新编英语教程 6 Unit 6 教案
新编英语教程(第三版)第3册电子教案
Book IIIUnit 1 (2)Unit 2 (4)Unit 3 (6)Unit 4 (8)Unit 5 (10)Unit 6 (12)Unit 7 (14)Unit 8 (16)Unit 9 (17)Unit 10 (19)(6 hours) (19)Unit 11 (21)Unit 12 (23)Unit 13 (24)Unit 14 (26)Unit 15 (27)Unit 1(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to h elp to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narrationand practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile ofIII. Teaching Procedures: (4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson:1). Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the main idea;3). Do the guesswork of vocabulary;4). Study Text I intensively;5). Answer the questions of Text I both in SB (student’s book) and B(workbook)orally;6). Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7). Do oral work;8).Study the main points of guided writing, including theinformation about précis writing, paragraph writing of narration and description, and the heading and salutation of a letter;9). Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the jobchances of doing sth.land: succeed in getting sth.E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.2. summon sb. to do sth.3. …smell unpleasantly of stale cabbagesmell of: give out the smell of scent ofE.g. smell of brandy/paint/garlicHis accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to doprecede: come, go or happen just before sth. precede sth (with sth)E.g. proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5. attach importance to sth.; consider… importantE.g. attach much importance/weight/significance to the theory6. have sth. in common7. not so much…but the fact that…E.g. It was not so much there being no councils of workers, peasants and soldiersworthy of the mane, but the fact that they were very few.8. the last straw: an addition to a set of troubles which makes one unbearableE.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II1.prompt sb. to do sth or prompt sth: urge or causeE.g. His action was prompted by fear.Hunger prompted him to steal.2. Feeling anything but well.: feeling far from being wellanything but (恰恰不,才不) nothing/nobody but (正是,只是)all but(几乎,差一点)E.g. She looks anything but well. ( She looks ill.)You have nobody but yourself to blame.The thief has all but succeeded in escaping.3. be set on/upon (doing) sth: be determined to do, make up one’s mind4. get round to doing sth.: find time to do sth. at lastE.g. After a long delay, he got around to writing the letter.5. instill sth. in/into sbinstill: to put (ideas feelings, etc.) gradually but firmly into someone’s mind by a continuous effortE.g. instill the idea of discipline and obedience into new soldiers6. It was more a cross-examination than an interview.7. In due course, you will hear from us.Due: right and properE.g. He has his due reward.Unit 2(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice italong with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, preyIII. Teaching Procedures: (4 hours)1.Review the main points in last class;2.Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) andWB(workbook) orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraphof description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.He looked his goodbye at the garden.: He said his goodbye by looking at thegarden.2.cling toE.g. She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to beadjusted to a new condition, idea, or an event4.at such short notice: with little time for preparationE.g. The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilledcondition at present, in the past or in the future. The verb is generally in the past or past perfect.E.g. If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sthE.g. I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped upE.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II1.hoax: deceive, play tricks on sbhoax sb with sth, hoax sb into doing sthcoax: get sb to do sth by kindness or patiencecoax sb to do sth, coax sb into/out of doing sth2.needless to say3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influencedE.g. Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…fromE.g. A doctor’s note will exempt you from physical education.VI. Some information about April Fool’s DayApril Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.Unit 3(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice italong with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive s kills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdueIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answe r the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronologicalorder, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.consent: agreement or permission (v. n.)consent to sth.E.g. The young couple won/obtain/had their parent s’consent to theirmarriage.Shakespeare is, by common consent(公认), the greatest Englishdramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no differenceE.g. A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice5.purple with angergreen with envyash-white with terror6.My watch gains/loses a minute every day.V. Language points for Text II1.refer to sth as sth2.literally: really, without exaggeration; word for word, strictlyE.g. The children were literally starving.translate literally; carry out orders too literally3.vanish into thin air: disappear completely4.contribute to: help to cause sthE.g. Plenty of fresh air contributes to good health.Unit 4(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation toimprove students’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliantIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Answer the pre-reading questions orally;2) Allow students 4 minutes for rapid reading and 10 minutes for writing down themain idea for each paragraph;3）Do the guesswork of vocabulary;4）Study Text I intensively;5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7）Do oral work;8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9）Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. be comfortably/well /better/best/badly/worse/worst off2. amount to: add up to, reach; be equal in meaning, be the same asE.g. Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literatureE.g. literary works; literary styleliteral: being or following the exact or original meaning of a wordE.g. literal meaning ←→figurative meaningliteral translation ←→free translationliterate: able to read and write4.conviction: the feeling of being sure about sthE.g. It’s my conviction that our team will win the game.convict: declare sb is guiltyconvict sb. of sth5.realize in a flashV. Language points for Text II1.be apprenticed to2.set foot on the road to sthVI. More Information on William ShakespeareOne of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the worl d’s literature. His close friend, the playwright Ben Johnson, said of him that he was “not of an age, but for all time.”His works are a great landmark in the history of world literature for he was one ofthe first founders of realism, a master hand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the ShrewRomeo and Juliet,A Midsummer Night’s DreamThe Merchant of VeniceMuch Ado about Nothing,Twelfth NightAll’s Well that Ends Well, HamletOthelloKing LearMacbethTimon of AthensMeasure for MeasureThe TempestUnit 5(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communica tive abilities;4.Get to know the organization of a feature report and learn some writing skills innarration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sthIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Read the information of the text on p.54, 55 to get a better understanding ofChunnel;2) Answer the pre-reading questions orally;3) allow students 5 minutes to read the text rapidly for the main idea;4) do the guesswork of vocabulary;5) Study Text I intensively;6) Answer the questions of Text I both in SB(student’s book) and WB(work book)orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing ofnarration in informal tone, and letter writing to ask for information;10) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’smetonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried whenin pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time oftrouble.2. A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp. as a sign o f disapproval3.by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.pound adjectives made up in various ways:the soon-to-be-opened Chunnelthe gull-wing eyebrowscross-Channel-link schemestungsten-tipped teethV. Language points for Text II1.alternative: adj. OtherE.g. Have you got an alternative suggestion?n. choice of twoE.g. Caught in the act, he had no alternative but to confess.alternate: adj. A. (of two things) happening or following one after the otherE.g. alternate triumph and despairB. every second e.g. on alternate daysv. cause to occur one after the otherE.g. Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: couragehave the/no nerve to do sth or lose one’s nerveUnit 6(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scornIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing ofargument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.dream of sth or doing sth2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱or you’ll do…= If …not…you’ll…Imperative sentence,╲and you’ll do…= If … you’ll…E.g. Practice speaking English more, and you’ll improve your oral Englishquickly.Be careful in your pronunciation, or you’ll have great trouble in listeningand speaking.3.outlay: a spending of moneyoutlay on sth.E.g. the weekly outlay on groceries;a considerable outlay on basic researchOur country has outlaid (v.) a large sum of money in capital construction.4.economy: A. economic situation B. thrift and frugalityE.g. The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economicsE.g. Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or timeE.g. The writer is famous for his economical style.5.be well on the way toE.g. We were well on the way to the age of knowledge-based economy.V. Language points for Text II1.pour scorn on sb/sthhold /think it scorn to do sthy out: displayE.g. lay out merchandise3.in a panicUnit 7(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directoryIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writingof argument, and the letter writing to make an offer;9) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. take sth. for granted or take it for granted that: believe sth. withoutthinking about it very much2. He is proposing to attempt the impossible…: When he intends to do impossible…propose: have formed a plan; intendusage: propose to do sthpropose: suggestusage: propose doing sth./ that clause3.pose as unusual: pretend to beE.g. He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question4.suspense: anxiety or apprehension resulting from an uncertain, undecided ormysterious situationusage: in suspense, keep (sb) in suspense, hold in suspenseE.g. He waited in great suspense for the doctor’s opinion.suspension:E.g. the suspension of arms, suspension from school/officesuspicion:E.g. above suspicion, under suspicion5.justify: give a good reason forjustify sth or doing sthE.g. The editors are perfectly justified in refusing your work.6.have/ show an aptitude for sth.7.be bent on questioning you: be determined to question you.E.g. She is bent on becoming a good pianist.He is bent on making journalism his career.V. Language points for Text II1.for a start: to begin with, to start with2.…get away scot-free: escape without punishmentE.g. No student can get away with a breach of the rules of the university.got away from the restaurant scot-free3.turn a deaf ear to: ignore, pay no attention toE.g. I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…plague: pester or annoy persistently or incessantlyE.g. Runaway inflation further plagued the wage or salary earner.Unit 8(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the stu dents’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensiv e skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flickIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the mainidea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing ofpersuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.shelter: cover and protectionfind/take shelter from; give shelter to; be a shelter from; under the shelter of2.be engrossed in: be absorbed in, be taken upE.g. The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one likeE.g. S he n ever dares to eat to her heart’s content for fear that she would put onweight.4.…the assistant should retire discreetly…retire: move back or awayE.g. retire to one’s room; retire to bed;retire from the service; retire from the world;5.Apart from running up a huge account.run up: make or become greater or largerE.g. run up a huge account/bill/debts6.indulge: yield to, gratifybe indulged inE.g. She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sthE.g. He beckoned me to come nearer.8.tell sb off: scold or rebuke severelyE.g. The teacher told him off for not doing his homework.9. tuff away sth: put sth in a safe placeE.g. The troop was tucked away in a quiet valley.V. Language points for Text II1.be mean with sth2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;fever-stricken3.It’s real a bargain.A bargain is a bargain.make a bargain with sb; bargain sth for sth4.has a nose for gossip/informationnose into other’s affairsKeep your big nose out of my affairs.Unit 9(6 hours)I. Teaching Aims:。
新编英语教程 6 unit 6
Words and Expressions 1.assumption:something taken for granted; supposition 2.crave for: long for; desire eagerly 3.humdrum: lacking variety; dull 4.immerse: involve deeply; absorb 5.transmute: change; transform 6.physiological pressure: irritation; annoyance; affliction 7.vexation: illness; discomfort
Body
of the essay (paras2-5) Para.2 People who achieve do not necessarily live eventful lives. Para.3 What is essential for creative work is a man’s ability to make the trivial reach an enormous way. Para.4 An eventful life does more harm than good to a creative man. Para. 5 How he himself has been benefited from his dull work experience.
