Unit 7 新视野大学英语第一册

A Teaching Plan for Unit 7
(In New Horizon College English Book 1)
I. Time: 10 class hours
II. Contents:
·Listening and Speaking
·Section A: Face to Face with Guns
·Section B: Should I Have a Gun
III. Suggested Timetable:
1.The first two-class-hour session for listening and speaking (Unit 7 in College English
Listening and Speaking Course Book 1).
2.Next four-class-hour session for Section A
3.The fourth two-class-hour session for exercises of Section A
4.The fifth two-class-hour session for Section B and Section C
IV. Aims and Requirements:
Listening and Speaking:
1. Train the students’ ability to understand useful expressions for expressing opinions.
2. Train the students’ ability to understand the main idea and grasp important details of the
listening texts.
Section A: Face to Face with Guns
1. Let the student understand the main idea and structure of the text
2. Appreciate the characteristics of a familiar essay
3. Master the key language points and grammatical structures in the text
cautious exception instinct polish current foundation
4. Conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
Section B: Should I Have a Gun
1. Teach the reading skill: reading between the lines
2. Understand the main idea of the passage.
V. Focal Points and Difficult Points:
Listening and Speaking:
1. Enable students to be familiar with the passage listening skill
2. Grasp some words and expression which often appear in CET-4
Section A: Face to Face with Guns
1. Analyze the structure of several compound sentences and comprehend them.
2. Learn to use the structure: have + v-ed
3. Try to analyze the structure of several compound sentences and comprehend them.
Section B: Should I Have a Gun
1. Try to use the reading skill: Reading between the lines
2. Ask the students to retell the story.
VI. Suggested Teaching Procedure and Methodology:
Section A: Face to Face with Guns
Listening and Speaking: (an interactive approach is introduced)
1.Pre-listening T ask: arrange the students in pairs and ask them to discuss the following
questions:
①Are you doing any part-time jobs? Why or Why not?
②What would you do if you wanted to get a part-time job?
③What kind of part-time jobs are available for college students?
④Have you ever been to a job interview? Generally what kind of questions will an interviewer
ask during a job interview? What questions can an interviewee ask during a job interview? Some key words and expressions in Language Focus:
B average: an average of B for school work.各科平均分数为B
night shift: the period of working time from about 10:00 p.m. to 6:00 a.m.夜班
stay up: not go to bed until a certain time during the night熬夜
2.Background Information:
In job applications, the interview is often the decisive factor in determining success or failure. It is designed to find out more about an applicant and to see if one is suitable for a particular job. So if one is lucky enough to be called for an interview, great preparation beforehand is necessary. Find out as much as possible about the job and consider how one’s qualifications and experience can be related to it. Most people also think that appearance counts in an interview, so they will choose their interview clothing with great care.
During interview, it is a good policy to show interest to the questions raised by the interviewer and answer every one of them politely, truthfully and convincingly. At the close of the interview, the applicant may ask some questions about such matters as the salary and benefits, or if there is a training program.
3.Listening to text 1 and 2
4.Speaking T asks: ask the students to get into pairs and explain to them how to carry out
Speaking Task A- Reflections on the texts, then select a pair to present their views in class.
Section A: Face to Face with Guns
1. Background information
①KFC
Kentucky Fried Chicken, known as KFC in the US, is the world/s most popular chicken restaurant chain. The company originated and still has its headquarters in the US. KFC has more than 30,000 restaurants in more than 80 countries and territories around the world. For more information, check out KFC’s homepage at
②911
This is the emergency telephone number in the US and Canada for contacting the police department, the fire department or medical emergency services.
③Blake’s Thames
Blake, William (1757-1827) was an English poet and artist whose best known books of poems are Songs of Innocence and Songs of Experience. The quotation used in Passage A comes from the first verse of a poem called “London”.
④The Thames
It is the main river flowing through London, and England’s most important river.
2. Pre-reading activities
Listen to short passage twice and answer questions
①How many things did the thieves steal from the man? What were they?
②What saved the man’s life?
③What is the raging river?
听力原文：
A man who leaves his garage at night carrying some KFC is attacked by a thief who steals his money and his watch at gunpoint. The thief’s partner appears with an even larger gun and orders the man to stop looking at them. They force the man to the ground, their guns at his head. He thinks he will die. Then the thieves find and take his KFC and just as suddenly ad they appeared, they fade away again into the night. The man phones the police and later goes to the station to look at photos to try to identify the thieves. He sees so many young men’ s faces flow by his eyes he feels as if they are a raging river that eats up all the things we value.
Answers:
①How many things did the thieves steal from the man? What were they?
They stole three kinds of things: money, watch and KFC
②What saved the man’s life?
KFC chicken.
③What is the raging river?
The young robbers.
3. Work on Section A
A) Structure of the T ext ( a method of analyzing the text structure is employed)
This passage is a narration. Read it carefully, and try to divide it into 3 parts. (Notice a narrative passage is always presented in the order of sequential time (chronological)/place/action)
Part I (Para.1-27) The process of the robbery.
Part II (Para.28-29) I reported to the police after the robbers went away.
Part III (Para.30-34) I went to the police station to identify the robbers.
B) Raise some questions to make students grasp some detailed information in the text
(question and answer method is used)
Part I (Para.1-27) The process of the robbery.
General idea
Time: at night
Place: out of the garage
Event: I was robbed by two young men.
Result: The robbers took away my money, watch, and KFC.
Further study
Para.1 The beginning of the story
(1Q).What did the writer do that night before he parked his car in the garage?
(scan the street and pathways for anything or anyone: show his caution) (2Q). What did the young man look like?
(portly, unshaven, in stocking cap and dark nylon jacket)
in: have something on, wear something (clothes, gloves, cap, etc.)
e.g. a man in uniform; a girl in red/in a fur coat
(3).Like most city folks, I‟m cautious .
cautious a. taking great care to escape possible danger
e.g. She is cautious of telling the secret. （is cautious of 留意，谨防）
她很谨慎不会泄露秘密。

