新标准大学英语4B4U1教案
新标准大学英语视听说教程4教学设计
新标准大学英语视听说教程4教学设计一. 教学背景•学生情况：本教学设计面向本科大学英语专业的大三学生，学生对英语口语和听力理解方面存在一定的掌握程度，但还需进一步提高和巩固。
•课程要求：以学生为中心的教学，提高学生英语口语和听力的应用水平，促进学生掌握语言应用技能。
二. 教学目标1.学生将通过本次教学学习以下内容：2.提高英语口语表达能力，增强词汇运用水平；3.提高英语听力理解能力，训练听力技巧；4.通过课堂互动，提高学生们的自我表达能力和英语沟通能力；5.加强培养学生听、说方法，更好地适应英语应用能力的提高。
三. 教学内容和具体步骤本节课程的教学内容包括听力、口语和单词学习。
第一步：Unit 4 Part 11.听力材料：播放录音，材料为2分钟的一个小对话。
2.学生听完材料后，进行跟读，并回答一下老师提出的问题。
–Q: What is the boy suggesting?–A: He is suggesting to see the new movies.–Q: Why doesn’t the girl want to see it?–A: Because she has to study for the exam.3.听完录音后，学生们将回答问题。
第二步：Unit 4 Part 21.听力材料：播放录音，材料为一篇3分钟左右的新闻。
2.学生跟读并回答问题。
–Q: What is the news talking about?–A: It is about the rising crime rate in the city.–Q: What is the solution proposed by the police?–A: The police have increased their presence on the streets and are working to build stronger relationships withlocal communities.3.学生将完成问题的回答。
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。
M4U1教学设计.doc
ModuIe 4Un i t1 Thanksg i v i ng i s my favour i te fest i va I. 教学设计【教学目标】1・认读单词：Thanksgiving , flag, Flag Day, fly, special, meal, sound, footballo 掌握句子：What do you do on Thanksgiving Day? On Thanksgiving Day We say "thank-you” for our food, f amily and friends.2.能够谈论或描述感恩节等西方节日。
3.通过对感恩节的学习，让学生学会感恩，并珍惜自己现在的生活，发奋学习。
【教学重难点】能够谈论或描述感恩节等西方节日。
【课时安排】1课时【教学过程】—、导入环节(-)导入新课，板书课题导入语：Hello class, 1 is ten say vhat Simon and Darning are t alking abo ut Yes, this class, we wi 11 talk about festivals.(二)展示目标(1分钟)：过渡语： Lef s read the learning aims together:1.认读单词：Thanksgiving , flag, Flag Day, fly, special, meal, sound, footballo 掌握句子：What do you do on Thanksgiving Day? On Thanksgiving Day We say "thank-you” for our food, f amily and friends.2.能够谈论或描述感恩节等西方节日。
3.通过对感恩节的学习，让学生学会感恩，并珍惜自己现在的生活，发奋学习。
过渡语： Are you clear? I think you are the best, ccme on二、先学环节过渡语： First look at the guides careful ly and then f inish the tasks step by step1.自学指导(1)听课文录音，感知课文大意，并注意里面的生单词。
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.
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。
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”。
B4U1-21世纪大学英语四册1单元教案
教学目标：1. 让学生掌握本单元生词和短语；2. 培养学生阅读理解能力，提高阅读速度；3. 培养学生听说能力，提高口语表达能力；4. 培养学生批判性思维能力，学会从不同角度分析问题。
教学重点：1. 生词和短语；2. 阅读理解；3. 口语表达。
教学难点：1. 生词和短语的理解和应用；2. 阅读理解中的推理和判断；3. 口语表达中的语法和词汇运用。
教学过程：一、导入1. 引导学生回顾上节课所学内容；2. 通过提问，激发学生对本节课的兴趣。
二、课文讲解1. 介绍课文背景，让学生了解作者和文章主题；2. 分段讲解课文，讲解过程中注意生词和短语；3. 引导学生分析课文中的语法和结构；4. 针对课文中的难点进行讲解，如推理、判断等。
三、阅读理解1. 学生阅读课文，完成课后练习题；2. 教师讲解练习题，引导学生分析答案；3. 对课文中的重点段落进行深入讲解，帮助学生理解文章主旨。
四、口语表达1. 学生进行小组讨论，围绕课文主题展开；2. 学生代表小组进行发言，锻炼口语表达能力；3. 教师对学生的发言进行点评，指出优点和不足。
五、总结1. 总结本节课所学内容，强调重点和难点；2. 布置课后作业，巩固所学知识。
教学反思：1. 本节课通过讲解课文、阅读理解、口语表达等环节，让学生全面掌握本单元的知识点；2. 在讲解过程中，注重启发学生思考，提高学生的批判性思维能力；3. 通过小组讨论和口语表达，锻炼学生的口语表达能力；4. 在课后作业的布置上，注重巩固所学知识，提高学生的实际应用能力。
教学评价：1. 学生对本节课的学习兴趣浓厚，积极参与课堂活动；2. 学生能够较好地掌握本单元的生词和短语；3. 学生的阅读理解能力和口语表达能力有所提高；4. 学生在课后能够主动复习所学知识，巩固学习成果。
新大学英语第四册电子教案unit 1
Initializing the Project
4 Watching a video
Watch a video clip on low-carbon life and complete the following activities.