8.seminal:
having possibilities of future development; highly original and influencing the development of future events 9.inordinate: excessive patible with: able to exist together 11.thrive on: enjoy and do well as a result of 12.stave off: keep off; prevent in time
新编英语教程6 unitthe lady or the tiger PPT
III. Key Points of the Text
❖ Paragraph 1 ❖ olden: (literary and old use) past; long
ago 古时的，往昔的
Paragraph 1
❖ He becomes his high office. 他的举止与 他的高官身份相称。
❖ Nothing in his life became him like
leaving it. 他活着毫无意义，只配去死。
Paragraph 1
❖ E.g.: be trammeled by society’s
prejudices 被社会偏见所束缚
❖ trammels: (formal) something that trammels 拘束，束缚；妨碍；限制
❖ E.g.: Free yourself from the trammels of
❖ florid surrealism 浮华的超现实主义
Paragraph 1
❖ untrammeled: not hampered 不受阻碍的； 不受束缚的
❖ E.g.: the old untrammeled days 逍遥自在 的往昔
❖ trammel (n. & v.): fishing net or net for catching birds; (formal) prevent the free movement , action, or development of (someone or something) 渔网；鸟网；束 缚；妨碍；限制
新编英语教程6教案
新编英语教程6教案教案标题：新编英语教程6教案教案目标：1. 帮助学生掌握新编英语教程6中的词汇、语法和句型。
2. 提高学生的听、说、读、写的能力。
3. 培养学生的跨文化交流能力。
教案步骤：Step 1: 导入 (5分钟)通过引入一段与本课相关的话题或问题，激发学生的兴趣。
例如，你可以问学生是否喜欢旅行，以及他们最喜欢的旅行目的地是哪里。
Step 2: 词汇学习 (10分钟)介绍本课的重点词汇，并帮助学生理解词汇的意义和用法。
可以使用图片、示范以及例句等方式进行教学。
同时，可以设计一些词汇练习活动，如填空、配对等，以巩固学生的词汇记忆。
Step 3: 语法和句型 (15分钟)介绍本课的重点语法和句型，并通过一些实例进行解释和演示。
可以设计一些语法练习活动，如改写句子、完成对话等，以帮助学生掌握语法规则和句型结构。
Step 4: 听力训练 (15分钟)选择本课相关的听力材料，根据学生的听力水平选择合适的难度。
播放录音时，可以提前给学生一些听力问题，以便他们有针对性地听取信息。
播放完毕后，可以带领学生进行听力理解和回答问题的练习。
Step 5: 口语练习 (15分钟)设计一些口语练习活动，如角色扮演、对话练习等，以帮助学生运用所学知识进行口语表达。
可以设置一些情景，让学生在真实的语境中进行口语练习，提高他们的口语流利度和交际能力。
Step 6: 阅读与写作 (15分钟)选择一篇适合学生阅读的文章，并设计一些阅读理解题目，以帮助学生理解文章内容。
同时，可以引导学生根据文章的内容进行写作练习，如写一篇关于旅行经历的短文或写一封感谢信等。
Step 7: 小结与反思 (5分钟)对本节课的学习内容进行小结，并向学生提供一些反思问题，让他们思考自己在本节课中的收获和不足之处。
同时，可以向学生征求他们对下节课的期望和建议。
以上是一个基本的教案框架，你可以根据具体的教学内容和学生的实际情况进行相应的调整和修改。
记得根据学生的学习特点和能力，合理安排教学活动，使学生在轻松愉快的氛围中积极参与，提高英语学习的兴趣和效果。
新编英语教程6Unit 6 Black English
Learn the PPTs about Black English
STRUCTURE
Main idea: To present the author’s opinion on the status of Black English.
What is the author’s opinion?
Para. 1
Main idea Line 4: He speaks a dialect that has a strikingly different grammar and sound system, even though to white ears the black appears to be trying to speak SE.
inferior
Less important; not as good as (quality) (1) He preferred the company of those who were intellectually inferior to himself. 他喜欢与那些智力水平不如他的人共处。 (2) ...the inferior status of women in prerevolutionary Russia... 革命之前俄国妇女的低微地位 (3) Most career women make me feel inferior. 大部分职业女性让我感到自己不如她们。
Line 6- 9
Stigmatize: (stigma [ n.]) If someone or something is stigmatized, they are unfairly regarded by many people as being bad or having something to be ashamed of. Children in single-parent families must not be stigmatized. 单亲家庭的孩子们不应该受到歧视。 The AIDS epidemic further stigmatized gays. 艾滋病的流行让人们更加瞧不起男同性恋者。 They are often stigmatized by the rest of society as lazy and dirty. 他们经常被社会中的其他人污蔑为懒惰、肮脏。
新编英语教程 6 Unit 2 教案
Unit TwoTEXT ITHE FINE ART OF PUTTING THINGS OFFMichael DemurestObjectives: to catch the main idea/gist of each paragraph and analyze the coherent development between paragraphs.to learn the level of usage by first identifying the writer’s shifts in tone from the serious to the humorous and vise versa, and then writing a brief essay on LW VII.Pre-reading Questions1. Do you often do things promptly or postpone them?2. Do you know the proverbs ‘Never put off till tomorrow what may be done today/what you can do today’, ‘Never put off today’s work for tomorrow’, ‘Procrastination is the thief of time’?3. Do you think putting things off is a good habit or a bad one? Why?(This question is raised partly to see how well the students have previewed the text and how much they can understand it.)In-reading DiscussionIn order to catch the main idea of each para., it is necessary to comprehend some difficult sentences in it and to understand the relevant notes.Para. 11. That the elegant earl never got around to ... and had a bad habit of ... attests to the fact that even the most well-intentioned men have been postponers ever.That ...... (- subject clause)attests to the fact that ...... (- appositive clause).2. Moses (摩西）pleaded a speech defect to rationalize his reluctance to deliver Jehovah’s edict to Pharaoh.（法老）.plead:offer an explanation or an excuseMoses was reluctant to deliver Jehovah’s message to Pharaoh, and he gavean excuse that he had speech defect.Moses justified his unwillingness to pass Jehovah’s order to Pharaoh, saying that he was ‘slow of speech’.Moses: (Note 3)According to the Old Testament, he was the chief of ancient Jews / Hebrews, a prophet, and Aaron’s (亚伦) brother. At that time, when a Jew gave birth to a son, it should be thrown away into the river. But Moses was put into a box and later was found by the daughter of Pharaoh, the ruler of ancient Egypt. One day he killed an Egyptian when this Egyptian was fighting with a Jew, and he escaped because Pharaoh intended to kill him. Later, he got the message from Jehovah the God, saying that he should lead the Hebrews out of Egypt to Canaan 迦南. He was to pass the order to Pharaoh. But because M was a stammerer (he was said to ‘slow of speech’), his brother Aaron was to be his spokesman.Moses delayed giving God’s message to Pharaoh because he was a stammered/slow of speech.3. Who are the other characters mentioned in this para.? Why are these characters mentioned?Lord Chesterfield: He was the person who exhorted ‘Never put off till tomorrow what you can do today’ in his letter to his illegitimate son, Philip Stanhope, who was born in Holland in 1732. This saying later became a worldly well-known proverb. Chesterfield, Philip Dorner Stanhope, was the 4th Earl of, (1694-1773), English statesman, orator and author. His letters to his son were filled with wit and worldly wisdom and published under the title Letter to His Son (1774). (Note 1 & Lib. W.)Dr. Johnson: Samuel Johnson (1709-1784), English poet, critic, and man of letters, the literary dictator of England in the latter half of the 18th century and one of the most famous personalities of his time. He is best known for his Dictionary of the English Language(1755), which is in some respects an innovation in lexicography. He had the strongest influence of any of his contemporaries on the literary thought and style of the latter part of the 18th century. (Lib. W)Lord Chesterfield postponed getting married with his son’s mother permanently. He never got married, but he did have a son. And he even delayed meeting the ‘worthy’ Dr. Johnson by keeping him waiting fo r hours in an anteroom. He was the man to exhorted doing things promptly. However, this well-intentioned man had ever been a postponer.Quintus Fabius Maximus: (Note 2)Fabius Maximus, a Roman general, delayed the battle intentionally so that Rome can had sufficient time to recover its strength and attacked the invaders successfully.Hamlet: (Note 4)Hamlet procrastinated his revenge to his uncle who murdered his father and married his mother.They are all postponers/delayers/cunctators in some cases. By mentioning these characters, the writer provides some well known instances of putting things off .4. Main idea:D. puts forward the thesis and provides some well-known instances of putting things off.5. Why does the au thor provide instances that go against his statement ‘Never put off today’s work for tomorrow’? Or, Comp. 3-2: How does Demarest begin his essay? Is it an effective beginning?He begins with the famous saying of Chesterfield’s ‘Never put off till to morrow what you can do today.’ and instances of non-compliance of some historically well-known figures.This is an effective beginning. It effectively reminds people that procrastination is not under all circumstances a non-recommendable practice; sometimes people do have a good reason to wait before they take action. Para. 21. Main idea:two kinds of people: delayers and do-it-nowers, and examples2. How is this para. coherent with the 1st para.?all the postponers in the 1st para., but now two kinds of people.3. Tell the examples of delayers and do-it-nowers in your own words.Do-it-nowers: preparing their personal income taxes as early as in February (usu. paid at the end of the year. e.g. in Singapore and the United States),prepaying mortgages (The debtor can offer some piece of property for the creditor to keep for some time as a guarantee or security for payment of a debt until he pays off his debt. So prepaying mortgages seems absurd.),having dinners at exactly the fixed time no matter whether it is too early. (Six thirty is the early time to have dinners in America, in Singapore and some other western countries. Work is off at round about 5:30, then drive home for a long time because of the heavy traffic in the rush hour.) Delayers: having their dinners even at 9 or 10 p.m., too late,not pay income tax bills until the deadline or even after the deadline,not pay credit-card bills until warned of depriving him of using the card.visiting barbers, dentists, or doctors, which are the usual things to do in daily life in developed countries.4. Comp. 3-3: Why does D refer to visits to the barber, the dentist, and the doctor as ‘Faustian encounters’?Faust was a legend hero known for his magic deeds. Goethe, the German poet, dramatist, and novelist, turned the legend into a dramatist poem Faust. Dr. Faust had many encounters with the devil Mephistopheles.‘Faustian encounters’ refers to Faust’s encounters with the devil Mephistopheles. Naturally they are undesirable. Most people are willing to visit barbers, doctors, and dentists.Para. 31. Yet for all the trouble procrastination may incur, delay can often inspire and revive a creative soul.Delay leads to problems. However, in many cases, it can often stimulate the creativity in an artist.2. Main idea:Delay can often inspire and revive a creative soul.The first sentence is the topic sentence.3. How does the writer develop the central idea of this para.?By giving examples: Jean Kerr who postponed her writing by reading some seemingly trifles which did give her inspiration in writing; and many other writers who procrastinated by focusing on anything except their work, but did stimulated their imagination.4. How is coherence achieved between this para. and the above?‘Yet’Para. 41. What’s the central idea of this para.? How does the author develop it?Topic sentence: From Cunctator’s day until this century, the art of postponement had been virtually a monopoly of the military (“Hurry up and wait”), diplomacy and law. i.e.: postponement is a monopoly of the military, diplomacy and law.He develops this para. by giving examples or illustrations.1) military: ‘Hurry up and wait.’ is a military order made by some lieutenant, colonel, commander, general, who are delayers.A general could agree with his enemy to delay the battle by taking a day off for sports, or by looting the villagers’ chickens and wine.2) diplomacy: A British proconsul could postpone taking up actions against the uprising by local people because he needed more time for rumination, but he could still be rather easy, drinking wines or something.Comp. 3-4: How do you understand the word ‘Blessedly’ in the sentence Blessedly, he had no nattering Telex to order in machine guns and fresh troops?It means ‘fortunately’. The nattering Telex would have facilitated the supply of weapons and dispatch of (sending off) troops, depriving the proconsul of the excuse to delay action.3) law: Lawyers, though they help people to write the will, often delay making their own wills, and there are many of them who die without leaving a will, according to a life insurance salesman.2. Coherence: The repetition of ‘cunctator’ at the beginning.Para. 51. Comp. 3-5: Explain Demarest’s distortion of the proverb ‘where there is no will, there is a way’ at the beginning of this para..The author is playing /punning on the word ‘will’. The repetition of the word serves as a cohesive tie between the two paras. But mind that the word is used in different senses in the two instances. In the proceeding para., ‘will’ means a statement in writing saying how someone wishes his property to be distributed after his death. In the distorted version of the old saying, the word ‘will’ is used in the sense of ‘volition’(= determination). Thus it means ‘Even when there is no will to procrastinate, there is a way to do so.’ Or, even you don’t wish to procrastinate, you have to do so in some cases. He goes on to illustrate his point by giving examples of purposeful procrastination. (The chronic postponement has been illustrated with examples before.)2. Can you tell the example in your own words?Why does making a final decision always seem to be delayed in big companies? Because of the large number of staff, the complexity of labor division, and the specialization of individual’s work, it is necessary to take many things into consideration before a decision is made. Caution is needed before any decision is made, and caution is the reason of delay. There are so many data to examine, so many reports to read, so many authorities to consult, and you need to get more information. These can be used as the excuse for inaction, for procrastination. Thus, procrastination occurs no matter whether you like it or not.Actually, speedy action can be embarrassing or extremely costly. = hastiness may give rise to decisions which turn out to be humiliating and expensive.3. Coherence: The parody of the proverb ‘Where there is a will, there is a way’ at the beginning. The repetition of the word serves as a cohesive tie between the two paras.Para. 61. Coherence: His point at the beginning to refer to what Manderbach says inthe proceeding paragraph.2. Bureaucratization, which flourished amid the growing burdens of government and the greater complexity of society, was designed to smother policymakers in blankets of legalism, compromise and reappraisal --- and thereby prevent hasty decision from being made.Bureaucratization is the most commonly-observed/seen phenomenon in government offices or departments and in the whole society. It makes policymakers or officers so deeply buried beneath piles of files, documents, papers that they are fully engaged in an enormous amount of paperwork and judgment, thus delaying making decisions.(Excessive red-tape developed because public administration was expanding in scope and because society was growing more and more complicated. In this sense, red-tape helped those in charge of policy to be fully engaged in an enormous amount of paperwork and judgment, thus making it impossible for an immature decision to result.)So, bureaucratization leads to procrastination. If you are a government official in China, you have to get used to the routine work with a cup of tea and a piece of paper in hand. Blessedly, one of the advantages of doing office work is that you can become more and more eloquent. Many of the officials become chatterbox since there is not much to deal with.3. Watergate: Note 16Nixon, the Republic Party, near the general / presidential election; the burglarizing and wiretapping, hired by the White House, allegedly in the cause of national security.Procrastination does not merely occur in government business, but also in economic business, and it has become a world-wide way of life. There are many languages in the world in which there are words or phrases referring to putting things off, e.g. Spanish - manana, Arabian - bukrafil mishmish, etc. Para. 71. What’s this para. about?Topic sentence: Academe also takes high honors in procrastination.i.e. procrastination also occurs in academic fields.2. How does the author illustrate the central idea?Many scholars or writers are agonized that they can write only a few pages a day. They have many excuses for their procrastination: the pressure of teaching, responsibilities at home, checking out the latest book, looking up another footnote.3. Coherence: The use of the word ‘also’ in the 1st sentence to refer to a similar situation mentioned previously.Para. 81. Comp. 3-6: How do you explain the parenthesis (at $50-plus an hour)?This is a humorous touch. This refers to what the psychologists (more exactly psychiatrists and psychoanalysts) charge their clients for the consultations. This explains why they always delay curing their patients.2. What’s the meaning of ‘one-t ime shrink’?a psychoanalyst or psychiatrist before.3. What does the sentence mean All frightened people will then avoid the moment of truth entirely, or evade or postpone it until the last possible moment. Think of one or two examples to illustrate it. (comp. 3-7)Doing something is the moment of truth. Some people who are frightened to do something will avoid doing it, or postpone doing it until they are obliged to.e.g. a person who has a bad tooth tends to delay his visit to the dentist until the pain becomes intolerable; some students who will not start their review on the texts until a few days before the exam.4. What’s Joen Fagan’s opinion about procrastination?People procrastinate those trivial things and do the important first. Or, those things that have been postponed are usually the trivial, not the important.drag one’s feet: go forward slowly, unwillingly5. What’s the central idea of this para.?6. Coherence:Para. 91. What’s the central idea of the las t para.?Topic sentence: There is a long and honorable history of procrastination to suggest that many ideas and decisions may well improve if postponed.This is the advantage of procrastination.2. What are the examples?The Parliament will have purposeful postponement in passing a law for deliberate consideration and better improvement.A painting, an entree, a book, or a building will also go through a long time of procrastination for consideration and improvement before it becomes a piece of great work. A more specific example of Blenheim Palace, the construction of which lasted 15 long years. (refer to Note 20)3. What’s the author’s conclusion?Put off until tomorrow what you don’t necessarily have to do today, because time is not meant to be devoured in an hour or a day, but to be consumed delicately and gradually and without haste.So, procrastination is not under all circumstances a non-recommendable practice; sometimes people do have a good reason to wait before they take action, as it is implicitly stated in the 1st para.4. Coherence: ‘In fact’ to show the conclusion.Main idea:Comp. 1- C: In a half serious and half-joking manner D. expresses his view on procrastination that while in some cases it is justified and fruitful to delay, in others it is irrational and encumbering.Post-reading Discussion1. Comp. 3-8: The tone of this writing is a mixture of the serious and the humorous. Identify the shifts in tone from one to another.2. Comp. 3-1: In what sens e is the word ‘art’ used in the title?method, skill3. Comp. 2: True or False4. Level of UsageLW 3 & 4TEXT IIGOSSIPFrancine ProsePre-reading stimulationWhat do you think of gossip? Good or bad? What’s the author’s opinion about gossip?In-reading Comprehension1. Go over the text within 5 minutes and try to remember as much as possible.2. Pour out what can be recalled from reading the text. What points does the author give as far as gossip is concerned? After the students tell the point and the related para(s)., ask them to scan the para(s). for some important details.--- the conventional attitude towards gossip (the whole text):1. Most people are free to go about their lives without feeling the compulsion to endlessly dissect the minutiae of human motivation. They can indulge in this at their leisure, for pleasure, in their gossip. ( Para. 8) Everyone wants to gossip, hardly anyone wants to be gossiped about, for we fear that our secrets will be revealed, some essential privacy stripped away and the lack of control over what others say. (para. 9)2. Negative attitude: Gossip has rarely received its due, its very name connotes idleness, time-wasting, frivolity and worse. Gossip is the unacknowledged poor relative of civilized conversation: Almost everyone does it but hardly anyone will admit to or defend it; and of these only the smallest and most shameless fraction will own up to enjoying it. (para. 3) Gossip is predominantly scurrilous, mean-spirited. Tha t’s the conventional wisdom on gossip and why it’s so tempting to disown. (Para. 4) rumor-mongering, outright slander, willful fabrication meant to damage and undermine; ordinary gossip, incidents from and analyses of the lives of our heroes and heroines, our relatives, acquaintances and friends. (Para. 5) The sole aim of gossip is not to criticize, to condemn, or to titillate, to bask in the aura of scandal. (Para. 8)3. Positive attitude: a kind of synonym for connection, for community,the primary function of gossip. It maps our ties, reminds us of what sort of people we know and what manner of lives they lead, confirms our sense of who we are, how we live and where we have come from. an oral tradition. (Para. 6) Older children gossip; adolescents certainly do. Gossip may be the way the most of us learn to tell stories.(Para. 7) Gossip is a tool of understanding - debating why he did it, the choice and consequence, responsibility and will. the beginning of moral inquiry, first steps toward a moral education, a pastime conducive to the moral life. (Para. 8) plain nosiness and unadorned curiosity about our neighbors’ secrets, but unavoidable for we are born with curiosity and it’s part of human nature, of the human community, and understanda ble. (Para.9)--- Siamese twins (paras. 1 & 2), which meant nothing compared with what had been happening in the town they lived, though an event sensational enough to arouse much town talk.This example is given at the beginning of the essay to show that gossip is part of the community, contributing to linking all its members into a whole. (Q 1)--- the etymology of ‘gossip’ (para. 6): originated from the Anglo-Saxon term ‘godsibbe’ meaning ‘god-parent, or relative, then in Renaissance - friends and cronies, later - what one does with one’s cronies; a kind of synonym for connection, for community, the primary function of gossip; (ll. 5-10) an oral tradition.(Q 4) What point does the author want to make by tracing the origin of the word ‘gossip’?To show that gossip is a synonym for connection, for community. It thus should not be regarded as a word with negative connotations.--- distinction between gossiping and exchanging information (para.4): Gossip is predominantly scurrilous, mean-spirited. (ll. 1-4)(Q 3) Does the author herself agree to such a distinction?From the example given about her gossiping, we infer that she doesn’t agree to it, although sometimes she seems to be following the trend and making such a distinction. Yet the truth is that she is doing so out of the pressureimposed by social strain or simply out of courtesy.--- gossip’s analytical component (para. 8): The sole aim of gossip is not to criticize, to condemn, or to titillate (= excite pleasantly), to bask in the aura of scandal (= enjoy stories of others’ dishonorable or disgraceful acts). Gossip is a tool of understanding - debating why he did it, the choice and consequence, responsibility and will.(Q 5) Why does Prose think gossip’s analytical component is more important?To examine why somebody does something contributes to one’s moral development. (ll. 11, 12)--- the role of plain nosiness in gossiping (para. 9): the negative aspect of gossip.(Q 6) How does Prose explain it away?This is unavoidable for we were all born to be curious. It is part of human nature, of the human community.Post-reading Discussion1. How is Prose’s thesis echoed in the concluding para.? (Q 2)Gossip makes her feel close to those places where she had once lived. What Prose wants to emphasize is the strength of gossip as the heritage, as the legacy of a certain community.2. What is your attitude to gossiping and being gossiped about? To what degree do you agree with Prose on the subject? (Q 7)Open to discussion.。