Y ou should be cautious when crossing the street.
caution n. 1. great care 谨慎；spoken warning 警告
e.g. Y ou should cross the street with caution.
你过马路时要小心。

Let his accident serve as a caution to you.
把他的事故作为给你的警告。

v. warn against possible danger 警告
e.g. He cautioned me not to drink/against drinking.
cautiously ad.
precautionary a. 预防的；precautious a. 有防备的，戒备的
e.g. My mother is a _______ motorist; she never does any dangerous driving.
A. casual
B. conscious
C.cautious
D. careless
解析：此题为形近词辨析，词义差别较大，较易答。

casual漫不经心的；conscious
意识到的，be conscious of 小心的；careless 粗心的。

(4). That night was no exception.
exception
n. a person or thing that is not included
e.g. Y ou must answer all the questions without exception
你必须回答所有的问题，无一例外。

e.g. There is no rule but has some exceptions.凡规则皆有例外。

e.g. There is no exception to this grammatical rule.
这条语法规则有个例外。

except v. 除外，不计; prep. 除。

之外，除非；conj. 只是，要不是
exceptional a. 例外的
exceptive a. 例外的，特殊的
[常用短语] with the exception of; except/ apart from 除。

之外
with no exception无一例外
Para.2-12My encounter with the first robber
(1Q). What did the writer do while he was putting the KFC box on the planter beside the pathway?
(tossing his house keys into a bush: show his wisdom and calm)
(2). “Everything he said during our encounter was repeated instinctively, I did the same.”
(From Para. 4)
1) Meaning: During our encounter, he said everything twice and by instinct, I said everything
twice too. 在我们遭遇的过程中，他会重复自己说的每一句话；出于本能，我也同样重复着自己的话。

2）Could you give us some examples from the passage to prove this sentence?
Para2 “Give it up, mother”… “Give it up.”
Para4 “Where’s your money? Where’s your money?”
Para5 “It’s in my wallet. It’s in my wallet.”
Para14 “Stop looking at us. Stop looking at us.”
Para17 “Get down. Get down.”
3) Can you guess the reason why the rubbers repeated what they said?
(It seems very funny at first, but think about it with the following plot, then you’ll notice that it shows that the young robbers were very nervous, immature and they were not so skillful of rubbing)
4) instinct
n. an innate capability; natural habit without thinking. （intuition）
e.g. Birds learn to fly by instinct.鸟学飞出自本能。

language instinct 语言的本能
mothering instinct母亲的天性
[常用短语]by instinct出于本能act on instinct凭直觉行动
have an instinct for 生性爱好，生来就有。

