综合英语四教学日历(14-15-2)电子版
《大学英语》教学日历
３．讲课教师：大英第一教研室４．开课教研室：大英第一教研室５．教研室主任签章自主听力学习16 学时自主阅读及作业16 学时４．机动 4 学时1. 任课教师接到教研室分配的下一学期的教学任务后，根据本课程的教学大纲、下学期的校历，于学期结束前一周填写教学日历一份，送交教研室主任审后，再由教研室转交学生系办公室。
2. 学生系依各开课教研室报了来的教学日历，按专业年级编排学生学习负荷平衡计划表，在编排时可对教学日历中的测验、作业以及课程设计的学时做必需的修改（时间前后的错动）以求学生负荷的均衡，学生系将修改后的教学日历于开学前退回原教研室。
3. 任课教师于开学后一周内按学生系提出的意见（必要时可进行协商）修订教学日历并复制一式三份（教研室、学生系及教务处各送一份）。
３．讲课教师：大英第一教研室４．开课教研室：大英第一教研室５．教研室主任签章自主听力学习16 学时自主阅读及作业16 学时４．机动 4 学时1. 任课教师接到教研室分配的下一学期的教学任务后，根据本课程的教学大纲、下学期的校历，于学期结束前一周填写教学日历一份，送交教研室主任审后，再由教研室转交学生系办公室。
2. 学生系依各开课教研室报了来的教学日历，按专业年级编排学生学习负荷平衡计划表，在编排时可对教学日历中的测验、作业以及课程设计的学时做必需的修改（时间前后的错动）以求学生负荷的均衡，学生系将修改后的教学日历于开学前退回原教研室。
3. 任课教师于开学后一周内按学生系提出的意见（必要时可进行协商）修订教学日历并复制一式三份（教研室、学生系及教务处各送一份）。
３．讲课教师：大英第一教研室４．开课教研室：大英第一教研室５．教研室主任签章自主听力学习16 学时自主阅读及作业16 学时４．机动 4 学时1. 任课教师接到教研室分配的下一学期的教学任务后，根据本课程的教学大纲、下学期的校历，于学期结束前一周填写教学日历一份，送交教研室主任审后，再由教研室转交学生系办公室。
2014-2015(1)级教学日历实用英语1
武昌理工学院
2014－2015学年第一学期
教学日历
专业班级：装饰1401-02，计网1401-02，证券1401 课程名称实用英语 1
授课教师谭宗燕
选用教材名称新编实用英语综合教程第一册
出版社高等教育出版社
出版时间 2011年5月
教学周数 14 考核方式考查
总学时 56 理论学时 28 实践学时 28 系（教研室）主任（签字）
2014 年 9 月
说明
1、此表一式三份，教务处、教师所在学院各一份，本人留存一份。
2、原则上以课堂为单位（即每2学时为一课堂/次）逐项认真填写。
在上课后第二周内交与教师所在学院的系（教研室）主任审查、签字，于第三周交教务处。
3、教学方式含理论讲授和实践（训）。
实践（训）含实验、课堂讨论、训练课（习题课）等。
4、总学时为双数。
总学时数等于理论学时数与实践学时数之和。
5、因节假日全校活动等影响教学进度，可排2-4学时机动。
大学英语 教学日历
《新时代交互英语视听说教程》（第一册）Unit 1(B级)
3
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第一册） Unit 1
Learning a Foreign Language
《新视野大学英语视听说教程》（第一册）Unit 1(A级)
《新视野大学英语视听说教程》（第三册）Unit2(A级)
《新时代交互英语视听说教程》（第三册）Unit2(B级)
5
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第三册） Unit3
Where Principles Come First
《新视野大学英语视听说教程》（第三册）Unit3(A级)
《新时代交互英语视听说教程》（第三册）Unit3(B级)
《新视野大学英语视听说教程》（第二册）Unit2(A级)
《新时代交互英语视听说教程》（第二册）Unit2(B级)
4
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第二册） Unit2
Learning the Olympic Standard for Love
《新视野大学英语视听说教程》（第二册）Unit2(A级)
12
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第一册） Unit7
Face to Face with Guns
《新视野大学英语视听说教程》（第一册）Unit6(A级)
《新时代交互英语视听说教程》（第一册）Unit6 (B级)
13
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第一册） Unit7
《大学英语》教学日历
课程概要: 教学日历基础英语（I）：备注：1.为了简化, 表中字母A代表上外综合教程; B代表新视野听说教程;2.自主学习安排从第九周起，每个课堂周次不一样，一共占用10学时。
上机学习内容为新视野视听说教程。
3.作业要求：每完成一个读写单元布置一次作业，共批改4次。
以写作为主。
4.平时成绩占20%，期末成绩占70%，自主学习占10%。
5.期末考试涵盖四本教材所有内容。
6.请各位老师根据各班具体情况灵活掌握进度，注意与其他老师基本保持一致。
基础英语（II）：备注：1.为了简化, 表中字母A代表上外综合教程; B代表新视野听说教程;2.自主学习安排从第九周起，每个课堂周次不一样，一共占用10学时。
上机学习内容为新视野视听说教程。
3.作业要求：每完成一个读写单元布置一次作业，共批改4次。
以写作为主。
4.平时成绩占20%，期末成绩占70%，自主学习占10%。
5.期末考试涵盖四本教材所有内容。
6.请各位老师根据各班具体情况灵活掌握进度，注意与其他老师基本保持一致。
提高课程ESP（专门用途英语）模块：学术英语听说基本教学内容与学时安排教材：自编讲义参考书：1.《朗文英语听说教程》，Rost M，南开大学出版社出版社，2003.2.English for Academic Study, Listening Colin Campbell and Jonathan Smith,Gernet Education提高课程ESP（专门用途英语）模块：学术英语读写教材：大学英语阅读进阶John Langan（外研社）参考书（其他资源）：–美国大学英语写作第六版John Langan（外研社）–英语写作手册修订本丁往道等（外研社）–英汉写作对比研究（蔡基刚）–提高课程视听说模块：英语媒体视听基本教学内容与学时安排：课后的学生辅助练习：1. 提供课外自主学习时间的听力练习材料，主要是慢速及常速英语新闻，逐步训练学生的听力水平。
教学日历
马识淳
合 授 课 比
计 例（%）
新乡医学院三全学院教学日历
体育部 承担 本 科 2010 年级 各 专业 体育(足球) 学 总学时 32 理论学时 32 实验学时 0 学分 1.0 2012 年 1 月 1 日
授课时数 周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 时 间 理论内容摘要 正高 2.19—2.25 2.26—3.3 3.4—3.10 3.11—3.17 3.18—3.24 3.25—3.30 3.31—4.7 4.8—4.14 4.15—4.21 4.22—4.27 4.28—5.5 5.6—5.12 5.13—5.19 5.20—5.26 5.27—6.2 6.3—6.9 专项理论：足球比赛阵型的特点及演变 1.“四二三”“三四三”阵型的特点及运用 。 2.耐力训练 教学比赛 1.“四三二”阵型的特点及运用 2.速度及速度耐力训练 教学比赛 1.“三五二”阵型的特点及运用 2.灵敏训练 3.力量训练 教学比赛 体质健康测定 教学比赛 体质健康测定 体质健康测定 1.“四五一”“五四一”阵型的特点及运用 。 2.速度练习 3.耐力练习 教学比赛 教学比赛 教学比赛 考前技术综合训练 冯 代 伟 狄 柴 新 副高 讲师 助教 教 师
新乡医学院三全学院教学日历
三全外语系 承担 本 科 2010 年级 各(除英) 专业 英语 授 周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 时 间 理论内容摘要 正高 2.19—2.25 2.26—3.3 3.4—3.10 3.11—3.17 3.18—3.24 3.25—3.30 3.31—4.7 4.8—4.14 4.15—4.21 4.22—4.27 4.28—5.5 5.6—5.12 5.13—5.19 5.20—5.26 5.27—6.2 6.3—6.9 Unit 1 Unit 1 Unit 2 Unit 2 Unit 3 Unit 3 Unit 4 Unit 4 Unit 5 Unit 5 Unit 6 Unit 6 Unit 7 Unit 7 Review Review 副高 讲师 助教 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 Review 2*18 Unit 7 2*18 王宝贵 惠诗景 惠诗景 李雪峰 胡 桦 胡 张志全 郑 倩 Unit 6 2*18 郑 倩 Unit 5 2*18 张志全 桦 Unit 4 2*18 李雪峰 Unit 3 2*18 王宝贵 Unit 2 2*18 Unit 1 2*18 学 课 时 总学时 64 理论学时 48*9 实验学时 16*18 数 教 师 实验内容摘要 正高 副高 讲师 助教 学分 3.5 授 课 2012 年 1 月 1 日 时 数 教 师
学期教学日历表(教学进度表)
Passage Dictation 12 Supplementary Ex. 12
BBC or VOA News 30 minutes per day / Watch a Video Film R.4524
Prediction & Inference;SelectingSpecific information; News Summary
