instructions4)an institution which is orientated towards academican academically orientated institution5)work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7）candidates who have been selected after a careful procedurecarefully selected candidates8）a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Now rewrite the sentences using try as … might.1）I’m trying to fill this last page, but I just can’t think of anything.Try as I might to fill this last page, I just can’t think of anything.2）I try to be friendly with Marta, but she doesn’t seem to respond.Try as I might to be friendly with Marta, she doesn’t seem to respond.3）I try hard to get to sleep, but I can’t help thinking about my family.Try as I might to get to sleep, I can’t help thinking about my family.4）He just doesn’t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn’t seem to get the promotion he deserves. / Keep trying as he might to get the promotion he deserves, he just doesn’t seem to get it.5）I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I’d like to go on to get my master’s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s.Now rewrite the sentences using given that ....1）Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad.2）Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we’re all here, I think it would be a good idea to get down to some work.Given that we’re all here, I think it would be a good idea to get down to some work.4) Since it’s rather late, I think we should leave this last task until tomorrow.Given that it’s rather late, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends’sons than are mothers and sisters.Now rewrite the sentences using clauses introduced by than.1)She’s experienced at giving advice. I’m more experienced.I’m more experienced at giving advice than is she.2）You eat too much chocolate. It isn’t good for you.You eat too more chocolate than is good for you.3）She worked very hard. Most part-timers don’t work so hard.She worked harder than do most part-timers.4）You have arrived late too many times. That isn’t acceptable.You have arrived late too more times than is acceptable.5）I don’t think you should have given so much personal information. It isn’t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event. (a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national award for the beststudent research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored.2）loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I haven’t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3）thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it’s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实生活并没有人们想象的那么好。
全新版大学英语四教案
一、课题《全新版大学英语》第四册二、教学目的1. 培养学生的英语听说读写能力，提高学生的英语综合运用能力。
2. 培养学生的自主学习能力和团队合作精神。
3. 帮助学生了解西方文化，拓宽国际视野。
三、教学重点1. 基本词汇和语法知识。
2. 听说读写技能的培养。
3. 阅读理解能力的提高。
四、教学难点1. 长难句的理解和分析。
2. 阅读速度的提高。
3. 口语表达的流畅性。
五、教学过程（一）导入新课1. 利用多媒体展示与课程相关的图片或视频，激发学生的学习兴趣。
2. 回顾上一节课所学内容，引导学生进入本节课的学习。
（二）讲授新课1. 词汇教学：讲解本节课的生词，结合例句帮助学生理解和记忆。
2. 语法教学：讲解本节课的语法知识点，结合例句进行分析。
3. 阅读教学：引导学生阅读课文，分析文章结构，理解文章大意。
4. 听力教学：播放听力材料，引导学生听懂并回答问题。
5. 口语教学：组织学生进行口语练习，提高学生的口语表达能力。