本能
instinctive a. instinctively ad.
Para.13-27 The rubber’s partner appeared
(1Q). What did the second rubber look like?
(slight, short, dark eyes like polished glass)
(2). “His eyes shone like polished glass; his arms and l egs moved unexpectedly, as if attached to unseen wires.”（Para.13）
1）Meaning: His dark eyes were very bright; he moved his arms and legs suddenly as if they were connected to hidden wires.他深色的眼睛里闪者光，好似擦亮了的玻璃；他手臂和双腿冷不防地移动着，就好像是连着看不见的电线似的。

2) What kind of rhetoric device (figure of speech) does the author use in this sentence?
simile(直喻,明喻)：a figure of speech that expresses a resemblance between things of different kinds (usually formed with “like”or“as”)
His eyes shone like polished glass: eyes→ polished glass
e.g. “As white as snow" is a simile. "洁白如雪"是明喻。

Her style is rich in simile. 她的文体中用很多比喻。

反义词metaphor(隐喻; 暗喻) a figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity.
e.g. She’ s an angel and He's a lion in battle are metapho r s。

3) polish
v. ① make something smooth and shiny by rubbing
e.g. He polishes his new car every weekend.
他每个周末都擦洗他的新车。

② improve
e.g. He spent much time polishing his article before having it printed.
文章印出之前他花了很多时间来润色。

polished a. 磨光的，精练的，文雅的
polisher n. 擦亮的人，磨光器
[常用短语] polish away (off, out) 擦去
polish up 擦得亮亮的，装饰一新，改善，提高
polish off 迅速完成，polish the apple 讨人欢心，拍马屁
(3Q). Why are most victims of armed attacks unable to identify their offenders according to the writer?
(Because their attention focuses on the guns rather than on their users)
rather than : in stead of, in contrast to 而不是
e.g. I think I would like a cup of tea rather than coffee.
我想要一杯茶而不是咖啡。

They prefer to deal with things rather than with ideas or with people.
他们更愿意与事物而不是与思想或是与人打交道。

Exercises: First try to complete the sentences by yourselves, and then we’ll check the answers together.
1. He had been forced to spend most of the time talking to Mrs. Harlowe rather than to
her daughter (而不是同她女儿交谈).
2. I have used familiar English names rather than scientific Latin ones. (而不是用拉丁学
名)
3. I always prefer starting early rather than leaving everything to the last minute (而不是
把一切拖延到最后一分钟).
(For more exercises, P156. Part VII)
(4Q). Why was the writer able to identify his attackers?
(I’ve seen enough criminal trials to know victims of armed attacks are seldom able to identify their offenders, so I consciously noted details of their faces.)
offend
v. . ① break a law etc. ; do sth. wrong
e.g. Y ou have offended against the law.
你违反了法律。

②make sb. Feel upset or angry 冒犯，触怒
e.g. She was offended at/by my words.
她被我的话触怒了。

offence (offense) n.
offensive a. (aggressive) 讨厌的，无礼的，攻击性的
eg. offensive words/weapons
[词根词缀] fend=strike 打击
fend v.抵挡，抵御（进攻是最好的防守）fence 围栏，篱笆
defend=de (down)+fend 保护，保卫；辩护defendant n.被告
defensive adj. 防御用的；守势的；自卫的
offend =of (to) +fend 冒犯，触怒；攻击
e.g. I’m very sorry to have ______ you with so many questions on such an occasion.
A.interfered ～with 干涉，干预
B.offended ～with 因。

冒犯某人
C.impressed ～with 使某人铭记
D.bothered ～with 烦扰，担心
（这个时候问了你这么多问题，真是不好意思）
(5Q). After they took my money and watch away, what else did they take away?
(KFC chicken)
(6) “How peculiar to have your life saved by fried chicken. I saw eternity; they saw food.” （Para. 27）
1) Meaning: I thought it was very odd that fried chicken had saved my life. I thought I had
seen the state of time after my death and they had seen something to take care of their
hunger: my fried chicken. 多奇怪啊，竟然是炸鸡救了我的命。