Passage Dictation 14 Supplementary Ex. 14
BBC or VOA News 30 minutes per day / Watch a Video Film R.4524
Note Taking Skills;SelectingSpecific information; News Summary
Passage Dictation 9 Supplementary Ex. 8
BBC or VOA News 30 minutes per day / Watch a Video Film R.4524
班级
英语本科064
讲授课
实验课
（实践课）
讨论课
习题课
复习课
测验
其他
26
1次
周次
日期
课时
理论课教学主要内容
重点、难点
作 业
教学方法
1
3月6日
2
Set Term Goals/Course Syllabus/ Unit 1 Section 1 Phonetics—Stress, Intonation and Accent; Note-taking
大学英语4教学日历
广东外语外贸大学南国商学院全日制本科教学日历2014～2015 学年第二学期课程名称大学英语4课程性质必修课学时 72 学分 4 适用专业（方向）经济系、管理系、金融系、中文系、计科系学生年级、人数 2013级__ ___开课单位大学英语系授课教师姓名、职称讲师教务处制2015年3月填写说明一、本表格相关内容必须与人才培养方案（教学计划）一致。
填写时，统一用宋体、5号字。
表格可视需要放大或缩小，页面不够可以另外加页，但不能改变基本格式。
课程教学不涉及表中相关栏目的，可不填写。
二、“教研室主任（签字）”、“系主任（签字）”只需签最后一页。
三、“课程性质”指必修课、专业选修课或公共选修课等。
“开课单位”填写授课教师所在系（部）和教研室；无教研室的只填系（部）或任职单位名称。
“学时分配”栏中，各种类别所占学时的总和应等于总学时。
四、“考试（考核）”方式填写开卷考试、闭卷考试、实验操作、操行评定、撰写论文、其他等。
采用多种考试（考核）方式的，可以填写其中两种主要形式。
五、“教材类别”填写面向21世纪规划教材，教育部或相关部委、行业协会推荐教材，获省部级奖励教材，公开出版教材、自编教材等。
推荐教材、奖励教材应写明推荐单位、奖励单位。
六、“多媒体技术”指利用计算机综合处理文字、声音、图像、图形、动画等信息技术，不包括纯文字的powerpoint；“授课语言”中的“全外语”指全部用某种外语编写的教材并全部用该语种教学；“双语”指全部用某种外语编写的教材并用这种外语授课的课时至少达到该课程总课时的50%。
七、某一门课程由多名教师共同讲授，应在封面“授课教师”栏目中列出所有授课教师姓名，并在第1页“教学任务安排”相关栏目中填写教学分工情况。
各教师填写“课程教学进程”表格后集中装订。
一人讲授一门课程的，应填写“教学任务安排”中与本课程相关的栏目，“教学的主要内容（章节）”栏目不填写。
八、“执行情况”由开课单位所在学系依照教师调课、停课、换课记录，以及教师调整教学内容、开课时间的实际情况填写。
学年第一学期教学日历及教学环节表
2019 -2020 学年第一学期教学日历及教学环节表（一）2019.9.2更新备注：1. 老生2019年8月31日～9月1日报到、领取教材，9月2日正式上课，9月21、22日补考18-19-2学期不及格课程。
2. 2019级新生9月7～8日报到，9月9日-12日入学教育、体检，9月11日上午开学典礼，9月16日～9月29日军训，10月8日上课。
3.“中秋节”放假：9月13～15日（三天）；“国庆节”放假：10月1日～10月7日（七天），9月29日调上10月4日的课,10月12日调上10月7日的课；2020年“元旦”放假按照国家规定的法定假日执行。
4. 2019年10月24、25日校运动会；第十周为期中考试周，各二级学院安排期中考试。
5. 2019年11月16日为职业技能鉴定全省统一鉴定日；2019年12月14日为大学英语四、六级考试日；2019年12月15日为大学英语A、B级考试日。
6. 本学期学生上课结束时间为2020年1月3日，期末考试时间为1月4～5日。
学生寒假时间为2020年1月6日～2月14日。
7. 19材料631、19材料661合班上课，19环境631、19精化331合班上课，19自动661、19光伏331合班上课，19电子631、19无人机631合班上课。
2019 -2020学年第一学期教学日历及教学环节表（二）备注：1. 老生2019年8月31日～9月1日报到、领取教材，9月2日正式上课，9月21、22日补考18-19-2学期不及格课程。
2. 2019级新生9月7～8日报到，9月9日-12日入学教育、体检，9月11日上午开学典礼，9月16日～9月29日军训，10月8日上课。
3.“中秋节”放假：9月13～15日（三天）；“国庆节”放假：10月1日～10月7日（七天），9月29日调上10月4日的课,10月12日调上10月7日的课；2020年“元旦”放假按照国家规定的法定假日执行。
4. 2019年10月24、25日校运动会；第十周为期中考试周，各二级学院安排期中考试。
《热工学》教学日历14-15-1
1-3
1-4
2
2
9/17
1-5热力过程
1-6功和热量
1-7膨胀功和压容图
1-8熵和温熵图
第二节热力学第一定律
2-1热力学第一定律热力学能
2-2闭口系统能量方程
课堂讲授
P105
1-5
1-6
1-7
P106
1-8
1-11
3
2
9/19
2-3稳定流动能量方程焓
2-4稳定流动能量方程应用举例
第三节气体的热力性质和热力过程
教学顺序
周次
月/日
授课内容提要
教学形式
作业
备注
1
1
9/12
绪论
0-1热能利用与生产力发展
0-2热工学研究的对象及主要内容
0-3热工学常用的计量单位
第一篇热工理论基础
第一章工程热力学
第一节基本概念
1-1工程热力学的研究对象及研究方法
1-2热力系统
1-3热力平衡状态
1-4工质的基本状态参数
课堂讲授
P105
2-2/2-3
2-4/2-5
2-6
10
8
10/31
第二节导热
2-1导热的基本概念
2-2导热的基本定律
课堂讲授
11
9
11/7
2-3导热微分方程
2-4稳态导热
2-5非稳态导热
第三节对流换热
3-1基本概念
课堂讲授
P184/2-7
P185/2-8
2-9/2-10
*2-11
*为选做题
12
10
11/12
3-2对流换热微分方程组
3-1理想气体及其状态方程
新编实用英语(第四版)综合教程4电子教案Unit 4 The IT Age
B: Yes, indeed. There are numerous information centers and data banks that 2 offer all kinds of information (提供各种各样的信息) .
A: 3 But there are always two sides to everything. (但事物都是一分为二的) . The Internet is no exception. We cannot neglect its bad effects.
Back
Unit | Four
2 Complete the conversation by translating the Chinese into English.
A: 1 The Internet is such a miraculous place (因特网是一个神奇的地方) that you can do anything you like there.
pronounce the sign in the e-mail address? Jack: You mean the letter “a” with a little tail? We pronounce
it as “at”. Mary: I see. Thanks. What else do you do when you are
A: I think 5 parental guidance is particularly important for children (对孩子们来
说父母的指导尤其重要) .
Back
Unit | Four
2 Complete the conversation by translating the Chinese into English.
张文献 综合英语4教学日历2018-2019(2)
Wordformation-ous
Related information from websites
New Standard College English4 students’ book，P29
第五周
3月25日
至
3月31日
二
四
12
Unit 2 A good read
Danger!
沈阳师范大学
教学日历
所有专业17年级班2018-2019学年第2学期
课程名称：综合英语4课程代码：教学班号：
周次
教学作业类别及内容
讲授
实践环节
课外作业
参考书目
星期
时数
教学大纲的章节、题目
实验课、习题课
题目和题数
书名、章节、页数
第一周
2月25日
至
3月3日
二
四
12
Unit 1 Nine to five
Looking for a job after university? First, get off the sofa
Translation exercises
Extensiveexercises
Writing a book review
Prepare forExamination1
(Unit 1 & 2)
Related information from websites
New Standard College English4 students’ book，P40,41,43
New Standard College English4 students’ book，P42
CET 4
新世纪英语专业本科生修订版综合教...