新编英语教程 6 Unit 1 教案
Unit 1Text I Two words to avoid, two to rememberI. objectives: 1. to discuss the instructive significance of the text;2. to catch the key points in each para. and grasp the main idea of the essay;3. to appreciate the way the author write the story.II. pre-class work: Read Org.& Dev. and Analysis.III. introduction:1. Have you ever felt regretful of doing something? Would you share with us your regretfulexperiences?2. What would say to comfort yourself?3. What are the two words the author advises the reader to avoid and the two words to remember?“If only” and “next time”4. What do they mean respectively?①“If only”if it were possible that; used to introduce a wish, esp. one that seems unlikelyor impossible; (We must use subjunctive mood after “if only”) e.g.If only it would stop raining.If only I had worked harder I would have passed the exam.If only I had taken his advice, I would have become a rich man.Its synonyms are “provided that”, and “supposed”.②“next time”the time that follows this time; used to introduce a plan esp. one thatseems likely and possible;(We should use future tense after “next time”)I will work harder next time.I will take his advice next time.5. What are the different effects that theses two phases bring on you?The former one gives a sense of regret and disappointment. While as the latter one providesa feeling of determination and encouragement.IV. Organization and Development:This is a piece of narration. The story is related in a chronological sequence.characters: I and "the Old Man"time: a wintry afternoonplace: at "the Old Man's" officescause: The author's project had failed because of his miscalculation.development: I told the Old Man what was bothering me.He brought me to his offices.He let me listen to three short recordings and asked me to spot the common denominator in them.I failed to find out their common denominator. And the Old Man said it was "if only".He explained to me why should one avoid using "if only" and remember to use "next time"I accepted his advice. Whenever he find himself thinking "if only", he change it to "next time". theme: Nothing in life is more exciting and rewarding than sudden flash of insight that leaves youa changed person -- not only changed, but for the better.IV. In-reading comprehensionPara.1What is the theme of the text? How do you paraphrase the sentence?"Nothing in life is more exciting and rewarding than sudden flash of insightthat leaves you a changed person -- not only changed, but for the better.The most inspiring and gratifying fact of life is the unexpected spark of enlightenment that makes youdifferent and a better person than before.Para.21. introduction about Manhattan:Manhattan, borough of New York City, coextensive with New York County, southeastern New York, at the head of Upper New York Bay. The main economic hub of New York City, Manhattan is one of the world’s leading commercial, financial, cultural, manufacturing, medical, and tourist centers. Manhattan Island, which makes up almost all of the borough, is bounded on the north and northeast by Spuyten Duyvil Creek and the Harlem River, which separate it from the borough of the Bronx; on the east by the East River, which separates it from the boroughs of Queens and Brooklyn; on the south by Upper New York Bay; and on the west by the Hudson River, which separates it from New Jersey. The borough, about 80 sq km (about 31 sq mi) in area, also encompasses a small exclave (Marble Hill) on the Bronx mainland; several islands in the East River, including Franklin D. Roosevelt Island (the site ofa large modern housing complex), Randalls Island, and Wards Island; and Governors Island inUpper New York Bay.The name Manhattan is derived from an Algonquian term for “island of hills.” In 1524 the island, then inhabited by Native Americans, was probably seen by the Italian navigator Giovanni da Verrazzano.Ethnic and social groupings characterize some residential areas of the borough. Lower Manhattan contains fairly well-defined quarters inhabited by persons of Italian, Chinese, and Hispanic descent. Also in the southern part of the borough are Greenwich Village and SoHo, districts noted for artistic and cultural activities. Battery Park City, a large-scale residential and commercial development on landfill near the tip of Manhattan Island, was constructed during the 1980s. One of the most socially select sections of Manhattan is the Upper East Side, which borders Central Park on the east and includes portions of Park and Fifth avenues. The Upper West Side, located adjacent to the western part of the park and including a portion of Riverside Dr., is another major residential area. Harlem, situated astride 125th St., contains large communities of blacks and Hispanic-Americans. Many Hispanics also live in northern Manhattan, which takes in the Washington Heights and Inwood districts.Manhattan is one of the world’s great educational and cultural centers. Facilities of higher education in Manhattan include City College (1847) and Hunter College (1870), both part of the City University of New York; Columbia University; Cooper Union for the Advancement of Science and Art; Fordham University at Lincoln Center; the New School for Social Research (1919); New York University; Pace University (1906); Rockefeller University;Yeshiva University; and such predominantly religious schools as Union Theological Seminary,the General Theological Seminary (1817), and the Jewish Theological Seminary of America.Specialized instruction in music, drama, and painting is offered by the Juilliard School, the Manhattan School of Music (1917), the American Academy of Dramatic Arts (1884), and the School of Visual Arts (1947).2. How were the author and the old man related?The old man was an eminent psychiatrist and the author was a client of his.3. According to the author, how much did the session with his psychiatrist friend that afternoonmean to him?Refer to para. 1. To him, the session was just like “a flash of insight that leaves him a changed person not only changed, but changed for the better.4．fall through fail to be successfully completed; come to nothing. e.g.: Our plans fell through at the last minute.fall apart to break down; collapseThe rickety chair fell apart.fall away decreaseAttendance fell away after the third week of the course.fall off to become less; decreaseThe number of staff meetings fell off after a few months.fall upon to attack suddenly and viciously:The enemy fell on him and pinned his arms tight.fall over drop accidentally to ground:I fell over a pile of books that had been left on the floor.fall to be duty of somebodyIt falls to the council to decide the matter.fall back upon to rely onWe should fall back on old friends in time of need.fall in with to agree with or be in harmony withTheir views fall in with ours.fall between (the) two stools to fail because of an inability to reconcile or choose between two courses of action.5. prospect n. ①something expected; a possibilityThere's not much prospect of Mr. Smith's being elected as Congressman.②a scenea beautiful prospect over the valleyv. to search for or explore (a region) for mineral deposits or oilThe prospecting team ploughed their way through the snows.Para. 31. Paraphrase the first sentence.At last he walked over from the other side of the street, wrapped in his old fashioned overcoat, his bald head covered by a shapeless felt hat. He looked like a dwarfish old man full of energy rather than a well-known psychiatrist.2. eminent ①outstanding, as in character or performance; distinguished, e.g.an eminent historian②towering or standing out above others, e.g.an eminent peak3. What is a psychiatrist and why people consult psychiatrist.Psychiatry, branch of medicine specializing in mental illnesses. Psychiatrists not only diagnose and treat these disorders but also conduct research directed at understanding and preventing them.A psychiatrist is a doctor of medicine who has had four years of postgraduate training inpsychiatry. Many psychiatrists take further training in psychoanalysis, child psychiatry, or other subspecialties. Psychiatrists treat patients in private practice, in general hospitals, or in specialized facilities for the mentally ill (psychiatric hospitals, outpatient clinics, or community mental health centers). Some spend part or all of their time doing research or administering mental health programs. By contrast, psychologists, who often work closely with psychiatrists and treat many of the same kinds of patients, are not trained in medicine;consequently, they neither diagnose physical illness nor administer drugs.Psychiatrists use a variety of methods to detect specific disorders in their patients. The most fundamental is the psychiatric interview, during which the patient's psychiatric history is taken and mental status is evaluated. The psychiatric history is a picture of the patient's personality characteristics, relationships with others, and past and present experience with psychiatric problems—all told in the patient's words (sometimes supplemented by comments from other family members). Psychiatrists use mental-status examinations much as internists use physical examinations. They elicit and classify aspects of the patient's mental functioning.Para. 41. invariable ①never changing②invariables: mathematics constant quality.2. preliminary n. ①something that precedes, prepares for, or introduces the main matter,action, or business. 开端，初步②Sports A contest to determine the finalists in a competition. 【体育运动】预赛③often preliminaries Printing The front matter of a book. 【印刷术】前言：书的开头内容adj. Prior to or preparing for the main matter, action, or business;introductory or prefatory, 开头的，初步的：先于主要事件、行动或业务的或为其作准备的；预备性的或前面的e.g.a preliminary examination; a preliminary investigationPara. 51. perceptiveness unusual ability to notice and understand; awareness and understanding.(=perceptivity)2. proceed ①to go forward or onward, especially after an interruption; continueproceeded to his destination②to begin to carry on an actionlooked surprised, then proceeded to roar with laughter③Law to institute and conduct legal actionproceeded against the defaulting debtorPara. 