当时我看见了死亡，而他们看见了食物。

2) have + object + v-ed structure (someone else does something)
e.g. I have my hair cut. (I can’t cu t my hair, so somebody cuts it for me)
Model 1: I thought it was very peculiar to have my life saved by fried chicken.
→ I thought it was very peculiar tha t fried chicken have saved my life.
Model 2: My friend’s bike was stolen last week.
→ My friend had h is bike stolen last week.
Exercises. Rewrite each of the following sentences with a “have + object + v-ed structure”
1.Their pay should be increased.
→They should have their pay increased.
2.My first book was accepted for publication that year.
→I had my first book accepted for publication that year.
( For more exercises, P155. Part VI)
Part II (Para.28-29) I reported to the police after the robbers went away.
(Text Structure Analysis – A Paragraph of a Set of Sequential Actions)
The writer of the short story presents its details in a very clear way, especially with a set of sequential actions. All these actions are not only connected with each other in some natural order but also help to bring out the main idea or the most important message the writer wants to leave with his readers. Look at Paragraph 28 and try to analyze it.
I got to my feet, found the keys, entered and called 911. The operator took a description of
the rubbers and sent a police car. I poured a stiff drink and, soon, two uniformed officers of the LAPD arrived. They took a report admitted the “important thing” was nobody was hurt.
Analysis:
The set of actions leading to the main idea:
got, found the keys, entered his house and called 911
the police: took a note and sent a police car
had a drink, the policemen came and took a report
Main idea: He reported to the police.
(Para.1 is also another example. P157, Text Structure Analysis)
Part III (Para.30-34)I went to the police station to identify the robbers.
(1Q). What did the method the robbers used in robbing him suggest according to a police officer? (“He said the pair‟s methods suggested they might be the same men who had committed a number of robberies in the area over the past few months”)(Para.30)
suggest v.
1)建议：宾语从句要用虚拟语气(subjunctive mood)
e.g. Tom’s mother suggested that Tom (should )drive carefully.
2) 暗示，表明：宾语从句不用虚拟语气
e.g. Her leaving suggested (that) she was very independent.
(2). “Turning those pages and studying their photograph is like flowing on a sad Current that, like Blake‟s Thames, seems t o …mark in every face, marks of weakness, marks of woe.‟ ”(Para.32)
1)Meaning: Moving those pages one after another and studying their photographs is something similar to moving on a sad river. The river, like the English poet William Blake’s Thames, seems to leave marks of weakness and marks of great sadness in every human’s face. 一张张翻看并细读这些照片，仿佛漂流在一条让人伤心的河流上，就像身处英国诗人布莱克笔下的泰晤士河畔，似乎“每一个过往行人的脸上都写满了虚弱，写满了愁苦。

”
2)current
①. n. a continuous flowing movement of water, air, etc.
e.g. Strong water currents can be dangerous to swimmers.
急流对游泳者来说是危险的。

②. a. from or about the present time
e.g. 由于国际通讯的发展，到处可以收到时事新闻。

Because of the developments in international communication, current news is at hand almost everywhere.
currency n. 货币，尤指流通纸币；流通
(3). “ Together, these young men are a kind of river- one that is out of control, eating at the foundations of things we hold dear: our freedom to move about; the fruits of labor; our own lives and those of people we valued.(Para.33)
1) What are these young men compared to by the writer?
(A river)
2) What damage do these young men do to our society according to the writer?
(They are destroying the basic ideas we hold dear: our freedom to move about; the fruits of labor; our own lives and those of people we valued.)
3) Meaning: These young men joined to form a kind of river, the river that is impossible to manage, and that is bit by bit damaging the ideas that are beyond value to us: our freedom to move about, the fruits of labor, our own lives and lives of people we have high opinion of. 这些人聚合在一起构成了一条河流——一条已失去控制的河流，这条河流正吞噬着我们所珍视的最基本的东西：我们的行动自由；我们的劳动果实；我们的生命，以及那些我们尊敬的人的生命。