（三）巩固练习1. 词汇练习：让学生完成词汇练习题，巩固所学词汇。
2. 语法练习：让学生完成语法练习题，巩固所学语法知识。
3. 阅读练习：让学生完成阅读理解题，提高阅读速度和理解能力。
4. 听力练习：让学生完成听力练习题，提高听力水平。
5. 口语练习：让学生进行口语对话，提高口语表达能力。
（四）归纳小结1. 总结本节课所学内容，帮助学生巩固知识。
2. 提出课后作业，让学生巩固所学知识。
六、板书设计1. 课题：《全新版大学英语》第四册2. 词汇：本节课的生词列表及例句3. 语法：本节课的语法知识点及例句4. 阅读理解：文章结构、大意及重点句型5. 听力：听力材料及问题6. 口语：口语练习内容七、教具1. 多媒体设备：用于展示图片、视频和听力材料。
2. 课件：用于展示教学内容。
3. 练习题：用于巩固所学知识。
4. 黑板：用于板书教学内容。
八、作业布置1. 完成本节课的课后作业。
2. 预习下一节课的内容。
新版新标准大学英语4教案
课时：2课时教学目标：1. 理解并掌握课文主题，理解文章结构和内容。
2. 提高学生的阅读理解能力，包括快速阅读和深入阅读。
3. 扩大学生词汇量，特别是与主题相关的词汇。
4. 培养学生的口语表达能力，通过角色扮演等活动提高学生的口语交际能力。
教学重点：1. 课文主题的理解。
2. 阅读技巧的应用。
3. 词汇和短语的学习。
4. 口语表达能力的提高。
教学难点：1. 课文复杂句型的理解。
2. 词汇的记忆和应用。
3. 口语表达的流畅性和准确性。
教学过程：第一课时一、导入新课1. 通过图片或视频展示与课文主题相关的信息，激发学生的兴趣。
2. 提问：What do you think about the topic of this unit?二、课文讲解1. 阅读课文，引导学生找出文章的主旨和结构。
2. 分析课文中的复杂句型，解释其含义和用法。
3. 强调重点词汇和短语，提供例句，帮助学生记忆。
三、词汇学习1. 列出课文中的重点词汇和短语，讲解其含义和用法。
2. 设计词汇练习，如填空、翻译等，巩固学生所学词汇。
四、课堂活动1. 分组讨论：学生分组讨论课文中的某个话题，并准备小组报告。
2. 角色扮演：学生根据课文内容进行角色扮演，提高口语表达能力。
第二课时一、复习导入1. 复习上一节课的内容，检查学生对课文主题、结构和词汇的掌握情况。
2. 回答学生在上节课提出的问题。
二、课堂活动1. 小组报告：各小组展示他们的讨论成果，其他小组进行评价。
2. 角色扮演：学生进行角色扮演，提高口语表达能力。
三、阅读练习1. 设计阅读练习，如填空、判断正误等，检验学生的阅读理解能力。
2. 分析阅读练习中的错误，讲解相关知识点。
四、总结与作业1. 总结本节课的重点内容，强调学生的收获。
2. 布置作业：学生完成课文后的练习题，预习下一节课的内容。
教学反思：本节课通过导入、课文讲解、词汇学习、课堂活动和总结与作业等环节，帮助学生理解课文主题，提高阅读和口语表达能力。
新大学英语第四册电子教案
一、教学目的1. 培养学生的英语阅读能力，提高学生对文章结构和主旨的理解。
2. 帮助学生掌握文章中的关键词汇和短语，增强词汇量。
3. 培养学生的自主学习能力，提高学生的英语综合运用能力。
二、教学重点1. 理解文章主旨和结构。
2. 掌握文章中的关键词汇和短语。
3. 学会分析文章的写作手法。
三、教学难点1. 理解文章中的复杂句子和段落。
2. 理解文章的深层含义。
四、教学过程（一）导入新课1. 教师简要介绍本单元的主题，激发学生的学习兴趣。
2. 学生自由讨论，分享自己对该主题的了解。
（二）讲授新课1. 教师引导学生阅读文章，注意文章的主旨和结构。
2. 教师讲解文章中的关键词汇和短语，并举例说明其用法。
3. 教师分析文章的写作手法，帮助学生提高阅读理解能力。
（三）巩固练习1. 学生分组讨论，分析文章中的复杂句子和段落。
2. 学生自由发挥，用学到的词汇和短语造句。
（四）归纳小结1. 教师总结本节课的重点内容，帮助学生巩固所学知识。
2. 学生分享自己的学习心得，提高自主学习能力。
（五）作业布置1. 阅读课文，思考以下问题：a. 文章的主旨是什么？b. 文章的结构是怎样的？c. 文章中有哪些关键词汇和短语？2. 用学到的词汇和短语写一篇短文，内容自选。
五、教具1. 电脑、投影仪2. 课文电子版3. 词汇卡片六、教学时间1. 导入新课：5分钟2. 讲授新课：30分钟3. 巩固练习：15分钟4. 归纳小结：5分钟5. 作业布置：5分钟七、教学反思1. 教师在课堂上应关注学生的参与度，鼓励学生积极发言。
2. 教师要注重培养学生的自主学习能力，提高学生的英语综合运用能力。
3. 教师要及时检查学生的作业，了解学生的学习情况，以便调整教学策略。
新标准大学英语四教案
教学目标：1. 帮助学生掌握课文中的主要内容和语言表达。
2. 提高学生的阅读理解能力，包括细节理解、主旨大意、作者态度等。
3. 扩大学生词汇量，学会使用课文中的重点短语和句型。
4. 培养学生的写作能力，提高其英语写作水平。
教学重点：1. 课文中的主要内容和语言表达。
2. 阅读理解技巧，如细节理解、主旨大意、作者态度等。
3. 词汇和短语的学习与运用。
4. 写作技巧的培养。
教学难点：1. 学生对课文中的复杂句型和长难句的理解。
2. 学生在阅读过程中对作者态度的把握。
3. 学生在写作时如何运用所学词汇和短语。
教学准备：1. 课文原文及翻译。
2. 阅读理解练习题。
3. 词汇卡片。
4. 写作指导材料。
教学过程：一、导入（10分钟）1. 复习上一单元所学内容，回顾相关词汇和短语。
2. 引导学生谈论与课文主题相关的话题，如就业、经济等。
二、课文讲解（30分钟）1. 介绍课文背景和作者。
2. 分析课文结构，引导学生找出段落主题句。
3. 解释课文中的重点句型和短语，如：“This is the scenario facing thousands of famil ies.”、“How tough should a parent be to galvanize them in these financially fraught times?”等。
4. 分析作者态度，引导学生理解作者对就业和经济问题的看法。
三、阅读理解（20分钟）1. 分发阅读理解练习题，让学生在规定时间内完成。
2. 指导学生如何分析细节，找出文章主旨大意和作者态度。
3. 针对练习题进行讲解，帮助学生理解正确答案。
四、词汇学习（15分钟）1. 教授课文中的重点词汇，如：revert、nagging、rebel等。
2. 鼓励学生使用这些词汇进行造句，提高词汇运用能力。
五、写作指导（15分钟）1. 介绍写作技巧，如：如何组织文章结构、如何运用所学词汇和短语等。
B4U1教案