6-101. Why did the old man advise the author to do to get out of his depressed state of mind?The three speakers on the tape were all unhappy, and the two words they all used frequently in what they said were “if only.” What the old man wanted to point out to the author was that to keep saying “if only”would not change anything; on the contrary, it only kept the person facing the wrong way backward instead of forward. Thus it did more harm than good to the person who kept saying them.2. Sigmund FreudFreud, Sigmund (1856-1939), Austrian physician, neurologist, and founder of psychoanalysis.In 1886 Freud established a private practice in Vienna specializing in nervous disease. He met with violent opposition from the Viennese medical profession because of his strong support of Charcot’s unorthodox views on hysteria and hypnotherapy. The resentment he incurred was to delay any acceptance of his subsequent findings on the origin of neurosis.Freud created an entirely new approach to the understanding of human personality by his demonstration of the existence and force of the unconscious. In addition, he founded a new medical discipline and formulated basic therapeutic procedures that in modified form are applied widely in the present-day treatment of neuroses and psychoses. Although never accorded full recognition during his lifetime, Freud is generally acknowledged as one of the great creative minds of modern times.Para. 111. berate to rebuke or scold angrily and at lengthscold，berate，These verbs mean to reprimand or criticize angrily or vehemently.Scold implies an annoyed or bad-tempered reproof: 暗示恼怒或坏脾气：The young woman's parents scolded her for questioning their authority.Berate suggests scolding or rebuking angrily and at length: 指长时间愤怒地责备或谴责：The dissatisfied customer berated the florist.2. Paraphrase the third sentence of the paragraph.The next speaker on the tape was a woman who had remained single because she thought she was obliged to take care of her mother who was a widow. She still remembered and told others miserably about all the chances of marriage she had missed.Para. 12-161. woeful mournful2. lament ①to express grief for or about:lament a death②to regret deeplyHe lamented his thoughtless acts.3. Paraphrase the last sentence of para. 15.Eventually, if you form a habit of saying “if only”, the phrase can really turn to an obstruction, providing you with an excuse for giving up trying anything at all.Para. 17-241. hash over discuss carefully; review2. Paraphrase the first sentence of para.18.… you are always thinking of the past, regretting and lamenting. You did not look forward towhat you can do in the future at all.3. rueful inspiring pity or compassionruefully regretfully4. Why did the old man advise the author to do to get out of his depressed state of mind?Shift the focus; substitute “next time” for “ if only”.5. grim Unrelenting; unpleasant, dreadfulto look grimI've had a grim day.Para. 25-331. In what way are the two phrases “if only” and “next time” different?They point to entirely different mental directions; one is backward and negative, and the other forward and positive.2. Paraphrase para.28and 29.The Old Man said to me trickily, using the phrase “if only” on purpose, “if only we’d got here ten seconds earlier, we’d have caught the cab.” I laughed and understood what he meant. So I followed his advice and said, “Next time I’ll run faster.”3. What do you think is the tone of the passage?It is instructive and inspirational.Text II The Romance of Words1. What is the writer’s purpose of writing? Where in the essay is it first made clear? Is it echoedsomewhere else?The writer’s purpose of writing is to call upon the readers to pay more attention to words, which they tend to take for granted. This is made clear at the very beginning of the article by the sentence “From now on we want you to look at words intently, to be inordinately curious about them and to examine them syllable by syllable, letter by letter.” This is echoed by the sentence in the last paragraph: “From this time on, as we enter our word studies, try to become self-conscious about words.”2. To show the dynamic nature of words, the writer have used two analogies. What are they?Which one do you concentrate on?The two analogies the writers have made are “human beings” and “living trees”. But in the article they concentrate on the analogy of “living trees”.3. Where in the essay can you find the writers’ explanations of the root of a word, the branches,and the leaves of our language respectively?Their explanations can be found in para. 6,12,and 16 respectively:The story of the root of a word is the story of its origin.The branches of our language tree are those many groups of words that have grown out from one original root.The leaves of this language tree would be the words themselves and their meanings.4. In the essay the writer have used various examples to illustrate what is meant by the root of aword, the branches, and the leaves of the language. Now try to provide similar examples of your own. You can refer to dictionaries and books, especially those on English lexicology.。
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
新编实用英语综合教程1-unit 6-教案
新编实用英语综合教程1-u n i t6-教案
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新编英语教程6词汇（ANEWENGLISHCOURSE6：Unit1-10vocabulary）
Unit 1 Two Words to Avoid, Two to Remember1. insight: the capacity to gain an accurate and deep instinctive understanding of a situation 洞察力2. checkered tablecloth: tablecloth that has a pattern consisting of alternating squares of different colors. The British spelling of checkered is chequered.3. chew the cud (slang): think reflectively4. gnome: (in legends) a little old man who lives underground and guards the earth’s treasures 土地神; a small ugly person 侏儒5. melancholy: (adj.) sad, gloomy, depressed6. berate: scold or criticize angrily7. a perverse streak: an obstinate quality8. ruefully: regretfully9. drag: (slang) a boring thing; nuisance10. immortality: never-ending life or endless fameUnit 2 The Fine Art of Putting Things Off1. cool one’s heels: be forced to wait; be kept waiting2. attest to: testify to; serve as an evidence to affirm/ to be proof of 证实, 证明3. apocalyptic: foreboding imminent disaster or final doom 预示灾难/最后毁灭的4. proconsul: an administrator in a colony usually with wide powers地方总督5. ruminate: go over in the mind repeatedly and often slowly 反刍, 沉思6. nattering: chattering; hence, noisy7. echelon: rank, level 等级，阶层8. fortify: encourage; support 鼓励9. reappraisal: re-evaluation10. academe: the academic community; academics 学术界11. shrink: (slang) psychoanalyst or psychiatrist心理分析学者/神经科医生12. subliminal: existing or functioning outside the area of conscious awareness潜意识的13. truism: an undoubted or self-evident truth 不言而喻的道理14. mellow and marinate: to mellow is to become ripe or fully developed, and the marinate is to steep (浸, 泡) (meat, fish) in a savory sauce to enrich its flavor; here, ripen and mature 成熟及完善Unit 3 W alls and Barriers1. tangible: substantially real; material 确实的；有形的2. custom: business patronage; the fact of a person or people buying goods or services at a shop/store or business (顾客对商店的)惠顾，光顾.3. impregnable: unassailable, unattackable; sturdy无法攻取的；不能征服的4. credit: trust in a person’s ability and intention to pay at a later time for goods, etc. supplied 信用5. dash: vigor in style and action; here means enthusiasm 精力, 干劲6: flair: ingenuity and vitality才能, 本领7. invulnerability: freedom from harm or attack不会受伤害8. composition: arrangement into proper proportion or relation and especially into artistic form布局9. illusory: deceptive幻影的, 错觉的, 虚假的10. preclude: make impossible 预防; 排除1. exuberant: wild and excessive 狂野的；极度的2. withal: together with this; besides 此外；而且3. bland and genial: adj. composed and gracious 沉着亲切的4. hitch: difficulty 妨碍；困难5. assert oneself: act in such a way as to show one’s power or authori ty6. poetic justice: an outcome in which vice is punished and virtue rewarded 理想的赏罚7. emanate: come out from 发出，散发8. wend one’s way: travel over a distance, esp. slowly9. air: tune, melody10. hilarious: joyous, jubilant 欢闹的1. imperious: domineering, overbearing, arrogant 专横的2. the apple of one’s eye: one that is dear; one’s favorite person3. premises: a tract of land with the buildings thereon房屋(及其附属基地、建筑等)4. throng (v.): fill by crowding into5. moiety: half 一半6. parapet: a low wall or railing to protect the edge of a platform, etc. (阳台、桥等的)栏杆；女儿墙；胸墙7. devious: tricky, not straightforward 狡猾的；迂回的；曲折的8. reverie: daydreamUnit 6 Dull W ork1. assumption: sth. taken for granted; supposition 想当然2. crave for: long for; desire eagerly 渴望3. humdrum: lacking variety; dull 单调的4. immerse: involve deeply; absorb （使）沉浸, 使陷入5. transmute: change; transform 改变6. physiological pressures: irritation; annoyance; affliction 生理压力7. vexation: illness; discomforts 恼怒8. seminal: having possibilities of future development; highly original and influencing the development of future events 影响深远的9. inordinate: excessive 过度的；过分的10. compatible with: able to exist together 和谐的；兼容的11. thrive on: enjoy and do well as a result of 以…为乐；因…而有成12. stave off: keep off; prevent in time 延缓；暂时挡住，避开1. lamely: weakly, unsatisfactorily （听起来）信心不足的；不具说服力的2. paradoxical: seemingly self-contradictory; incongruous; puzzling3. seductive: attractive; charming4. pedagogical: teaching 教学法的5. wary: heedful; careful6. on the defensive: prepared for disapproval or attack7. demeaning overtones: implications of humiliation8. vestiges: traces that have once existed but exist no more 遗迹9. to the detriment of: to the harm of10. throes: a condition of agonizing struggle or effort; upheaval 处于极为痛苦的斗争或苦恼中；挣扎11. narcissism: excessive admiration of oneself 自我陶醉, 自恋12. obligation: duty; social requirement that compels one to follow a certain course of action13. fretful: irritable; complaining14. pass muster: be accepted as satisfactory 及格, 符合要求15. depreciation: a disparaging or a belittling act or instance 轻视，蔑视16. censure: (v. or n.) an expression of blame or disapproval 谴责17. preen: adorn or trim (oneself) carefully刻意打扮并自我欣赏18. interminable: endless1. multitudinous: (fml.) very numerous, existing in great numbers 大量的, 多种多样的2. lust: overwhelming desire or craving强烈欲望, 渴望3. orgy: excessive indulgence in any activity; wild festivity纵欲；放纵4. pitch: point, level, degree 程度；强度5. texture: quality; structure of a substance 质地；结构6. deliberate fasting: eating little or no food on purpose7. bludgeon: (written) force sb. into (doing sth.); beat 胁迫；棒击8. blow-out: (slang) a large, usu. lavish, meal 大餐；盛宴9. indulgence: great satisfaction; gratification of desires 享受；纵容10. homage: honor or respect; reverence paid 敬意11. gorge: stuff/fill oneself completely with food 狼吞虎咽12. impotence: powerlessness; ineffectualness 无力, 无效Unit 9 A Red Light for Scofflaws1. take liberties with: misinterpret; distort; violate2. blithely: heedlessly; without thought or regard3. dereliction: deliberate neglect; negligence 玩忽职守：故意忽视（职责或原则)4. exempt from: not subject to an obligation5. flurry: profusion; abundance; great quantity6. ordinance: authoritative law; command 法令；条例7. flagrant: shameless; notorious 恶名昭著的8. festering scandal: tormenting disgrace9. statutes: laws10. public nuisance: something offensive or annoying to the community, especially in violation of others' legal rights11. flouting: treating with contemptuous disregard12. dent: a depression in a surface, as from a blow; hence, damage凹痕；伤害13. brazen: shameless; impudent厚颜无耻的14. slug: (v.) (infml.) hit hard, especially with the fist 用力猛击15. skirt: avoid; keep distant from; go around the edge of 绕开；回避16. mandate: command from a superior official to an inferior one; authoritative command17. constituent: voters选民18. subvert: undermine the principle of 颠覆19. enact: institute; levy制定法律, 颁布20. puny: small and weak; insignificant弱小的；孱弱的；微不足道的21. nullify: declare legally void 使失去法律效力22. desegregation rulings: official (court) decisions on desegregation23. disquieting: upsetting24. terminally: fatally新编英语教程6（词汇Unit1-10）ants05Unit 10 Straight-A Illiteracy1. plight: condition, state, or situation; esp. an unfavorable one2. as often as not: at least half the time; frequently3. articulate: using language easily and fluently; having facility with words4. a coveted fellowship: a fellowship (i.e., the money given to postgraduate students to allow them to continue their studies at an advanced level) that everyone longs jealously to possess5. allegorically: figuratively6. gibberish: talk or writing containing many obscure, pretentious, or technical words; meaningless or unintelligible talk or writing7. providentially: fortunately; luckily8. inexorably: inescapably9. profundity: profound or deep matters10. grapple with: try to deal with11。
新标准高职公共英语实用综合教程(第二版)unit6
《实用综合教程（第二版）》第2册电子教案
Unit 6 Generation Gap
Background Information
Discussion
Questions: (2) If you have different ideas from your parents, what do you do to bridge the gap?