UNIT 6 A FRENCH FOURTHSection One Pre-reading Activities (2)I. Audiovisual supplement (2)II. Cultural Background (2)Section Two Global Reading (4)I. General analysis of the text (4)II. Structural analysis of the text (4)III. Rhetorical features of the text (4)Section Three Detailed Reading (5)I. Questions (6)II. Words and Expressions (7)III. Sentences (16)Section Four Consolidation Activities (18)I. Vocabulary (18)II. Grammar (21)III. Translation (22)IV. Exercises for Integrated Skills (24)V. Oral Activities (25)VI. Writing (25)Section Five Further Enhancement (28)I. Text II (28)II. Memorable quotes (30)Section One Pre-reading ActivitiesI. Audiovisual supplementFrom The Gua-Sha TreatmentWatch the movie clip and answer the following questions.Script:Jian Ning:Denise, why did you hit Paul?Denise: He hit me too.Jian Ning:It doesn’t matter. You don’t hit people. You know better than that.Xu Datong:Denise, I want you to apologize to Paul.Quinlin: It’s no big deal.Xu Datong:Yes, it is. Come on, apologize to Paul.Denise:Going to win.Xu Datong:Say you’re sorry.Quinlin: The kids are fine; they make up. Let it go.Xu Datong:Come on. Count three. One … two … two and half …(Denise spit on Paul and Li Datong hit Denise on the head)Jian Ning:Datong!Xu Datong:Say that you’re sorry.Denise:He said that you’re stupid.Li Datong’s father:当面教子背后教妻，啊？Questions for discussion1.Why did Denise hit Paul?Answer: Because Paul said that his father was stupid.2.Why do you think Xu Datong insists on Denise apologizing to Paul?Answer: Because no matter what, one does not hit people and Denise should know better than that.3.What’s Paul’s father, Quinlin’s attitude towards the matter?Answer: It is no big deal. Kids will make it up themselves.4.What do you think are the differences in educating children between Chinese and theAmericans?Answer: open-ended.II. Cultural Background1. Independence DayIn the United States, Independence Day, commonly known as the Fourth of July, is a federal holiday commemorating the adoption of the Declaration of Independence on July 4, 1776, declaring independence from the K ingdom of Great Britain. Independence Day is commonly associated with fireworks, parades, barbecues, carnivals, picnics, concerts, baseball games, political speeches and ceremonies, and various other public and private events celebrating the history, government, and traditions of the United States.2. American FlagFor more than 200 years, the American flag has been the symbol of the nation’s strength and unity. It’s been a source of pride and inspiration for millions of citizens.On June 14, 1777, in order to establish an official flag for the new nation, the Continental Congress passed the first Flag Act: “Resolved, That the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation.”Today the flag consists of thirteen horizontal stripes, seven red alternating with six white. The stripes represent the original thirteen colonies, the stars represent the fifty states of the Union. The colors of the flag are symbolic as well: Red symbolizes Hardiness and Valor, White symbolizes Purity and Innocence and Blue represents Vigilance, Perseverance and Justice.Section Two Global ReadingI. General analysis of the textIn this text, the author discusses the costs and benefits of living in a foreign culture. He also points out that globalization is diminishing the divide between cultures.II. Structural analysis of the textThis text talks about the cultural influence of a foreign culture on expatriated families. It can be divided into three parts.Part I (Paragraphs 1 – 3): The author describes his way of celebrating his home country’s National Day, i.e. the Independence Day of the United States.Part II (Paragraphs 4 – 9): The author makes a contrastive analysis of the costs and benefits of the expatriated people.Part III (Paragraphs 10 – 12): The author talks about the effect of globalization, and argues that globalization has produced more negative than positive effects on cultural diversity.III. Rhetorical features of the textThe author of this text follows a “specific-to-general” pattern in his discussion, i.e. he first talks about what it means to his children to hang out the national flag of their native land in a foreign country on July 4th every year and then expresses his view on the importance for expatriated people in general to keep their cultural identity, especially when the whole world is undergoing a process of globalization.The specific points can be found in his discussion of the costs and benefits of raising children in a foreign culture in Paragraphs 4 – 9 while the general conclusion can be found in Paragraphs 10 – 12, especially Paragraph 12.Section Three Detailed ReadingA FRENCH FOURTHCharles Trueheart1Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away－folded in a square, I admit, not the regulation triangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye an American tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompt its appearance. I hope so.2For my expatriated family, too, the flag is meaningful, in part because we don’t do anything else to celebrate the Fourth. People don’t have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs of their heritage －or they go back home for the summer to refuel.3Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the United States for nine years, and our children are eleven and nine, so American history is mostly something they have learned －or haven’t learned －from their parents. July 4 is one of the times when the American in me feels a twinge of unease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps. It’s also a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture.4Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from our native land is not much of an issue. My wife and I are grateful every day for all that our children are not exposed to. American school shootings are a good object lesson for our children in the follies of the society we hold at a distance.5Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes think that the stories we tell them must seem like Aesop’s (or La Fontaine’s) fables, myths with no fixed place in space or time. Still, connections can be made, lessons learned.6Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children to the North Bridge to give them a glimpse of the American Revolution. We happened to run across a reenactment of the skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets.This probably only confirmed to our goggle-eyed kids the make-believe quality of American history.7Six months later, when we were recalling the experience at the family dinner table here,I asked Louise what the Revolution had been about. She thought that it had something todo with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling inmy breast, “and what was that man’s name?”“Gulliver?” Louise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery.8As we pursued this conversation, though, we learned what the children knew instead.Louise told us that the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didn’t need kings to tell them what to think or do. On another occasion, when Henry asked what makes a person a “junior” or a “II” or a “III”, Louise helped me answer by bringing up kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII.9I can’t say I worry much about our children’s European frame of reference. There will be plenty of time for them to learn America’s pitifully brief history and to find out who Thomas Jefferson and Franklin Roosevelt were. Already they know a great deal more than I would have wished about Bill Clinton.10If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I don’t remember much instruction in American studies at school or at home. I do remember that my mother took me out of school one afternoon to see the movie Oklahoma! I can recall what a faraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were an American cliché that had already reached Paris through the movies, and I asked a grandparent to send me a Davy Crockett hat so thatI could live out that fairy tale against the backdrop of gray postwar Montparnasse.11Although