Unit 1Section A The Tail of FameTeaching procedure:I. Warm-up Activities1．What do people seek fame for?1)For a rise in social position?2)For abundance of wealth?3)For drowning in fame’s glory?4)For refinement of social taste?5)For assimilation into high society?2．What side effects does fame seeking exert on one?1)Will it lead to the loss of your identity?2)Will it result in a life far from your original wishes?3)Will it deprive you of the freedom to express yourself freely?II. Background Information1.Ernest Hemingway (1899-1961)：As one of the most famous American novelists, short story writers and essayists, Hemingway was awarded the 1954 Nobel Prize for Literature. His deceptively simple prose style has influenced a wide range of writers. His serious novel The Sun Also Rises appeared in 1926. The novel deals with a group of expatriates in France and Spain, members of the disillusioned post-World War I Lost Generation. It became his first great success as a novelist.The Old Man and the Sea, published first in Life magazine in 1952, again restored his fame. The 27,000 word novella told a story of an old Cuban fisherman named Santiago, who finally catches a giant marlin after weeks of not catching anything. As he returns to the harbor, the sharks eat the fish lashed to his boat. On July 2, 1961, Hemingway committed suicide with his favorite shotgun at his home.2. Robert Frost (1874-1963)：As one of America’s leading 20th-century poets and a four-time winner of the Pulitzer Prize, Frost wrote poems whose philosophical dimensions transcend any region. His poetry is thus both traditional and experimental, regional and universal. He unquestionably succeeded in realizing his life’s ambition: to write “a few poems where they will be hard to get rid of.”3．Steven Spielberg (1946-)：He has ever been perhaps Hollywood’s best-known director and one of the wealthiest filmmakers in the world, and also one of the most influential film personalities in the history of film. Spielberg has directed or produced many of the top-grossing films in Hollywood history, including E.T.: The Extra-Terrestria, Schindler’s List, Saving Private Ryan, etc.4．Oscar Wilde (1854-1900)：He was an Irish playwright, novelist, poet,and short story writer. Known for his wit and flamboyance, he was one of the most successful playwrights of late VictorianLondon, and one of the greatest celebrities of his day. As the result of a famous trial, he suffered a dramatic downfall and was imprisoned for two years of hard labor after being convicted of the homosexual offences.III. Global ReadingMain Idea: The passage is a piece of argumentation which tries to convince us that seeking fame sometimes leads to one’s own destruction. Structure: The pattern of writing the writer adopts for the text is as follows:General Statement---Specific Argumentation---ConclusionPart 1 (Paras. 1 ): General Statement： Just as a dog chases its own tail, seeking fame often leads to self-destruction.Part 2 (Paras. 