Listening
Speaking
B. Fill in the blanks of the following passage according to what you hear
Some people think that today the generation gap is becoming wider and wider, but this may not be (1) true ___ . The problem remains the same: the young need to find their (2) place ____ in life. To better understand your daughter, try to remember how you (3) ___ felt at her age. Probably you also worried about how you lived among your friends. You compared yourself with others in your
《实用综合教程（第二版）》第2册电子教案
Unit 6 Generation Gap
Background Information
新编英语教程6Unit3教案
新编英语教程6Unit3教案Unit ThreeTEXT IWALLS AND BARRIERSEugene RaskinObjectives: To discuss the different functions of different kinds of walls.To identify in the text the contrasts between walls as barriers and walls as screens.To write an essay on the different conceptions of money in the past and now by using the technique of making comparisons and contrasts.Pre-reading DiscussionThe questions discussed in this section concern with the major points or the general ideas of the text. The purpose is to see how well students have prepared the text as well as to stimulate students’ interest.1. Walls are seen everywhere, around a school campus or a hospital compound, around a small park or even a small private garden. We have the (city) wall around the Jingjiang Palace /Chamber, which was the ancient wall.From the title, what do you think of the relation between walls and barriers? Do walls all serve as barriers? Give some examples.In the old days, walls were erected as barriers against danger from without, and the Great Wall of China can serve as a typical example of this.The Great Wall of China was first built following the unification of China by the First Emperor of the Qin Dynasty in221 B.C. It was renovated and rebuilt in succeeding dynasties. In its present form, it substantially dates from the Ming Dynasty (1368-1644). It stretches from Gansu Province to Shanhaiguan, Hebei, winding continuously across northern China and totaling 6,7000 kilometers in length. The wall was erected to protect China from1northern tribes.Most walls in China function as barriers (an obstruction or an obstacle). The wall of a park serves to enclose; the wall of a prison to prevent communication; the wall of a castle to check (e.g., the advance of an enemy); the wall of a kindergarten to keep away from danger/to guarantee security; the wall of a residence to protect privacy, etc.2. A wall is usually a solid structure of stones, bricks, concrete, etc. in China. What other materials can be used to build a wall? What if it is built with glass or very thin metal materials, or shrubs or fence as it is more and more commonly seen nowadays? Does this kind of wall also serve as barrier? What is the function?In Singapore, not as many walls as in China are seen. If there are any, they are mostly shrubs' walls / green walls, a continuous and vertical structure of iron bars/wire meshes/wire netting with shrubs stretching in all directions. These are open walls, I would like to call. Everything inside is open to the outsiders. You can see everything inside as far as your eyesight can reach. E.g., NUS, SP, condominiums, etc. These walls just serve to divide off other places, such as town, house, room, field, etc. There is nothing to do with security.The walls of many companies, supermarkets, malls, restaurants are walls of glass. Even the bank where security mustensure is walled with glass. Is the bank not afraid of robbery or burglary? E.g. Dahua Bank.Cash is now rarely used. Money, in most of the time, takes the form of credit cards, a book-keeping banking matter.The bank functions more as a service than a safe for money.These glass walls seem unsafe, but modern architects prefer this kind of walls. Since every inside place is air-conditioned, these glass walls only function to separate the outside air from the inside controlled temperature and2humidity. And at the same time, people can have adequate screening inside.Philip Johnson even goes to the extreme. The Glass House for his residence in Connecticut has glass walls everywhere around except the walls in the bathroom, where the only real privacy is found.It seems that the walls in modern times serve more as separations than as barriers.3. Is the new function of walls in modern times the result of advanced technology? Why? If not, what is the real reason?The new architectural design of walls nowadays is not the result of advanced technology, but the change of mental conceptions of ourselves and of the world. We feel safe. We are not always in fear of danger as in the primitive society. We think we are powerful to conquer the nature as well as the world. We need more inter-communication. Therefore, we don’t need the heavy walls to protect ourselves from danger, to confine ourselves tightly/closely. We d on’t need any barriers to separate ourselves from the outside world.So, walls are not barriers in our modern time.In-reading interpretationComp. 1 - Main Idea:B. Architecture is an expression of people’s mentality; therefore, changes in their view of the world and of themselves are bound to be mirrored in architecture.In other words, changes in people’s view incur changes in architectural designs of walls and in the functions the walls serve as well.So, contrasts in people’s mentality, in wall designs, and in its functions are made in this text.Step one--- To specify the paras. in which contrasts between walls as barriers and walls3as screens are found.Paras. 3 - 5: The change in people’s notion of money, in the function of the bank, and in its architectural features.Paras. 6: Classical and new criticism of architectureParas. 7 - 10: Attitude toward privacy and possible hostility from without in primitive and modern world--- To organize group work, listing the contrasts of all the above, and then make class presentations with necessary explanations.Paras. 3 - 5:The change in people’s notion of money, in the function of t he bank, and4Necessary explanation--- of money:1. What is the meaning of ‘custom’ in line 10? (comp. 2-2)It means ‘regular patronage’, business patronage, regular support given to a tradesman by those who buy his goods. In other words, it means the frequent, or constant, or regular purchase of the customers.2. A deficit economy accompanied by huge expansion, has led us to think of money as a product of the creative imagination.A deficit economy largely results from huge expansion. As we see from the Asian currency crisis, over expansion, or over development, or over investment in real estate brought about the economy crisis or the devaluing in currency, esp. in Thailand. Because of the deficit economy, the government has to loan money from the World Bank, or others.--- of the architectural designs of banks:1. If a building’s design made it appear impregnable, theinstitution was necessarily sound, and the meaning of the heavy wall as an architectural symbol dwelt in the prevailing attitude toward money, rather than in any aesthetic theory.If a building was made to look sturdy / invulnerable, it would be accordingly regarded as reliable, and the significance of the thick walls would be measured not by their architectic value, but by their seeming ability to provide a safe location for money.Or, if a building was designed to appear unattackable, it would be regarded as safe, and the reason for the architectural feature of the heavy walls lay in people’s attitude toward money, i.e. money, such tangible commodity, should be kept in a very safe place. The heavy walls were not designed to meet the needs of aesthetics, or for the purpose of showing the beauty or the taste.--- of the function of the bank:51. a service in which the most valuable elements are dash anda creative flair for the invention of large numbers.a service in which money including coins and banknote becomes active and vigorous as far as the invention of money is concerned. In other words, money is not always kept in a bank for security; rather, it is in active and vigorous circulation, being used to buy and sell commodities.2. this bank by its architecture boasts of its imaginative powers.the bank in this kind of architectural design, i.e. with glass walls, window-display doors, has its imaginative powers.3. it is hard to say where architecture ends and human assertion begins.it is hard to tell the division between architectural design andpeople’s mentality, for the former is the product or the reflection / expression of the latter.Paras. 6:1. It is in the understanding of architecture as a medium for the expression of human attitudes, prejudices, taboos, and ideals that the new architectural criticism departs from the classical aesthetics.From the contrasts given in the last few paras., architecture is a medium for the expression of human attitudes, prejudices, taboos, and ideals. This is the point that R wants to illustrate by dealing with the changes in paras. 3 - 5.If you understand this point, you can separate the new architectural criticism or theory from the classical one. Or, you will come to know the difference between the new architectural criticism or theory and the classical one.2.How does R contrast ‘classical’ and ‘new’ theories of architecture? (comp. 3-4)The latter relied upon pure proportion, composition, etc., as bases for artistic judgment. In the age of sociology and psychology, walls are not simply walls but physical symbols of the barriers in men’s minds.6composition: arrangement into proper proportion or relation and esp. into artistic formClassical aesthetics holds that constructions in pure proportion are regarded as the most beautiful, the excellent. Most of the ancient constructions in China are in pure proportion, e.g. the Forbidden City and the folk residence in Beijing.The new theory of architecture claims the function of architecture as a manifestation of human mentality.Paras. 7 - 10:Attitude toward privacy and possible hostility from without in primitive and modern world. These are the two aspects of life R contrasts the modern men and their predecessors. (comp. 3-8)7--- Attitude toward possible hostility from without:1. In a primitive society, for example, men pictured the worldas large, fearsome, hostile, and beyond human control.People in a primitive society, for example, saw the world as an enormous planet full of fear, hatred and disorder.2. Can you illustrate attitude toward possible hostility from without in your own words? or, why did primitive people need heavy walls?They thought themselves not powerful enough to control the nature, to control the outside world. They had great fear that they might be attacked or aggressed by others. So they needed heavy walls to confine themselves within their own cages, and to protect themselves against the possible hostility from without. They felt quite safe inside of their cages surrounded with heavy walls.3. The principal function of today’s wall is to separate possibly undesirable8outside air from the controlled conditions of temperature and humidity which we have created inside.Today a wall serves mainly as a physical means to protect the desired atmosphere inside from being disturbed by anything unwelcome outside.Inside, it is air-conditioned, and the temperature and the humidity is controlled. Surrounding is therefore needed to prevent the outside air from coming inside. This is the main function of the walls today.