my children are living in the same place at roughly the same time in their lives, their experience as expatriates is very different from mine. The particular narratives of American history aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either “American” or “European,” but it is often hard to tell the difference. In my day little French kids looked like nothing other than little French kids; but Louise and Henry and their classmates dress much as their peers in the United States do, though with perhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years; now we fly over for a week or two, although not very often. Virtually every imaginable product available to my children’s American cousins is now obtainable here.12If time and globalization have made France much more like the United States than it was in my youth, then I can conclude a couple of things. On the one hand, our children are confronting a much less jarring cultural divide than I did, and they have more access to their native culture. Re-entry, when it comes, is likely to be smoother. On the other hand, they are less than fully immersed in a truly foreign world. That experience no longer seems possible in Western countries －a sad development, in my view.I. Questions1. Why does the author hang the American flag from his fourth-floor balcony in Paris? (Paragraph 1)Answer: He does it for two reasons. First, as an American living in Paris, he does not want toforget his native heritage and flag-hanging is the only thing he can do to celebrate Independence Day. Second, he wants to use the flag-hanging as a special means to teach his children about American history and as a reminder of their American identity.2. The author has kept the old flag for a long time. Why didn’t he get a new one? (Paragraph 1) Answer: The text does not tell us explicitly, but it is very likely that this flag was brought to Paris from the U.S. a long time ago. To the author, the old flag is a better reminder of his home country than a new one.3. What are the costs and benefits of raising children in a foreign culture? (Paragraph 4) Answer: According to the author, it is difficult for children to understand and identify the virtues of their native country without living in it, so they need to go back to their native country to make up for the ineffective family education. But the practice of raising children in a foreign culture has its merits. For example, it helps the children to acquire the new culture without being exposed to the disadvantages of their native culture.4. Why do the author and his family go back home for the summer? (Paragraph 5)Answer: As expatriates, they have little access to the traditional culture of their motherland. So they go back home to trace the heritage of Americans. In addition, because their children are reared up in a completely foreign culture, they have the obligation to teach their children the culture and history of their motherland.5. What are the differences between the author and his children as expatriates at about the same age? What causes the differences? (Paragraph 9-10)Answer: They are different in both behavior and mentality. His children are quite like their French peers in behavior and dress style, while when the author was a child he was quite different from his French peers. These differences are due to the rapid social changes and cultural merging that have been happening all over the world. The world is becoming a huge melting pot in which different cultures are mixing up.6. Why does the author say the development is sad? (Paragraph 12)Answer: Because globalization becomes the keynote of life in the world today. Cultures are merging with each other; distinctions between different cultures are becoming blurred. Children cannot tell the exact differences between their own culture and other cultures and it is impossible for them to relive the author’s experience of living in a foreign culture. This kind of development of cultural globalization is a sad thing in the author’s view.II. Words and ExpressionsParagraph 1-31) fold away: fold into a smaller, neater shape for easy storagee.g. These camping chairs can be folded away and put in the trunk.The piece of paper was folded away carefully and tucked into her purse.foldaway (i.e., collapsible) bed/iron board2) regulation: a. in accordance with the regulations; of the correct or designated typee.g.As we walked along the street, we could see the noisy cheerful group of people inregulation black parade tunics.He had the short regulation haircut of a policeman.3) prompt:v. cause or bring about an action or feelingDerivation: prompt n.→ prompt a.→promptly ad.e.g.The Times article prompted him to call a meeting of the staff.My choice was prompted by a number of considerations.expatriate/ ˏeksˈpætrɪət; US -ˈpeɪt-; ɛksˋpetrɪɪt/ n person living outside his own country 居於国外的人; 侨民: American expatriates in Paris 居於巴黎的美国人* [attrib 作定语] expatriate Englishmen in Spain西班牙的英国侨民.> expatriate / -rɪeɪt; -rɪˏet/ v [Tn] cause (sb) to leave his native country; expel 使（某人）移居国外; 将（某人）逐出本国; 流放: expatriated on suspicion of spying for the enemy涉嫌里通外国而被逐出本国.4) refuel: v.(1) supply a vehicle with more fuele.g.The authorities agreed to refuel the plane.(2) take on a fresh supply of knowledge, information, etc.e.g.In a society of intense competition, people have to refuel every year .5) twinge: n.(1) If you feel a twinge of an unpleasant emotion, you suddenly feel it.e.g.John felt a twinge of fear when he saw the officer approaching.(2) A twinge is a sudden, sharp pain.e.g.I feel a twinge in my back now and again.lacuna/ ləˈkjuːnə; ləˋkjunə/ n (pl -nae / -niː; -ni/ or ~s) (fml 文) section missing from a book, an argument, etc; gap （书籍﹑论据等中的）脱漏, 阙文, 缺漏, 空白: a lacuna in the manuscript原稿中的脱漏.mix1/ mɪks; mɪks/ v[Tn, Tn.p, Dn.n, Dn.pr] ~ sth (up) (for sb/sth) make or prepare sth by puttingsubstances, etc together so that they are no longer distinct 混合或搀和某物: mix cement,mortar, etc 和水泥﹑灰浆等* mix cocktails, drinks, etc 兑鸡尾酒﹑饮料等* He mixed his guests a salad. 他给客人拌色拉. * She mixed a cheese sauce for the fish. 她调吃鱼用的奶酪沙司. * The chemist mixed (up) some medicine for me. 药剂师给我配了些药. (a) [I, Ipr, Ip] ~ with sth/~ (together) be able to be combined; make a suitablecombination 能相混合; 结合适当: Oil and water don't mix. 油和水不能混合. * Oil won't mix with water. 油不能和水混合. * Pink and blue mix well together. 粉色和蓝色在一起很协调. (b) [Tn, Tn.pr, Tn.p] ~ A with B/~ A and B (together) combine one thing with another; blend things together 使一物与另一物混合; 拌和; 搀和: mix the sugar with the flour 把糖与面粉和在一起* (fig 比喻) Don't try to mix business with pleasure. 不要把正事和娱乐混在一起. * Don't mix your drinks (ie have different ones in close succession) at parties! 在宴会上别接连喝不同种类的酒! * If you mix red and yellow, you get orange. 把红色和黄色混在一起就是橙色. * Many women successfully mix marriage and a career. 很多妇女都能做到婚姻﹑事业两不误. * Many races are mixed together in Brazil. 在巴西,有多种民族杂居在一起.[I, Ipr] ~ (with sb/sth) (of people) come or be together socially （指人）相处, 交往:He finds it hard to mix at parties. 他感到很难在聚会上与人攀谈. * In my job, I mix with all sorts of people. 我在工作中常和各种人打交道.(idm 习语) be/get mixed `up in sth (infml 口) be/become involved in or connectedwith sth 和某事物有牵连或有关联: I don't want to be mixed up in the affair. 我不想牵连到这件事情中去. be/get mixed `up with sb (infml 口) be/become associated with sb (esp sb disreputable) 与某人（尤指名誉不佳者）来往, 厮混: Don't get mixed up with him -- he's a crook!别跟他厮混--他是个无赖! mix it (with sb); US mix it up (with sb) (sl 俚) start a quarrel or a fight 吵嘴; 打架: Don't try mixing it with me -- I've got a gun!别想跟我打架--我可有枪!(phr v) mix sth in (esp in cooking) combine one ingredient with another （尤指烹饪时）和入, 搀进: Mix the eggs in slowly. 把鸡蛋慢慢搀入其中. * Mix in the butter when melted. 黄油化了再搀进去. mix sth into sth (a) add (another ingredient) to sth and combine the two 将（另一成分）加进某物中混匀: mix the yeast into the flour往面粉里加酵母後和匀.(b) make sth by blending (one or more ingredients) 混合（某成分）做某物: mix the flour and water into a smooth paste把水和面和成光滑的面团. mix sb up (about/over sth) cause sb to become confused 把某人弄糊涂: Now you've mixed me up completely!