4)Analysis: 作者将这些年轻人比喻成一条河流，运用了隐喻的手法。

One后跟that引导的定语从句，things后跟定语从句，people后跟定语从句，另外冒号后面的几项使用了列举的方法。

5) foundation
n. ① the idea, law, or fact on which something is based
e.g. My physics book is called Foundation of Physics, which covers all the basic theories.
我的物理书名为《基础物理》，这本书涵盖了所有的基本理论。

e.g. The foundation of that building is weak; it may fall down.
这幢建筑物的地基很差，可能会倒塌。

e.g. He left a large sum of money for the foundation of a music school.
他留下一大笔钱来创建一所音乐学校。

② an organization established with money so that it may continue into the future
e.g. Her university study is paid by a scholarship from a private foundation.
她的学费是由一家私立基金会的奖学金来支付的。

found v. 建立，创立(注意区别于find的过去式和过去分词found)
e.g. The new China was founded in the year 1949.
founder n. 创始人，奠基人foundation stone 奠基石
founding father 开国者，创立人
(4Q).What does the writer mean by saying “Some day, we will have to face this river and seek the depths of its discontent”?
(Some day we will have to deal with these young men and try to find out the cause of their discontent)
(5). “Presently, all we can do is (to) look at mug shots and stick our figures in the dam.”(Para.34)
1)Meaning: Now, what we can do is to look at these photos and try to stop the destroying
of our values by catching one or two criminals at a time. 而目前，我们所能做的就是
看看罪犯的照片，并参与到构筑抑制犯罪的大坝中去。