--- Attitude toward privacy:1. Why did they do so?They believed that the beauties and values of life lay within itself rather than in the outer appearance. You could find them if you got close to a personal life rather than a public life. Theprimitive decorative arts, as well as its philosophies, were as rich and intricate as the walls themselves, so intricate and rich that it is difficult to understand, to see the inside, the privacy. (para. 7) 2. Why are glass walls becoming popular in architecture? (comp. 3-9)The traditional functions of walls have changed, and glass walls can perform the functions walls are expected to perform in modern architecture. What’s more, glass walls adequately express the beliefs of the modern man. Step two T o go through the rest of the paras.Para. 11. Why didn’t R.’s father want to put money in the bank at 43rd Street and 5th Avenue? (comp.2-1)Because he did not trust a bank with glass walls.2. Why does R. begin his essay by quoting his father? Do you think this is an effective opening? (Org. &Devl.- 2)His father is made to represent the earlier generation. His is a voice from the past. R’s is a voice of the present. He begins by quoting his father and then proceeds to contrast the old views with the modern ones. This is an effective opening.Para. 291. Of course, my father is a gentleman of the old school, a member of the generation to whom a good deal of modern architecture is unnerving; but I suspect --- I more than suspect, I am convinced --- that his negative response was not so much to the architecture as to a violation of his concept of the nature of money.Brought up in the old tradition, my father is naturally not prepared to accept the idea of modern architecture; his objectionto it, I would assume, indeed I should say I am pretty sure, is not a result of his strong dislike of the physical building itself, but rather that of his refusal to change his attitude towards money.Para. 111. To repeat, it is not our advanced technology, but our changing conceptions of ourselves in relation to the world that determine how we shall build our walls.Again, the decisive factor that can influence the design of a wall is not the advancement of science and technology, but our ever-changing attitude towards our place in this world.2. The ‘open plan’ and the unobstructed view are consistent with his faith in the eventual solution of all problems through the expanding efforts of science.Such architectural design as ‘open plan’ and unobstructed view (referring glass walls) is the result of people’s faith that all the problems can be solved through the advanced science and technology.3. What general conclusion can you draw with regard to the relation between the form and function of architecture from R.’s article? (comp. 3-10) The form of architecture is determined by its function. Function goes first.3. R. concludes his essay with a reference to a proverb. In what way does it resemble his reference to his father at the beginning? (Org. & Devl. 3) The proverb: People who live in glass houses should not cast stones. (meaning ‘People whose conduct is open to criticism should not criticize the10conduct of others, who may retaliate by accusing their accusers.)The last sentence means the modern man studies ‘the fearof the cast stone’ with the result that he dismisses the fear.Both references illustrate how traditional wisdom is substituted by a new wisdom of the new generation.Post-reading activities1. To check the comprehension by doing Comp. 1, 2, 3.TEXT IIBARRIER SIGNALSDesmond MorrisStep one1. What is a Barrier Signal as defined by Morris?It is a trivial action a person performs unconsciously to fend off any potential threat.2. What is the posture ‘Body-cross’? (3)The hands or arms are brought into contact with one another in front of the body. It is done unconsciously.3. Read the article and try to memorize as many examples as possible.Step twoOne tells the examples and another performs.--- childhood hiding (1): if... if... if...--- a special guest on a gala occasion? (4, 5, 6)His right hand reaches across his body and makes a last-minute adjustment to his left cuff-link.A female reaches across her body with her right hand and slightly shifts the position of her handbag, which is hanging from her left forearm.A male may finger a button or the strap of a wristwatch instead of his cuff.A female may smooth out an imaginary crease in a sleeve, or re-position a scarf or coat held over her left arm.All these Examples are to illustrate the various ways in which Body-cross, the most popular form of Barrier Signal, is disguised.11--- in the restaurant: (8)As he walks across the open space, he rubs his hands together, as if washing them. Or he advances with them clasped firmly in front of him.--- when edged too close? What is the message it conveys?(11) Arm-fold, in which the left and right arms intertwine themselves across the front of the chest. It transmits a ‘come-no-farther’ message.--- when seated with the companion approaching too close?(12)A crossing of the legs away from the companion; to press the tightly clasped hands down on to the crotch and squeeze them there between the legs, as if protecting the genitals; the desk.Step threeFurther comprehension1. Who is most likely to make the Barrier Signals / body-cross movement in greeting situation? And why? (9)The new arrival, because it is him who is invading the home territory of the greeters. The greeters are on their own ground or, even if they are not, they were there first and have at least temporary territorial ‘rights’ over the place. This gives them an indisputable dominance at the moment of greeting. However, if they are extremely surbordinate to the new arrival, they are likely to take the body-cross role.2. What is the message that the body-cross movement conveys? (10)I am nervous but I will not retreat.3. Does an adult have the Barrier Signals in some social occasion? (2)Yes. The fears are still there, but their expression is blocked. The fearful actions are transformed into less obvious movements and postures.4. What is the thesis statement of the article?The first sentence of the essay.5.. Are there any other Body-cross movement?Open to discussion.TEXT 1 Unit 312The change in people’s notion of money, in the function of the bank, and in its architectural features13TEXT 1 Unit 3Attitude toward the world of nature and of men in primitive and modern world.14。
新编研究生综合英语教程UNIT6
Background Information
1. Information about the authors
2. Information about hospice care
Background
1. Information about the authors
Text B Why Relatives Do Not Donate Organs for Transplants: “Sacrifice” or “Gift of Life”
Preface
Everyone must experience birth, growth and death. Life and death, as a sensitive topic, arouses different feelings from different people. For many death brings sadness, but others think death is a renewal of life. Nowadays many people are more concerned about how to enjoy a good and decent death than how to live a happy life. In this unit, we will talk about
Diana K. Sugg is an independent writer and professional editor. She won a Pulitzer Prize in 2003 in the Beat Reporting category for “ Cruelest Mystery: Death Before Life”. As a health reporter at the Baltimore Sun, Diana K. Snugg covers a broad range of medical advances, research and health policy. In her
第六章 unit 6 《新编旅游英语教程》 PPT课件
物流，后勤 联合，合并 支配，占优势 大洲的，大陆的 每年的，年度的 解除控制，解除管制
• Text B • What is Hospitality Management?
undergo
v.
dramatic
adj.
ingredient
n.
consolidation
n.
survey
n.
reveal
n.
引起变革 行程，航程
相同的，对等的 布置，配置，处置
难以置信地 购买，采购 目的地
• Text B • What is Hospitality Management?
logistics combine dominate continental annual deregulation
n. v. v. adj. adj.
• Text A Top Five Trends in China’s Outbound Travel Market
Notes 1.Attract China, Inc.这是一家美国旅游公司， 通过数字平台和印刷品，帮助美国企业向在美国 增长最快、消费最高的那部分中国游客推广酒店、 餐馆、零售店、景点和生意。
Notes Federal Aviation Administration 美国联邦航空 局
• Text B
• What is Hospitality Management?
Notes
With deregulation, the airline industry has undergone a dramatic change. However, because transportation by definition is an essential ingredient in travel and tourism, the future of the airline industry continues to remain linked to the performance of the entire tourism industry. 随着政 府管制的放松，航空业的发展经历了戏剧性的变化。但是， 由于运输被界定为旅行和观光业必不可少的一部分，航空 业的未来会继续和整个旅游业的发展前景紧密相联。
新编英语教程6Unit6DullWork
Unit Six: TEXT IDull WorkThe organization of the essay: Dull WorkThe first section (Para. 1): beginningBrilliant people should live a more varied and exciting life and therefore should not take dull jobs.The second section (Paras. 2-5 ): developmentPara. 2: Peaple who achieve do not necessarily live eventful lives.Para. 3: What is essential for creative work is a man ' s ability to make the trivial reach an enormous way.Para. 4: An eventful life does more harm than good to a creative man.Para. 5: How he himself has been benefited from his dull work experience.The third section (Para. 6): conclusionPeople (the adolescent) who find dull jobs unendurable are often dull peoplewho do not know what to do with themselves when at leisure.Unit 6 Key Poi ntsassumpti on :someth ing take n for gran ted; suppositi on; someth ing that is believed to be true without proof 假定crave for :long for; desire eagerly 渴望；追求.: crave for good food 追求美食crave for mercy 恳求怜悯let alone : not coun ti ng; not to men ti onWe can' t afford a bicycle, let alone a car.ston emas on (= ston ema n):a pers on whose job is cutt ing stone into shape for buildi ng 石匠humdrum :monotono us; dull; lack ing variety.:a humdrum job (life) 单调的工作(生活)immerse :be completely in volved in some particular activity; be absorbed in someth ing It is ofte n used in the phrase be immersed inThe graduate stude nt immersed himself in classical philosophy.men well immersed in study 潜心钻研学问的人们be immersed in debts 负债累累muleteer : a man who drives one or more mules tran赶骡人smute : vt & vicha nge from one form, n ature, substa nee, or state into ano ther; tran sformWe can tran smute water power into electrical power. 我们能将水力变成电力。
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Unit SixTEXT IDULL WORKEric HofferObjectives: To catch the central idea of each paragraph.To discuss that eventful life kills rather than stimulates a man’s instinct for creation./all work and no play makes Jack a dull boy.Pre-class work:Find out more about the figures mentioned in the text than those provided in the notes: Amos, Socrates, Omar, Jesus Christ, Albert Einstein, Niccolo Machiavelli, Immanuel Kant, John Keats, Sophocles, John Milton, Benvenuto Cellini.Pre-reading Questions:1. Do you think you can achieve much if you live a plain, ordinary life?2. Does monotonous, routine work dull one’s mind?In-reading ComprehensionPara. 