你可把我完全弄糊涂了! mix sb/sth up (with sb/sth) confuse sb/sth with sb/sth else; be unable to distinguish between (people or things) 混淆某人[某事物]与他人[他事物]; 分辨不出（两人或两事物）: You're always mixing me up with my twin sister! 你老是把我和我的挛生妹妹弄混了! * I got the tickets mixed up and gave you mine. 我把票混在一起了, 结果把我的给你了.# `mix-up n (infml 口) confused situation; misunderstanding混乱; 杂乱; 误会; 误解: There's been an awful mix-up over the dates! 日期问题乱得无以复加!mix2/ mɪks; mɪks/ n[C usu sing通常作单数] mixture or combination of things or people （事物或人的）混合, 结合: a good social, racial, etc mix, eg in a group of students 由不同社会阶层﹑种族组成的和睦群体.[C, U] mixture of ingredients sold for making kinds of food, etc （供出售的）食物混合配料: a packet of `cake mix一包蛋糕混合料.folly/ ˈfɔlɪ; ˋfɑlɪ/ n[U] ~ (to do sth) foolishness; lack of wisdom 愚蠢; 愚笨: an act of folly 愚蠢之举*It's utter folly to go swimming in this cold weather. 这麽冷的天气还去游泳, 真是蠢透了.[C] foolish or unwise act, idea or practice 愚蠢的行为﹑思想或做法: You'll pay later foryour follies. 你以後要为你的愚蠢行动付出代价的.[C] very expensive ornamental building that serves no practical purpose 华而不实的建筑.distance1/ ˈdɪstəns; ˋdɪstəns/ n[C, U] (amount of) space between two points or places 距离; 间距: A good cyclist cancover distances of over a hundred miles a day. 自行车骑得好的人一天可以行驶一百多英里. * It's a great/some/no distance from here, ie very/fairly/not far away. 离此处很[相当/不]远. * a short, long, great, etc distance 短的﹑长的﹑很大的...距离* In the USA distance is measured in miles, not kilometres. 在美国, 测量距离用英里, 不用公里. * The beach is within walking distance of my house, ie near enough to be reached easily on foot. 海滩离我家不远, 走几步就到了. * (fig 比喻) at a distance of fifty years 时隔五十年. =>App 4 见附录4.[C, U] distant place or point 远处; 远方: At a distance of six miles you can't see much.距离六英里以外的东西很难看清. * He won't hit the target at that distance. 他打不中那样远的目标的.[U] being separated in space or by time （空间或时间的）相距: Distance is no problemwith modern telecommunications. 在电信发达的今天, 相距遥远已不再是什麽问题了. [U] coldness or remoteness in personal relationships （人际关系的）冷淡, 疏远: Is hisdistance a result of snobbery or shyness?他态度冷淡是因为他势利眼呢, 还是因为他?腆? (idm 习语) go the `distance (esp in sports) continue to run, fight, etc until the end ofa contest （尤指运动）继续跑完全程﹑赛足全局等: Nobody thought he'd last 15 rounds, but he went the full distance. 没有人认为他会坚持15个回合, 然而他终於打满了全局. * You need perseverance to win in politics and I doubt if he can go the distance. 在政治上, 需要矢志不移才能取胜, 我怀疑他能否坚持到底. in the `distance far away 在远处; 在远方. keep one's `distance (from sb/sth) (a) not get too close (to sb/sth) （与某人[某事物]）保持一定距离: I would keep my distance from that dog, if I were you!我要是你, 就离那条狗远一点! (b) not become friendly or familiar (with a person, cause, etc) （对人﹑事业等）冷淡, 疏远: He was asked many times to join the party, but he always kept his distance. 人家好几次要他参加那个政党, 但他的反应总是很冷淡. keep sb at a `distance refuse to let sb become familiar or friendly 与某人保持一定距离; 不愿与某人亲近. Cf 参看the near distance (near1), the middle distance (middle).distance2/ ˈdɪstəns; ˋdɪstəns/ v[Tn, Tn.pr] ~ sb (from sb/sth) make sb less friendly or warm towards sb/sth 使某人与某人[某事物]保持距离﹑关系疏远或冷淡: That stupid quarrel has distanced us. 那一场无谓的争吵使我们的关系疏远了. * Voters have been distanced from the party by adverse publicity. 选民受到反面宣传的影响, 对这个政党冷淡了.[Tn.pr] ~ oneself from sb/sth not approve of or become involved with sb/sth 与某人[某事物]保持距离; 对某人[某事物]持不赞同或不介入的态度: She needs to distance herself from some of her more extreme supporters. 她必须与拥护她的那些比较偏激的人保持一定的距离.Paragraph 4-96) exposed to:If you are exposed to something dangerous or unpleasant, you are put in a situation in which it might harm you.Derivation: expose v.→exposure n.e.g.Poor John was exposed to the wind and rain.Translation:吸二手烟的青少年长大以后患心脏疾病的机率比较高。
“综合英语”(四)课程教学大纲
“综合英语”（四）课程教学大纲一、课程基本信息开课单位：曲阜师范大学翻译学院课程名称：综合英语 4课程编号：2100、2110英文名称：Integrated English Course课程类型：专业基础课总学时：102 理论学时：102学分：6开设专业：英语（师范）专业、翻译专业先修课程：综合英语1、综合英语2、综合英语3二、课程任务目标（一）课程任务《综合英语》是英语专业的专业基础课，也是英语专业基础阶段的综合技能课。
它与英语专业基础阶段旨在发展学生听、说、读、写等语言单项技能的课程相辅相成，使学生在得到语言技能的分项训练的同时，得到全面、严格的听、说、读、写、译等语言基本技能的整合性训练，达到对英语基础语法和基本词汇的熟练掌握和正确运用，各种语言技能协调发展，从而获得语言实际运用的能力；它还致力于使学生通过阅读和语言材料的课堂讲解分析，打开独立思考的空间，使他们的批判思维能力得到发展，人文知识得到增长，人文素养得到提高，为进入高年级的专业知识课程和相关专业知识课程的学习打下扎实的专业基础。
（二）课程目标1. 综合英语课程主要通过对学生进行语言基础训练与篇章讲解分析，以及通过组织学生积极参与课堂的各种语言交际活动，使学生掌握英语语音、词汇、语法的基础知识，扩大词汇量和熟悉英语常用句型，逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，具备基本的口头和笔头表达能力和交际技能，达到《高等学校英语专业英语教学大纲》所规定的听、说、读、写、译等技能的要求。
2. 通过一年的学习，学生的各项技能应该达到《高等学校英语专业英语教学大纲》所描述的二级要求；通过两年的学习，学生的各项技能应该达到《高等学校英语专业英语教学大纲》所描述的四级要求。
3. 在二年级，要求学生一定要打好扎实的语言基本功。
综合英语的任务是传授系统的基础语言知识（含语音、语法、语汇、篇章、结构、语言功能、意念等），训练基本语言技能（含听、说、读、写、译），培养学生良好的学习习惯，指导学习方法，加强学生思维能力和创新能力的培养。
综合英语第四册课程教案.doc
石家注證济修院教案2006〜2007学年第二学期学院（部.中心） 教研室（研究所）外国语学院 英语专业教研室课程名称 授课对象 综合英语（4）大学二年级学生 付天军石家庄经济学院教务处制二OO 六年七月授课时间第周周第节课时安排2课时职称职务 副教授 使用教材现代大学英语授课题目（教学章、节）：Lesson Eight Globalization^ Dual PowerLecture one教学目的、要求（分掌握、熟悉、了解三个层次）:1.Vocabulary2.The background of the text3.Important notes of the text教学内容（包括基木内容、重点、难点）:I.Glossaryadjust, alien, boom, dwarf, neutralize, project, prevail,II.The background of the textIII.Pre-class work1.How these words are formed & guess the meaning of the following words （P242）授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Eight Globalization^ Dual PowerLecture Two教学目的、要求（分掌握、熟悉、了解三个层次）:1.The structure of the part2.The meaning of the part教学内容（包括基木内容、重点、难点）:I.The advantages and disadvantages of globalizationII.The important words or sentences1.The important words or phrasesdouble edged sword/ daunting /antidote /exceptional /relentless2.The difficult sentences授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Eight Globalization^ Dual PowerLecture Three教学目的、要求（分掌握、熟悉、了解三个层次）：1.The structure of the part2.The meaning of the part3.Understand the transitory sentence教学内容（包括基本内容、重点、难点人I.The important words or sentences1.The important words or phrasesbe prone to, boom, snowball into, relieve, surge, implode, crony capitalism 2.The difficult sentences授课时间第周周第节课时安排2课时授课题目（教学章、节人Lesson Eight Globalization^ Dual Power Lecture Four: Exercises教学目的、要求（分掌握、熟悉、了解三个层次）：1.Contrast the differences between groups of the words.2.Identify the subject and main verb3.Study how time is used4.Observe and study the use of parallelism教学内容（包括基木内容、重点、难点）:I.The differences of the groups of words.II.Identify the subject and verb in complex sentencesIII.Parallelism授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lessen Nine The Most Dangerous GameLecture One教学目的、要求（分掌握、熟悉、了解三个层次）:1.Vocabulary2.The background of the text3.Important notes of the text教学内容（包括基木内容、重点、难点）:I.The important wordspostpone, stake, trigger, varnishII.The background of the text1.Madam Butterfly2.The fairy tale: the Fox and the CatIII.Pre-class work讨论、思考题、作业：1. More work on pre-class work参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打丁）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson nine The Most Dangerous GameLecture Two教学目的、要求（分掌握、熟悉、了解三个层次）：1.Know the usage of the words or phrases in this part2.Understand the meaning of this part教学内容（包括基木内容、重点、难点）:I.Words and phrases1. Know the usage of the words or phrases rest with sb, get a grip on oneself, after afashion,II.Understand and paraphrase the sentences授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Nine The Most Dangerous GameLecture Three教学目的、要求（分掌握、熟悉、了解三个层次）：1.Know the usage of the words or phrases in this part2.Understand the meaning of this part教学内容（包括基木内容、重点、难点）:I.Words and phrases1. Know the usage of the words or phrasesto be intent on （doing） sth, but for, dead ahead,II.Understand and paraphrase the following sentences1.But for his alertness, he must have been smashed beneath it.2.Rainsfbrd called the general... are proving interesting, Mr. Rainsford.