2-8) Specific Argumentation：As the writer argues, the conquest of fame is difficult at best, for many end up emotionally if not financially bankrupt. Even those who gain fame are hard-pressed to sustain their fans’ favor, because making minute changes to their popular style leaves them with a significant risk of losing favor with their fans. To sustain their fame, they have to give up the freedom to express themselves with any style other than their famous one. Oddly, the greatest winners are those who remain true to their quest for success after repeated failures. For most people, however, failure is the end of their struggle, not the beginning.Part 3 (Paras. 9)Conclusion：Rather than try so hard to seek fame, you should be happy with what you are and do what you are strong in. Maybe you won’t be famous in your own lifetime, but you may create better art.IV. Detailed Reading (language study & patterns)1. Sb. who do sth. be like sb. else doing sth. else who, when / once … (Para.1)…做某事的人如同他人做······，一旦······，就······ 用于表述“事物之间的类比”。
新标准大学英语第四册unit1教案
Unit oneActive reading 1Teaching objectivesDifferent types of degrees ( bachelors, masters, doctors)Characteristics of Generation X and Generation Y/GruntHighlighting different aspects of a problemResumeWarming-up activity1.Read the passage in activity 1 and work in groups to discuss the topic.2.Based on your experience and knowledge, discuss the differences of a good job and a job. Useful expressions & language pointsgalvanize vt.Shock or affect someone enough to produce a strong and immediate reaction使振奋；刺激；使（某人）震惊或激动（并采取行动）. His speech yesterday galvanized many workers into action.他昨天的演讲激励不少工人行动起来了。
fraught adj.very worried and with a lot of problems 忧虑的；焦虑不安的. 1. After his speech, there was a fraught silence.他发言后，出现了一阵令人焦虑不安的沉默。
2. She sounded a bit fraught. 她听上去有点儿忧心忡忡。
clutch vt.hold sb. or sth. firmly 紧抓；紧握. 1. The mother clutched her baby in her arms.母亲紧紧地把婴儿抱在怀里。
4BM4U1 教案
Teaching Plan for Module__4___ Unit___1___Title__ A music class _____________Period____1______ Date__________nguage focus:1)能听说认读单词piano, violin, triangle, drum2)能运用句型What can you play? I can play…3)培养学生们喜欢音乐，欣赏音乐，享受音乐带给人们的生活之美。
2. Language skills:1)能听说认读单词piano, violin, triangle, drum2)能运用句型What can you play? I can play…3. Analysis about the book本课主要认识学习一组乐器，能用Whose…?能用What can you play? 询问，学生对该句式之前已有一定的了解与认识，难度不大。
4.Analysis about the students.学习讨论乐器是学生熟悉、喜欢的话题，乐器单词之前学生已学过一些，故本课学习难度不大，能打开学生话题。
5.Materials:Tape cards pictures slideTeaching Plan for Module__4____ Unit___1___Title__ A music class _____________Period____2______ Date__________nguage focus:Whose drum is it? / Where‟s my drum?It‟s Danny‟s drum. / It‟s over there.2. Language skills:1)能运用句型: Whose drum is it? / Where‟s my drum?It‟s Danny‟s drum. / It‟s over there.2) 培养学生们喜欢音乐，欣赏音乐，享受音乐带给人们的生活之美。
B4(修订)U1电子教案
3
Questions to be Answered
1. What do you want to be in the future?
2. How do you balance your study with hobbies or jobs? 3. If a student is kicked out of school, what can he do?
重要的 (Para 4)
决定 (Para 2)
卓越的, 极好的 (Para 2)
看待 (Para 4)
允许进入 (Para 4) 实用的 (Para 6) 西班牙语 (Para 7) 同时 (Para 11)
14
极力主张 (Para 2)
描述 (Para 4) 心烦意乱 (Para 4)
encounter (Para 1) decision (Para 2) excellent (Para 2) urge (Para 2) describe (Para 4) upset (Para 4)
He is nown most recently as the former chief judge of the U.S. District Court in Denver, died on Thursday, Oct.12, 2006 at the age of 79.