11. There seems to be general assumption that brilliant people cannot stand routine; that they need a varied, exciting life in order to do their best.to do their best: to achieve their potential creativeness; to best exercise their talent (comp. 3-1)It is generally believed that a colorless life can freeze a creative mind, and only a colorful life can inspire a man to creative work.2. Tell about this para. in your own words.There is an assumption that brilliant people cannot stand routine life, and they need a colorful life; while dull people are suited for dull work. The present-day young are more brilliant than the young of the past because they are better educated. Therefore they prefer a colorful life to a dull, routine one.3. What is the purpose of this para.?This is an introductory para. to put forward an assumption (successful men - colorful life; unsuccessful - dull, routine life) so as to raise a question: Is the assumption right or wrong?Para. 21. What is the ‘opposite’ that H says is ‘nearer the truth’? What is the purpose of this para.? (comp. 3-2)As it goes in the 1st sentence, the successful men do not crave for (= long for) colorful life. The contrary is also true (反过来说): people who achieve much are often those content with the routine, uneventful life they live, or, the successful men are satisfied with the routine/uneventful/colorless life they are leading.This is the central idea of this para. and H supports it by citing examples of some well-reputed men who led a colorless routine life.2. Identify those great figures mentioned in this para. and say something about them.Amos the sheepherder: a minor prophet in the Old Testament 阿摩斯，旧约中１２个小先知中的第三名Socrates the stonemason: Greek philosopher well known for his sophistry Socrates of Athens, who flurished in the last half of the 5th century, was the 1st of the great trio of ancient Greeks - Socrates, Plato, and Aristotle - who laid the philosophical foundations of Western culture.He was born in or about 470 BC. His father Sophroniscus was a sculptor, mother a midwife, 3 sons, one an infant. There were 2 counts in the accusation: ‘corruption of the young’ and ‘neglect of the gods whom the city worships and the practice of religious novelties.’ An escape was planned by his freind Crito, but S refused to hear of it, on the grounds that the verdict, though contrary to the fact, was that of a legitimate court and must therefore be obeyed. The story of his last day, with his drinking of the hemlock, has been perfectly told in the Phaedo of Plato.Though a good fighting man, his outward appearance was grotesque. Stout and not tall with prominent eyes, snub nose, broad nostrils, and widemouth, he seemed a very Silenus. But as his freinds knew, he was ‘all glorious within,’ ‘the most upright man of that day.’ (Plato)Omar the tentmaker: Persian astronomer and poetJesus Christ: 上帝的独生子。
大约罗马建城748年，在犹太的伯利恒，童贞女玛利亚由圣灵感孕生下耶酥，由约瑟抚养成人。
出世不久，有几个博士从东方来到耶路撒冷，说是来拜生下来作犹太之王的人，因为他们在东方看到了他的星。
犹太王希律听说后，心里十分不安，派人到处寻觅，找不着，便命把二周岁以内的男孩全部杀死。
耶酥一家逃到埃及才得以幸免。
耶酥回国来到拿撒勒作工匠，30多岁时施洗约翰在约旦河给他施洗，而后圣灵引他去接受魔鬼的试探，此后成为救世主。
他召了12个门徒，和他们一起到犹太各地传教，要人们严守诫条。
后来他的门徒加略人犹大为30块钱出卖了他，把他拘送到马总督彼拉多那里，他被钉死在十字架上。
死后第三日复活，多次向门徒显现。
复活后第一十日升天，第五十日差谴圣灵降临。
众门徒领圣灵，开始传教。
Albert Einstein (1879-1955): German-American scientist and one of the greatest of all time, is best known as the special and general theories of relativity. From 1896-1900, he was a student at the Polytechnic Institute of Zurich, Switzerland. From 1902-1909, he was hired by the Swiss Patent Office at Berne as ‘Probationary technical expert, third class’. It was in 1905 that he published 4 papers of major importance in the journal Annalen der Physik, including his first memoirs on special relativity. Later it was revealed that, although it took him only 5 weeks to write his first paper on relativity despite working all day at the patent office, he had been mediating since he was 16 on the fundamental problem concerning the velocity of light that gave rise to this theory.Niccolo Machiavelli: Florentine statesman and political philosopher. His removal from political activity forced him to a retired life and to enter the career of a political writer.Immanuel Kant (1724-1804): German philosopher. His attempt to define precisely the domain of rational understanding is a landmark in Western thought. On the one hand, he opposed Hume’s skepticism, the idea that pure reason is of no real use in understanding the world, and on the other hand, hechallenged Enlightenment faith in the unlimited scope of reason. The basic formulation of what is called his critical philosophy is contained in the Critique of Pure Reason (1781), the Critique of Practical Reason (1788), and the Critique of Judgment (1790). The quiet regularity of Kant’s everyday life in Konisberg, where he was a university professor (1770-1804), became proverbial. According to an anecdote of Heinrich Heine (1797-1856), German poet, satirist and journalist, the r esidents of the town set their watches by Kant’s daily walks.So, the purpose of this para. is to show that the lives of many truly great men are extremely ordinary. Or, people who achieve do not necessarily live eventful lives.Para. 31. Tell what you know about John Keats and Sophocles.John Keats (1795-1821): probably the most talented of English romantic poets. Long poems as Isabella, Lamia, The Eve of St. Agnes, shorter poems as Ode on a Grecian Urn 希腊古瓮颂, Ode to Autumn, Ode to a Nightingale.Sophocles: 2nd of classical Athens’ 3 great writers of tragedy - Aeschylus, S., and Euripides. He was born about 496 BC, wealthy from birth, well-educated, with beauty of physique.2. Paraphrase the whole para.One of the wonders human creativity works is that man can make full use of even insignificant feelings to produce far-reaching results. Man’s creativeness lies in his ability, rather than his way of life (eventful or routine), to turn the small wish into significant reality. The greatness of man lies in that he can achieve/accomplish something in whatever cases (no matter whether he feels happy or unhappy, no matter whether he has pressures and hungers). Take Keats as an example /According to Keats, he could get the inspiration when he was in vexation (= illness, discomforts). All the experiences or events, happy or not, are the resources for man’s creativity. Happy ones can be the resources of new ideas and insights, so are the unhappy ones. The excessive humanness lies in the ability to transmute/bring the insignificant element into significant consequence.3. So, what, in this para. according to H, makes a truly creative man? (comp.3-3)His ability to turn trivial experiences into inspirations for creative work, the ability to make the trivial reach an enormous way.This is essential for creative work, and it is the purpose of this para. The first sentence is the topic sentence, and the last one reinforces the central idea of this para.4. List the various words and phrases H uses to refer to the insignificant, mundane life experiences that he thinks are capable of sparking off man’s creative power. (comp. 3-4)Trivial impulses, petty grievances and joys, common psychological pressures and hungers, little vexation, the trivial and common.Para. 41. An eventful life exhausts rather than stimulates.A life full of diversions stops man’s creativity instead of activating it.An eventful life exhausts a creative man rather than stimulates his drive for creation. Or, an eventful life does more harm than good to a creative man.This is the purpose of this para.2. It is usually the mediocre poets, writers, etc., who go in search of stimulating events to release their creative flow.Only literary artists of an average type rely on excitements in life as a source for their creative work.So they can hardly accomplish great works. This is, again, a reinforcement of the topic sentence.3. What do you know about John Milton and Cellini? What does H want to illustrate by referring to Milton’s experience and Cellini’s? (comp. 3-5) John Milton (1608-1674): English poet and prose writer, one of the best known and most respected figures in English literature, supported the Puritan cause in various tracts and pamphlets. IN 1649, after King Charles I was executed, he became Latin (or foreign) secretary to Oliver Cromwell, Lord Protector of the Commonwealth of England, Scotland, and Ireland (1653-58). IN that office he handled correspondence with foreign nations and was apologist for the Commonwealth to the world at large. After the Restoration of KingCharles II to the throne in 1660, Milton was arrested and fined but escaped imprisonment or death. Aged, blind, his public career over, his hopes for a godly and republican England dashed, he began to compose a great national epic. In 1667, he published his masterpiece, Paradise Lost.J. M. wrote nothing great in his eventful life during the Puritan revolution, but he did his masterpiece in solitary disgrace when he was in prison.Benvenuto Cellini: Florentine goldsmith and sulptor, was one of the most noted craftsmen of his time.H takes Milton and Cellini as examples to support the topic sentence: An eventful life exhausts a creative man rather than stimulates his drive for creation. Or, an eventful life does more harm than good to a creative man.This is the purpose of this para.4. Do you fully agree with it? (comp. 3-5)A quest ion one can probably ask here is ‘Could Milton have possibly created what he did during the years when the revolution was dead and when he lived in solitary disgrace if he had not experienced those 20 eventful years of the Puritan revolution?’Para. 51. Chances are that had my work been of absorbing interest I could not have done any thinking and composing on the company’s time or even on my own time after returning from work.Chances are: if my work had been of absorbing interest (= had been interesting), I could not have done any thinking ... (= I could not have had all the thoughts and insights and have made all the writings in the company or at home.2. Why did H enjoy his experience of doing dull, repetitive work for 50 years? (comp. 3-6)It did not interfere with his literary creation.3. What is the purpose of this para.?H, after citing numerous truly brilliant people and their reputed creations, gave his own experiences. He tries to tell the reader how he himself has been benefited from his dull work experience.Para. 61. Who find the dull work endurable? (comp. 3-7)Children and mature people find dull work endurable though the reasons are different (children - capacity for concentration, i.e. the curiosity of the immature to be interested; mature - inner resources to turn the dullness of work to good avail). This is why H put them into one category.2. Who are the really dull people, according to H? And why? (comp. 3-8)The adolescents.They lack the inner resources of the mature to turn the dullness of work to good avail, and the curiosity of the immature to be interested.3. What does this essay tell us?Dull people cannot stand dull work so that they can hardly accomplish anything when at leisure or in solitary. They love eventful life life, but this kind of life exhausts them rather than stimulates. Only those who find dull life endurable can derive something from it (this is creativeness) and achieve something. So they may become successful.*** What is the purpose of H’s writing? (comp. 1-D)To convince that creativeness of a man’s mind is primary to what he can achieve.Post-reading discussionStep one: Organization and Development1. The title of the essay ‘Dull Work’ only tells us what the author is going to focus on but not what he thinks of it. Can you find his thesis statement in the essay? If not, can you summarize in one sentence H’s view on dull work? (Org. & Devl.)No.What a man achieves does not depend on the type of work he does, or the life experiences he has; rather, it depends on his ability to transmute what seems dull and routine into what is momentous.2. What is H’s main technique to demonstrate his thesis?H cites numerous examples.3. How does he arrange the examples?Well-reputed men are cited before his own experience.4. How does his argument go?The possible harmful effect of an eventful life is illustrated only after he has made it clear that an eventful life is not a must for creative achievement. Step two: Comp. 2Step three: DiscussionDiscuss that eventful life kills rather than stimulates a man’s instinct for creation./all work and no play makes Jack a dull boy. (LW 8)TEXT IIDOING CHORESAugust Heckscher1. Read the text before class and prepare for the answers to the questions in the textbook.2. Go through the text within 2 minutes in class and discuss the questions.。