授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Nine The Most Dangerous GameLecture Four Exercises教学目的、要求（分掌握、熟悉、了解三个层次）:1.The usage of the words2.Where-clause3.Inverted sentences教学内容（包括基本内容、重点、难点人I.The words or phrasesDress, score, strain, focus, etcVocabulary: Translate into Chinese or into EnglishII.Rhetorical speech or grammatical points讨论、思考题、作业:Preview next lesson参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打V）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Thirteen Soldier's HeartLecture One教学目的、要求（分掌握、熟悉、了解三个层次）:1.Vocabulary2.The background of the text教学内容（包括基木内容、重点、难点）:-I.The important words1. rhythmic, symptom, to and fro, wardII.The background of the text （refer to the note）讨论、思考题、作业：More work on preclass work参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打丁）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Thirteen Soldier's HeartLecture Two教学目的、要求（分掌握、熟悉、了解三个层次）：1.Know the usage of the words2.Understand this part教学内容（包括基木内容、重点、难点）:I.The words or phrases1. Know how to use the words or phrasesShelter, discharge, recollection, picked up, on end, be spared sth, give sb. to understand that...,II.Understand and paraphrase the following sentences1.If the sounds continue... they vanish from sight.2....they were spared a long engagement讨论、思考题、作业:参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打丁）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口教学内容（包括基木内容、重点、难点）: I. The words or phrasesto be taken up with, to slip, be particular about, range, go through, be deaf (to) II. Understand and paraphrase the following sentences1.... I would keep an eye peeled for an enemy position2.1 didn't have the fascination with gossip that a reporter needs to have...授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Thirteen Soldier's HeartLecture Four Exercises教学目的、要求（分掌握、熟悉、了解三个层次）：1.The usage of the words2.The Passive forms3.Identify the subject and main verbs教学内容（包括基本内容、重点、难点人I.The words or phrases1.Know the usage of the words subject, sweep, stuff, clear, export2.Be familiar with the phrasesVocabulary: Translate into Chinese or into EnglishII.Rhetorical speech or grammatical points讨论、思考题、作业:Preview the next lesson参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打V）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口授课时间第一周周一第5・6节课时安排2课时授课题目（教学章、节）：Lesson Fourteen How Do We Deal with the Drug Problem?Lecture one教学目的、要求（分掌握、熟悉、了解三个层次）:1.Vocabulary2.The background of the text教学内容（包括基本内容、重点、难点）：I.Glossary1. The usage of the wordsaddict, glamorize, heroic, impoverish, resolve,II.The background of the text1. Prohibition,III.Pre-class work授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Fourteen How Do We Deal with the Drug Problem?Lecture Two教学目的、要求（分掌握、熟悉、了解三个层次）:1.Know the usage of the words or phrases in this part2.Understand the meaning of this part教学内容（包括基本内容、重点、难点）：I. The important words or sentences1.The important words or phraseslabel sth with, for the record, end up, have a vested interest in （doing） sth,2.The difficult sentences授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Fourteen How Do We Deal with the Drug Problem?Lecture Three教学目的、要求（分掌握、熟悉、了解三个层次）：1.The structure of the part2.The meaning of the part教学内容（包括基木内容、重点、难点）:I.The important words or sentences1.The important words or phrasesbe alone in （doing） sth, declare/ wage war on sth, the beauty of sth, direct sth. to 2.The difficult sentences讨论、思考题、作业：1. The structure of the sentence in paragraph 18参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打丁）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口教学目的、要求（分掌握、熟悉、了解三个层次）：1.The structure of the part2.The meaning of the part3.How to enumerate教学内容（包括基本内容、重点、难点）：I.The important words or sentences1.The important words or phrasesMinimize, outweigh, sth to be here to stay/ have come to stay, sanction, crack down on sth/ sb, be enough...to go around2.The difficult sentences讨论、思考题、作业：More work on the exercises参考资料（含参考书等）：1.阴文当代英语大字典2.现代大学英语全程辅导3 •现代大学英语教师用书授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Fourteen How Do We Deal with the Drug Problem?Lecture Five Exercises教学目的、要求（分掌握、熟悉、了解三个层次）:1.The usage of the words2.To understand the satire or irony lies3.How to list things教学内容（包括基本内容、重点、难点）：I.1. The words or phrases1. Know the usage of the wordsaddict, advocate, ban, lift, bailII.Rhetorical speech or grammatical points授课时间第周周第节课时安排2课时授课题目（教学章、节）：Lesson Fifteen The Damned Human RaceLecture one教学目的、要求（分掌握、熟悉、了解三个层次）:1.Vocabulary2.The background of the text3.Important notes of the text教学内容（包括基本内容、重点、难点）：I.Glossary1. The usage of the wordsaffectionately, exterminate, disposition, questionable, transition, zealotII.The author and background of the text1. The backgroundKing John, King Richard, Caesar, Mohammed, Queen Mary, Salvation Army, III.Pre-class work授课时间第一周周第节课时安排2课时授课题目（教学章、节）：Lesson Fifteen The Damned Human RaceLecture Two教学目的、要求（分掌握、熟悉、了解三个层次）:2.To understand the author's idea: the Descent of Man from the Higher Animals.3.The structure of the part3.The meaning of the part教学内容（包括基本内容、重点、难点）:I. The important words or sentences1.The important words or phrasessubject to, present itself, cheat sb out of2.The difficult sentences授课吋I'可第周周第节课吋安排2课吋授课题目（教学章、节）：Lesson Fifteen The Damned Human RaceLecture Three教学目的、要求（分掌握、熟悉、了解三个层次）:1.The meaning of the part2.Understand the topic sentences教学内容（包括基木内容、重点、难点）:-I. The important words or sentences1.The important words or phrases whatever he is2.The difficult sentences讨论、思考题、作业：Find more information about Buddhism.参考资料（含参考书等）：1.朗文当代英语大字典2.现代大学英语全程辅导3.现代大学英语教师用书授课类型（请打丁）：理论课口讨论课口实验课口其他口教学方式（请打丁）：讲授口讨论口其他口教学资源（请打丁）：多媒体口挂图口音像口其他口教学目的、要求（分掌握、熟悉、了解三个层次）：1.Study the words or phrases2.Remember the phrases that are translated into English or Chinese.3.Understand the figurative speech: alliteration and rhyme4.How to contrast and clarify教学内容（包括基本内容、重点、难点）：I.Word studyStudy the following words and know how to use them, then do the exercises on page472-473II.Alliteration and rhyme。
新时代核心英语教程综合英语4教师用书U5
Unit 5 Racial Equality MattersI.Unit OverviewLargely as a modern phenomenon, the issue of race is both controversial and pervasive. It is the topic of public discussions, from television talk shows to talk radio. Though most of us get to know racial issues from Western society, for example the United States, race matters to us for it is an essential part of our identity, defining who we are and how we are different from and similar to others.Written by Harper Lee, one of the most influential American writers, To Kill a Mockingbird is both a young girl’s coming-of-age story and a darker drama about the roots and consequences of racism and prejudice, probing how good and evil can coexist within a single community or individual.Gloria Naylor, contextualizi ng the word “nigger” in the black community, demonstrates a totally different interpretation from the white society. Using her personal experience, Naylor proves to us how the word “nigger” is socially-constructed.II.Teaching Plan按照《指南》规定，综合英语总学时是64课时，每周4课时，每单元上8课时。
综合英语四第十四单元
综合教程第四册Unit 14I. Background人就是这样，往往身在福中不知福。
以前住在陋巷茅屋的农村，则向往高楼大厦的城市;如今真的住上城市的高楼大厦，却又羡慕起农村的田园风光来了。
其实，城市有城市的烦恼和无奈。
城市的天被高楼大厦挤成一条缝，城市的地大都压在高楼大厦底下;城市的阳光被高楼大厦截留;城市的空气被车流、人流、工厂搅得污浊不堪……先说住吧。
城市里的人绝大多数住在千篇一律的方格式楼上，被钢筋水泥包围着，很容易让人联想起养殖专业户的兔笼鸡舍。
人们困在加防盗网的楼内，心潮有时不免涌出被囚禁的涟漪。
住高也不想望远，因为进入你眼帘的是让你生厌和乏味的多胞胎似的楼群。
这还在其次。
一个楼洞里三教九流良莠杂居，老死不相往来，很难找到农村那种借来往还、互相帮助、互相怜惜的浓浓的人际况味和绵绵的温馨乡情。
再说逛街吧。
逛街本是件轻松惬意的事，可那好像是赶时间参加联合国大会的滚滚车流、人流，让你毫无安全感，尤其是那些擦身呼啸而过的摩托车，见了让人胆寒。
顾命要紧，还是躲远点吧。
......怪不得人家发达国家的有钱人，纷纷花巨资到远离城市的山麓、水畔、林边去建造别墅，尽情地欣赏那湖光山色，享受那田园风光，呼吸那清新空气，沐浴那灿烂阳光，原来是躲避城市的喧嚣和无奈。
II. Analysis of the Text本文是一篇典型的议论文，可分为三个部分:Part I(Paragraphs 1-2)作者提出自己的论点，残忍的个性和分裂的城市生活与建设城市的目的和人的本性是相背的。
因此是愚蠢的。
作者从他们在城市中的生活的角度将人类和老鼠进行厂对比，文章首先描述了晚上文明的城市生活，而此时也是老鼠在城市里活跃的时候，然后将两者的城市生活进行了对比，最后作者提出了自己的论点，和群居的老鼠相比，人类的城市生活是独立的和充满竞争性的，因此是愚蠢的。
Part II(Paragraphs 3－9)作者提出了愚蠢的城市生活和证据。
(完整版)上外综合教程4Unit2电子教案