Activity 1 Read the
questions below carefully. Then watch the video clip for the first time and answer the questions.
What conclusions can you draw from the table? ____________________________ __________________
Country
U.S. India Japan Russia China Germany Brazil Sweden Canada Britain
8. Do you purchase items made from recycled materials?
9. Do you look for the ENERGY STAR® logo when buying electronics such as TVs, CD players, DVD players, and computers?
UNIT 1
A Greener Future
Part Two
Part Two
Initializing the Project
Activity 3 Study the following picture and write a few questions about its
content. Then discuss the questions with your group members.
新标准四第一单元第一课教案
15’
15’
10’
20’
10’
2012-2013学年度第二学期
任课教师薛建军
课程名称：综合英语IV
授课章节：Active Reading 1 Unit I（New Standard English 4）
课题
Looking for a job after university? First get off the sofa
2. What is the first problem facing the students leaving university?
ⅡLead-in questions:
1.What do you think the students’ parents should do if their children can’t find a job?
1 Do you think the Goodwins are good parents?
2Which advice Lindenfield gives to parents do you agree with (if any), and why?
3 Is Jack’s point of view that he doesn’t want to do temporary bar work justifiable?
2.Watch the clip to see if there is any difference between the three fathers’ attitudes and behaviors? Which one do you prefer?
ⅢWarm-up discussion:
Go over the preview, the pre-reading questions and the title of the text before listening to the summaryandanticipate what we are going to read.
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。
B4U1_21世纪大学英语四册1单元教案
教学目标：1. 理解文章的主旨大意，了解伟人成长背后的原因。
2. 掌握本单元的生词和短语。
3. 培养学生阅读理解和写作能力。
4. 培养学生思考问题、分析问题的能力。
教学重点：1. 理解文章的主旨大意。
2. 掌握本单元的生词和短语。
3. 培养学生的阅读理解能力。
教学难点：1. 理解文章中的一些复杂句子和短语。
2. 培养学生的写作能力。
教学过程：一、导入1. 利用多媒体展示伟人的图片，引导学生思考：什么是伟人？伟人有哪些特点？2. 提问：伟人的成长过程中有哪些因素？二、课文讲解1. 学生自读课文，了解文章的大意。
2. 教师引导学生分析文章的主旨大意，探讨伟人成长背后的原因。
3. 解释文章中的重点生词和短语，如：spectacular、uncompromising等。
三、课堂练习1. 学生分组讨论：伟人成长的背后有哪些因素？哪些因素是主要的？2. 学生根据讨论结果，写出自己的观点，并分享给其他同学。
四、写作练习1. 教师给出一个与伟人相关的主题，如：“我心中的伟人”。
2. 学生根据主题，写一篇短文，表达自己对伟人的理解和看法。
五、课堂总结1. 教师总结本节课的学习内容，强调伟人成长背后的原因。
2. 学生分享自己的写作心得，教师给予点评和指导。
六、课后作业1. 复习本节课学习的生词和短语。
2. 阅读课外资料，了解更多伟人的故事。
教学反思：本节课通过引导学生思考伟人成长背后的原因，让学生了解伟人的特点。
在讲解过程中，教师注重培养学生的阅读理解能力和写作能力，提高学生的综合素质。
在今后的教学中，教师应继续关注学生的个体差异，因材施教，激发学生的学习兴趣，提高教学效果。
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。
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。
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。
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.
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。
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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 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 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) 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)← 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 affec ted 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 exp eriences?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 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 jobto 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: parents’ attitudes towards their jobless children, students’ quote about lo oking 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 anideal 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 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 allo w 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 E x. 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 passa ge 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. 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. 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 deser ves, 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 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 i t’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。