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Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers’attitudes and behaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can’t find a job?3) What do you think their parents will do if they can’t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student’s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.① Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.② Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③ What is the advice the author gives to the students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the last fifteen years, so there are more graduates looking for jobs. This competitivesituation became a lot worse in 2008 onwards with the credit crunch and economic depression, which means that there were fewer jobs available and a rise in unemployment. Thus new graduates have to be active to seek a job, they need to fill in many applic ation forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Section 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (文学学士) and BS (理学学士) are awarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one” and “a two two”), a third (written III) anda pass degree.3)There are also ordinary degrees with more general courses of study without thesecategories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience .“Grunt” also refers to coarse behavior or bad manners a nd to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words – this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:↓viewpoints↗ ↗↖ ↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)← author(Para 16)(Paras 10-15)↓ ↓Parents’ balance:positive → not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It’s a good idea toget some jobs like bar work, shelf-stacking.rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid. 1）“Will he ever get a job?” Who is asking this question? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever”suggests that getting a job will take a long time.2）Who describes Generation Y as “rebels without a cause”? Is it a fair description?This is the writer’s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work – itis just that they don’t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack’s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?Hiding from the world of work, staying at home and not looking for a job.The quotation marks tell us that he wasn’t literally hiding, he just sp ent a lot of time at home.5）How is Mrs. Goodwin’s point of view affected by her own personal experience?In one way her experience hasn’t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield’s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects – or perhaps has created – her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1） Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America. But after that he will have to make a more serious effort and he’ll need to contribu te to the household budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobs will have been taken. So they are not really helping at all.How can they let him take a three week holiday abroad when he hasn’t got a job to come back.2） Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between beingpositive and understanding without making life too comfortable, otherwise students will not look for a job. Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack’s point of view that he doesn’t want to do temporary bar work justifiable?No. He thinks that kind of work is a dead-end job and not suitable for him. But he’s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That’s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He’s unrealistic, I think.4） Do you agree that men can give boys better advice than women when they are stuck in setbacks? Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don’t get interv iews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don’t. It’s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.5.SummaryListen to the passage and fill in the blanks with the words you hear.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people’s viewpoints: parents’ attitudes towards their jobless children, students’ quote about looking for jo bs, psychologists’ summery of the viewpoints of parents and advice for dealing with the problems, and the author’s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can takea temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat welland go to the odd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of be ing ‘too detached’and talking in language that was ‘too technocratic’, which I didn’t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, … (Para 6)4. Carry on life as normal and don’t allow them to abuse your bank account or sapyour reserve of emotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a4. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutched5. advocate6. healedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9) Reading and understanding2. Choose the best answer to the questions.1. a2. d3. a5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize2. fortunately3. loan4. demanding5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, get off the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospitalhospital work3) a ticket for a plane journeya plane ticket4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa .… most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2) legislation which has been introduced recentlyrecently introduced legislation3) instructions which are more complex than usualunusually complex instructions4) an institution which is orientated towards academican academically orientated institution5) work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7） candidates who have been selected after a careful procedurecarefully selected candidates8） a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Now rewrite the sentences using try as … might.1）I’m trying to fill this last page, but I just can’t think of anything.Try as I might to fill this last page, I just can’t think of anything.2） I try to be friendly with Marta, but she doesn’t seem to respond.Try as I might to be friendly with Marta, she doesn’t seem to respond.3）I try hard to get to sleep, but I can’t help thinking about my family.Try as I might to get to sleep, I can’t help thinking abou t my family.4）He just doesn’t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn’t seem to get the promotion he deserves./ Keep trying as he might to get the promotion he deserves, he just doesn’t seem to get it.5） I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I’d like to go on to get my master’s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s. Now rewrite the sentences using given that ....1） Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad. 2） Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we’re all here, I think it would be a good idea to get down to some work.Given that we’re all here, I think it would be a good idea to get down to some work.4) Since it’s rather late, I think we shou ld leave this last task until tomorrow.Given that it’s rather late, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends’ sons than are mothers and sisters.Now rewrite the sentences using clauses introduced by than.1)She’s experienced at giving advice. I’m more experienced.I’m more experienced at giving advice than is she.2）You eat too much chocolate. It isn’t good for you.You eat too more chocolate than is good for you.3） She worked very hard. Most part-timers don’t work so hard.She worked harder than do most part-timers.4）You have arrived late too many times. That isn’t acceptable.You have arrived late too more times than is acceptable.5）I don’t think you should have given so much personal information. It isn’t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event.(a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national awardfor the best student research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored.2） loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I h aven’t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3） thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it’s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实生活并没有人们想象的那么好。