UNIT 2 SPACE INVADERSSection One Pre-reading Activities (2)I. Audiovisual supplement (2)II. Cultural background (3)Section Two Global Reading (4)I. Structural analysis of the text (4)II. Rhetorical features of the text (4)Section Three Detailed Reading (5)I. Questions (6)II. Words and expressions (7)III. Sentences (10)Section Four Consolidation Activities (12)I Vocabulary (12)II. Grammar (14)III. Translation (16)IV. Exercises for integrated skills (18)V. Oral activities (19)VI. Writing (20)Section Five Further Enhancement (21)I Text II (21)II Memorable Quotes (24)Section One Pre-reading ActivitiesI. Audiovisual supplementFrom Secrets of Body LanguageWatch the video clip and answer the following questions.Script:Voiceover:But body language is often complex, and easily misunderstood. Here, President Clinton leads the Israeli and Palestinian leaders Ehud Barak and Yasser Arafat up before the press during peace negotiations. It’s all smiles for the cameras, but behind the façade of bonhomie, there’s a power struggle going on. Clinton jokingly explains that none of them will take any questions.Clinton: We promise to each other we will answer no question and offer no comments, so I have to set a good example.Voiceover: The body language then reveals just why that works.Expert A: Wow. It’s almost a physical fight.Voiceover: Many view this apparently light-hearted tussle as a sign that Arafat and Barak were getting on well. Think again.Expert A: There is a great meaning behind who goes through the door first. Now of course here in the West, letting someone through the door first doesn’t really matter. Polite maybe. But in the Middle East, it has significant cultural impact.Expert B: The host, the power person, says, “I’m in control. I’ll help you through the door. I’ll show you the way.”Arafat:Thank you. Thank you.Voiceover: Throw in the fear and tension present in most Middle East negotiations, and suddenly, the desire of both Arafat and Barak not to go through that door before the other starts to make sense.Expert C: This is a classic example in its extreme way of how the last man through the door is the winner. So Barak reaches for Yasser Arafat. Arafat literally grasps his arm, moves on, and starts wagering his finger at Barak, who, then, Barak, uses this opportunity as a wrestling match to move around, to actually be behind Arafat, and then literally grasps Arafat, holds him by the arm, and shoves him through the door.Expert B: So you’ve got fear and power struggle, showing in big big big big bold body language with it.Questions:1. How is the “getting through the door” movement understood by many people?Answer: Many view this apparently light-hearted tussle as a sign that Arafat and Barak were getting on well.2. What is the hidden message behind the scene?Answer: Arafat and Barak are struggling to get through the door after the other party in order to show “I am in control”.3. What does this story tell us?Answer: Body language is very important, but often complex and easily misunderstood.II. Cultural backgroundPersonal spacePersonal space can be imagined as a kind of bubble surrounding a person that protects his or her privacy and which other people may not normally enter. Allowing somebody to get very close and enter your personal space may be a sign of trust or love. On the other hand, intruding other’s personal space can be rather offensive.The amount of space people need to feel around them varies with various factors, such as culture, sex, familiarity between people, crowdedness of the situation, etc. For example:●people from cultures that like a lot of personal space feel awkward and embarrassed when somebody comes too close to them;●people of the same sex may sit or stand closer to each other than to somebody of the opposite sex;●strangers and casual acquaintances usually need more space than friends and members of the same family who know each other well;●in a noisy street people may need to stand closer than they would normally, simply in order to hear each other.Section Two Global ReadingI. Structural analysis of the textIn the text, the writer first points out the fact that nowadays people are more concerned about themselves and want to have a larger personal space than decades ago, and then he analyses the causes of space invasion.The text can be divided into three parts.Part I (Paragraphs 1 – 2): The writer calls the reader’s attention to the invasion of personal space by relating an experience of how his personal space was invaded.Part II (Paragraphs 3 – 7): The writer analyzes some likely causes of the shrinkage of personal space, and attributes the invasion of personal space to the general decline of good manners. Part III (Paragraph 8 – 9): The author presents his view about the essence of personal space, i.e. it is psychological, rather than physical, and urges people to “expand the contracting boundaries of personal space”.II. Rhetorical features of the textA vivid and accurate description of the behaviour of the space invaders and those whose personal space is being invaded is achieved by a delicate selection of verbs. Some of the examples are as follows.Verbs and verbal phrases used to describe the behaviour of space invaders:- a man … started inching toward me … (Paragraph 1)- In elevators, people are wedging themselves in just before the doors close ... (Paragraph 3)- In movie theatres these days, people are staking a claim to both armrests, annexing all the elbow room ... (Paragraph 7)Verbs and verbal phrases used to describe the reaction of those whose space is being invaded:- I minutely advanced toward the woman… in front of me ... (Paragraph 1)- … who absent-mindedly shuffled toward the white-haired lady ahead of him ... (Paragraph 1) Practice:Please find more examples to illustrate the author’s careful choice of verbs.Section Three Detailed ReadingSPACE INVADERSRichard Stengel1 At my bank the other day, I was standing in a line snaking around some tired velvet ropeswhen a man in a sweat-suit started inching toward me in his eagerness to deposit his Social Security check. As he did so, I minutely advanced toward the woman reading the Wall Street Journal in front of me, who, in mild annoyance, began to sidle up to the man scribbling a check in front of her, who absent-mindedly shuffled toward the white-haired lady ahead of him, until we were all hugger-mugger against each other, the original lazy line having collapsed in on itself like a Slinky.2 I estimate that my personal space extends eighteen inches in front of my face, one foot toeach side, and about ten inches in back — though it is nearly impossible to measure exactly how far behind you someone is standing. The phrase “personal space” has a quaint, seventies ring to it (“You’re invading my space, man”), but it is one of those gratifying expressions that are intuitively understood by all human beings. Like the twelve-mile limit around our national shores, personal space is our individual border beyond which no stranger can penetrate without making us uneasy.3 Lately, I’ve found that my personal space is being invaded more than ever before. Inelevators, people are wedging themselves in just before the doors close; on the street, pedestrians are zigzagging through the human traffic, jostling others, refusing to give way; on the subway, riders are no longer taking pains to carve out little zones of space between themselves and fellow-passengers; in lines at airports, people are pressing forward like fidgety taxis at red lights.4 At first, I attributed this tendency to the “population explosion” and the relentlessMalthusian logic that if twice as many people inhabit the planet now as did twenty years ago, each of us has half as much space. Recently, I’ve wondered if it’s the season: T-shirt weather can make proximity more alluring (or much, much less). Or perhaps the proliferation of coffee bars in Manhattan — the number seems to double every three months — is infusing so much caffeine into the already jangling locals that people can no longer keep to themselves.5 Personal space is mostly a public matter; we allow all kinds of invasions of personal spacein private. (Humanity wouldn’t exist without them.) The logistics of it vary according to geography. People who live in Calcutta have less personal space than folks in Colorado. “Don’t tread on me” could have been coined only by someone with a spread. I would wager that people in the Northern Hemisphere have roomier conceptions of personal space than those in the Southern. To an Englishman, a handshake can seem like trespassing, whereas to a Brazilian, anything less than a hug may come across as chilliness.6 Like drivers who plow into your parked and empty car and don’t leave a note, people nolonger mutter “Excuse me” when they bump into you. The decline of manners has been widely lamented. Manners, it seems to me, are about giving people space, not stepping on toes, granting people their private domain.7 I’ve also noticed an increase in the ranks of what I think of as space invaders, mini-territorial