2)dam: metaphor, refers to the project of reducing/stopping crimes.
3)
After- reading activities
1.Discussion
Divide the students in groups of 4 and discuss the following questions.
1)After reading this passage, what do you think of civilian gun use? Are you for or against
it, why? List your reasons.
2)Gun crimes happen more often than before, and we can always see it in the newspaper or
on TV. If you happen to face the danger of being robbed, what should you do to escape?
And if the robber has a gun, how to protect yourself?
2.Role-play
1)Go through the passage, and try to act it out. Pay attention to the dialogues and sequential
actions in the passage.
2)Try to make up a play about escaping from a robbery, and then act it out in class.
A.you and your lover with little cash but two credit cards, and two robbers without gun,
at night, in the park: they demand you to deposit all the money in the credit cards.
B.you with some cash but not too much, and two robbers without gun, at night: they
want all the valuable things you have.
(Suppose that some necessary tools are with you)
3. Exercises
Section B Should I Have a Gun?
1. Reading skills: Reading between the lines (page159)
2.Ask students to finish reading T ext B in ten minutes and doing exercises on Page 165
3. Structure of the T ext
Part I (Para.1-4) My attitude towards gun: I advocate gun control, but I have one myself.
Part II (Para.5-15) My imagination of 4 encounters with gun violence.
Part III (Para. 16-17) I’m not the only one who is frightened.
4. Check the answers of the exercises:Read the passage very quickly and try to choose the best answer to each of the following questions.
(1)The writer didn’t own a gun in the past partly because___________________
A.she was unaware of the high crime rate
B.she believe she had not been connected to any crimes
C.she didn’t believe in violence
( in Para. 3)
(2) Why does the writer think what the gun is able to do frightens her more than what it may prevent?
D.Because when she carries a gun, she is more likely to be attacked.
E.Because if she carries a gun and is attacked, she will use it to kill.
F.Because she is a gun control advocate.
(in Para. 4)
(3) The writer feels uncomfortable about the imagined robbery because __________.
G.she imagined being robbed by a man.
H.she was ashamed of being robber by a female.
I.she unfairly imagined the robber was a black man.
(in Para. 9)
(4) While waiting to pay the cashier in a gas station, the writer feels nervous because ______________.
J. a man has threatened to kill her.
K. a black man has walked up behind her.
L.A black man wants to rob her of her car.
(in Para. 10)
(5) Which of the following shows the writer’s feeling when she saw her friend lock the doors of the car when they saw a black man crossing the street in front of them?
A. Understanding.
B. Agreement.
C. Strong objection.
(in Para. 14)
(6) In her imagined confrontation before her apartment, the writer feels more frightened of __________.
A. being killed by a black man with a gun.
B. accepting the guilt of trying to kill another human being
C. wha t may happen if she doesn’t use the gun
(in Para. 15)
(7) Which of the following might be concluded from the passage?
A.Being able to defend oneself sometimes can be as frightening as being defenseless.
B. A gun can prevent one from being hurt or being killed.
C. Guns are the root of violence.
(8) We can understand from the passage that _______.
A. the writer does not like black men because all robbers are black.
B. the writer puts a gun next to her bed because her life is in danger.
C. th e writer doesn’t want nor does she like a gun, but she still seems to need one.
5. Practice of the reading skill
Reading between the lines means drawing inferences about the author’s ideas from what is written and from what is not written. Reading between the lines usually requires close, careful reading of the entire text. By using context clues, common sense and our knowledge of the world –
by connecting ideas and drawing conclusions- by forming and testing ideas about what the author was trying to say, we can discover the author’s real meaning.
Practice:
(1) What is the purpose for the writer to have a loaded gun since she is in favor of gun control?
( for self-defense)
(2) Why did the writer choose not to take her gun along with her since she has her gun loaded?
(She is afraid that she might kill someone, an act much more harmful than just injuring) (3) What, do you think, is the something that makes the writer feel uncomfortable?
(According to the following paragraphs, the writer feels uncomfortable about the imagined robbery because she unfairly imagined the robber was a black man.)
(4) Why is it that the writer’s imagined robber is always a man or especially a black man?
(According to common sense, a robber must be physically strong. And females are considered too weak for that and black men are often thought of being strong in the physical sense.)
(5)What does a bad neighborhood mean here?
( A neighborhood with a bad name because of its frequent happening of crime or violence or safety problems)
(6).What is the writer’s level of comfort with killing a robber in self-defense?
( No. Killing a human being just because of money is a shame to the writer)
(7).What does the writer intend to say when she finds her friend locking the doors at the sight of a black man?
( Locking the doors at the sight of a black man is really insulting)
(8)What does “I hope I win” mean?
(This means that the robber takes away the money and no violence happens to either side) 6. Key words and Compound sentences.
(1). handle n. 把手，柄
e.g. He turned the handle and opened the door.
v. deal with, control
e.g. Well follow this principle in handling our foreign relations.
I majored in engineering, but this machine is hard to handle.
(2). advocate n. 拥护者，提倡者
e.g. He is an advocate of peace.
v. to speak in favor of ; support 辩护，主张，支持
e.g. The chairman doesn’t advocate building large factories.
They advocated strict control of pollution to protect the environment.
(3). omit v.①not include sth; leave out 省略，删除，遗漏
e.g. We omitted the second paragraph of the article.
This chapter may be omitted.
②to leave undone; not do 疏忽
e.g. Please don’t omit locking/to lock the door when you leave. Omission n.
(4). dominate v. have control over 支配，统治
e.g. Her desire to dominate has caused trouble in her family.
Sports, and not learning, seem to dominate (in) that school.
dominant a. domination n.
(5). It wasn’t ignorance of crime statistics that previously kept me from owning a gun nor thinking I was immune to violence.
意思：以前我没有枪，并不是因为我对有关犯罪的统计资料不了解，也不是因为我自认为可以不受暴力的袭击。

分析：本句主干是强调句的否定句式，被强调部分是ignorance of crime statistics和thinking I was immune to violence，用not… nor…（既不……也不）连接，但因被强调部分过长，所以将nor thinking I was immune to violence置于句子后部。

(6). I fear what ma y happen if I don’t use it, but am more afraid of killing another human being, more afraid of trying to live with the guilt of murdering another person.
意思：我害怕在我不使用枪的情况下可能会发生的事情，但我更害怕杀死别人。

更害怕因为杀了人而在良心遭受无尽的谴责中活着。

分析：句子由两个分句构成，连词but体现两句是转折关系，more又体现了两句的比较关系，为避免重复，前一个分句用了fear，后一个分句用了
Afraid，前一个分句中包含了一个宾语从句what may happen和一个条件状语从句if I don’t use it，后一个分句由两个结构相同的并列分句组成。

Section C A Bank Robbery
1.Ask the students to read Section C within 10 minutes and finish doing exercises on Page 169.
2.Check the answers.。