expansionists who seize public space with a sense of manifest destiny. In movie theatres these days, people are staking a claim to both armrests, annexing all the elbow room, while at coffee shops and on the Long Island Railroad, individuals routinely commandeer booths and sets of facing seats meant for foursomes.8 Ultimately, personal space is psychological, not physical: it has less to do with the spaceoutside us than with our inner space. I suspect that the shrinking of personal space is directly proportional to the expansion of self-absorption: people whose attention is inward do not bother to look outward. Even the focus of science these days is micro, not macro. The Human Genome Project is mapping the universe of the genetic code, while neuroscientists are using souped-up M.R.I. machines to chart the flight of neurons in our brains.9 In the same way that the breeze from a butterfly’s wings in Japan may eventually producea tidal wave in California, I have decided to expand the contracting boundaries of personalspace. In the line at my bank, I now refuse to move closer than three feet to the person in front of me, even if it means that the fellow behind me starts breathing down my neck.I. Questions1. Is “personal space” a term of the seventies? Is it out of date nowadays? Why or why not? (Paragraph 2)Answer: “Personal space” was a term popularly used in the seventies but seldom mentioned nowadays. However, it doesn’t mean that it is out of date. People, whatever periods they are in, need personal space, which is not to be penetrated. The only problem is that the world is becoming so crowded that it is impossible for people to protect their personal space as well as they used to do.2. What does the author mean by saying “personal space is mostly a public matter”? (Paragraph 5)Answer: Personal space, first of all, is the space you expect and are expected to keep between you and other people in public places in order to maintain an appropriate interpersonal relationship. Edward T. Hall in The Hidden Dimension, for example, describes the social values applied by Americans to certain distances between people as falling into four main categories: “Intimate distance (0 – 1&1/2 feet), Personal distance (1&1/2 – 4 feet), Social/Consultative distance (4 – 10 feet), and Public distance (10 or more feet).”3. Do you agree with the writer’s view that the contraction of the outer, personal space is proportional to the expansion of the inner-space of modern man? (Paragraph 8)Answer: Yes, people in the present society tend to be more self-centered, concentrating on their private affairs and ignoring the outer world around them. They say they have no time or energy to care about others in a society of fast tempo. As a matter of fact, they do not want to bother about it.Class ActivityGroup discussions:Topic A: Is personal space important to you? Why or why not?Topic B: According to your observation, does personal space vary in different places /relations /cultures? Give examples.II. Words and expressionsPart 1: Paragraphs 1-2snake: v. move in a twisting waye.g. The train was snaking its way through the mountains.Synonym: meanderinch: v. move very slow and carefullye.g.Howard inched forward in the crowd.He inched his way through the narrow passage.in mild annoyance: with a little anger or impatiencemild: a. not very great in degreee.g. We looked at each other in mild astonishment.Synonym: slightsidle: v. walk in a timid manner, esp. sideways or obliquelye.g. A man sidled up to me and asked if I wanted a ticket for the match.scribble:v. write or draw (sth.) carelessly or hurriedlySynonym: scrawle.g.He scribbled a note to his sister before leaving.She scribbled down her phone number and pushed it into his hand.Throughout the interview, the journalists scribbled away furiously.n. [U, sing.]careless and untidy writinge.g. How do you expect me to read this scribble?shuffle: v. walk by dragging one’s feet along or without lifting them fully from the grounde.g.He slipped on his shoes and shuffled out of the room.A fat woman was shuffling along with a pushchair.Collocations:shuffle sth. off: avoid talking or thinking about sth. because it is not considered importante.g.He shuffled the question off and changed the topic.shuffle out of sth.: try to avoid some unpleasant task by acting dishonestlye.g.I mistrust the way in which they shuffle out of sustained efforts.Slinky:n. A Slinky (“机灵鬼”，一种用软弹簧做成的会翻跟头的玩具) is a coil-shaped spring invented by mechanical engineer Richard James in Philadelphia, Pennsylvania. Slinkys come in various sizes and shapes. They can “walk” down stairs as the coils stretch and reform as gravity moves them down each step, the spring’s momentum causing it to spill end over end from one step to the next.ring: n. a quality, or an impression of having the quality that is mentionede.g. Her story had a ring of truth about it.The books he mentioned had a familiar ring about them.gratifying: a. giving pleasure or satisfactione.g. The new plan may be gratifying to the President.Derivations: gratify v.; gratification n.penetrate: v. succeed in forcing a way through (sth.)e.g. They penetrated into the territory where no man had ever gone before.The sun’s radiation penetrates the skin.Part II: Paragraphs 3-7wedge: v. force into a narrow space; fix sth. in position by using a wedge or sth. elsee.g. The people sitting close to me wedged me into the corner.Open the door wide and wedge it with a pad of newspaper.zigzag:v. move forward by going at an angle first to one side, then to the othere.g. We zigzagged up the hill.The narrow path zigzags up the cliff.n. a line or pattern that looks like a series of letter W’s as it bends to the left and then to the right againe.g.The path descended the hill in zigzags.a. [only before noun]e.g. a zigzag line/path/patterncarve out: establish or create sth. through painstaking efforte.g. With months of strenuous work, the artist carved out a flower of ivory.Years of failures and setbacks have taught him and carved out a career for him.press: v. push, move, or make (one’s way) strongly, esp. in a crowde.g. He pressed his way through the crowd.So many people pressed round the famous actress that she couldn’t get to her car. Translation:人群挤在她身边，争着要她的签名。
秦秀白《新世纪大学英语综合教程(4)》(第2版)学习指南【词汇短语+课文精解+全文翻译+练习答案】
秦秀白《新世纪大学英语综合教程（4）》（第2版）学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】目录Unit 1 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 2 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 3 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 4 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 5 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 6 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 7 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案Unit 8 一、词汇短语 二、课文精解 三、全文翻译 四、练习答案弘博学习网————各类考试资料全收录内容简介本书是《新世纪大学英语综合教程（4）》（第2版）的配套辅导用书，按照原教材的课次进行编写，每单元涉及词汇短语、课文精解、全文翻译以及练习答案内容。
词汇短语中精选每单元的重、难点词汇，每个词后除了释义，还给出了相应的例句，及一些常用的搭配、词组、助记方法等。
课文精解从文中选出重点句子及难以理解的句子加以讲解，其中包括对句子结构分析、相关知识点讲解和延伸。
全文翻译是在参阅了大量与教材相关用书的基础上总结编写而成的。
练习答案提供每单元习题的参考答案。
本书旨在帮助学生更好、更高效地学习和掌握教程中的重点及难点知识，具有很强的针对性和实用性。
在编写过程中，该书力求突出重点，答疑难点，语言言简意赅，讲解深入浅出，希望它能得到广大英语学习者的喜爱和认可。
弘博学习网————各类考试资料全收录Unit 1一、词汇短语Text Arealm [relm] n. 王国，国土；领域【例句】He was banished from the realm. 他被驱逐出境。
【词组】in the realm of 在…领域里【助记】real（真正的）+m→真正的好东西（如音乐、艺术）无国界→领地，范围dweller [dwelE] n. 居住者；居民subdue [sQb5dju:] v. 征服，克服，压制【例句】We subdued a desire to laugh.我们强忍住了笑。
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2014－2015学年第二学期
教学日历
专业班级13中澳会计
课程名称综合英语四
授课教师郑如薇
选用教材名称《综合英语四》（全册）
出版社外研版出版时间2004年
教学周数16考核方式考试
总学时96理论学时96实践学时
系（教研室）主任（签字）
2015年01月
项目
内容
周次
日期
.教学内容
提问
讲授
练习
6
第15周
Review 11-12 and speaking pratice
提问
讲授
练习
6
第16周
Final review
提问讲授练习Fra bibliotek6教学方式
理论学时
实践学时
备注
第1周
介绍教学计划，教学内容，教学方法，重难点及教学要求
Unit 7
提问
讲授
练习
6
第2周
Unit7
提问
讲授
练习
6
第3周
Unit8
提问
讲授
练习
6
第4周
Unit8
提问
讲授
练习
6
第5周
Unit9
提问
讲授
练习
6
第6周
Unit9
提问
讲授
练习
6
第7周
Unit10
提问
讲授
练习
6
第8周
Unit10
提问
讲授
练习
6
第9周
Unit11
提问
讲授
练习
6
第10周
Unit 11
提问
讲授
练习
6
第11周
Unit 12
提问
讲授
练习
6
第12周
Unit 12
提问
讲授
练习
6
第13周
Review unit 7-8 and speaking pratice
提问
讲授
练习
6
第14周
Review 9-10 and speaking pratice