新编英语教程4 教案
新编英语教程4(李观仪主编)Unit2课件
To express the idea of much, the following phrases can be used:
The passage can divided into three parts.
1)Introduction
The writer directly tells us what euphemisms are by making a comparison between phrases in ordinary usage and euphemisms. (Paras 1-2)
hair long because it is a sign of slovenliness, to say the least. It is not strange that Plomer should disapprove of having a telephone at home, as he thinks it is a pest as well as a time-waster.
vast quantities of—large/great quantities of or a large/vast/great quantity of
To express the idea of many, the following words and phrases can be used:
Italian. → She is no more able to speak Italian than her
《新编英语教程》第四册教案
《新编英语教程》第四册教案（陇东学院英语系，2005年2月，共41页）1 Book IVUnit 1(6 hours)TEXT I This Y ear It ’s Going to Be Different I. Pre-reading QuestionsWhen When a a a person person person makes makes makes New New New Y Y ear ’s s resolutions, resolutions, resolutions, he he he makes makes makes up up up his his his mind mind mind to to to do do do or or or not not not to to to do certain do certain things things in in in the the the coming coming coming year. year. year. Of Of Of course, course, course, different different different people people people make make make different different different New New New Y Y ear ear’’s s resolutions. resolutions. resolutions. For For example, a student may decide to work harder at his studies and not go to the cinema so often; a teacher may decide to improve his/her teaching; a heavy smoker may decide to stop smoking altogether. Some people may be able to carry out their New Y ear ’s resolutions, but some may not. For most People, it ’s often easier to make New Y ear ’s resolutions than to carry them out. It is suggested that the students should first guess without being given any part of the story.II. The Main IdeaThe The statement statement statement that that that best best best sums sums sums up up up the the the main main main idea idea idea is is is (3): (3): “The writer carried carried out out out his his his New New New Y Y ear ’s resolution faithfully to improve himself, but the results all went contrary to his expectations.”III. T eaching Points for Reference1. A brief summary of the ways to express futurity 1) The neutral future is formed by using the auxiliaries will/ shall and infinitive.Examples: Tomorrow will be his Sunday. (Level 3, Unit 3)Is it possible to make an atomic engine that will be really safe in every circumstance?(Level3,Unit 6)2) The construction to be going to is used to express future intention. Examples: This year it is going to be different.I know what the kids are going to do. Note: Note: This This This construction construction construction cannot cannot cannot be be be used used used for for for neutral neutral neutral futurity, futurity, futurity, which which which does does does not not not depend depend depend on on on any any person person’’s will or intention. For Example, both the following sentences are wrong. * Tomorrow is going to be his Sunday.* If you go to the U.S.A., you are going to come across the remarkable, almost legendaryhospitality of the American of the West.3) The construction be to do (something) is used to express arrangement or command. Examples: Now let all men know that crops are to be planted as usual. (Level 3, Unit 11)Shaka ordered: “All women who are found with child are to be put to death with their husbands.”4) The construction be about to is used to express near future. is used to express near future. Examples: Roy and Sammy were about to perform open-heart surgery on Mrs. Robinson with a scoutknife.=Roy and Sammy were just going to do an open-heart operation on Mrs. Robinson witha scout knife.She was about to tell us the truth when you entered the building.2. The use of over in the text 1) I tiptoed over and kissed her on the back of the neck. Over adv. ：across a distance or open space, either towards or away from someone/something. More examples: We asked Kate’s two sailor friends over to help us gain our point indirectly., my dear. She’s beckoning to you.Go over to your Grandmother2)“What did you do over the holidays?”over prep.—during, in the course of (a period or an event) More examples: She likes to listen to some light music over the weekend.Paul has become more mature over the years.over a chair. 3) To ease the situation, I picked up her brand-new sweater from the floor and put it Over prep. —resting on top of something and covering something partly or completelyMore examples: John was so tired that he was found sprawling on the floor asleep with his dripping raincoatover a sofa.4) Take over one of your wife’s chores, she’ll love you for it. Take over—take charge of More examples: The firm became more and more prosperous after the son took it over.. Shaw retires.We expect Mr. Johnson will take over our class when Mr3.“It wasn’t my idea to stay out until four a.m.”one’s idea to do something is used to express what one wishes to do. The phrase o neMore examples: It was not my idea to argue with them. What I wanted was only to seek the truth from facts. of the escapement mechanism. drew a sketch of the escapement mechanism. 4. Instead, I got a pencil and draw—make a picture with a pen, pencil or chalk draw a sketch—make a rough picture (drawing, diagram) with a pencil More examples: Fancy him drawing so well at the age of five.She cherished the sketch of the roaring sea not because it was drawn by a famous artist but because it brought back some fond memories. drawn by the commotion. Cf.: By now the kids were in the room, be drawn by the commotion——be attracted by the noisy confusion. Here, draw means “attract”. More examples：drew large audiences The film that tells of the unusual faithfulness between a miner and his wifewhen it was on.Supermarkets, which were unknown to the Chinese people some years ago, have begun to drawlarge numbers of customers in many cities in China.5. She was in her pajamas.—She was wearing her pajamas. in—wearing More examples：Jimmy Wells, the policeman in uniform, with his form stalwart form and and slight swagger , made a finepicture of a guardian of the peace.Now fashion the fashion is for is for girls girls to be dressed in pure silk in summer and in fur expensive fur coats coats inwinter .6. Maggie always dreads taking down the Christmas tree, so I thought I the Christmas tree, so I thought I ’d to it for her. 1) dread —feel worried about. Dread is followed by an-ing participle. Another example ：Small children usually dread paying a visit to the dentist.It is also correct to say: Small children usually dread a visit to the dentist.Small children usually dread that they will be taken to the dentist.2) take down the Christmas tree —take down the tinsel, coloured lights, etc., from the Christmas tree, and remove the tree itself. The antonym for take down is put up.More examples: It often takes a long time to take down a Christmas tree.When they went camping last summer , they had a good time. Every evening they put up their tentand the following morning they took it down. 7. I was about two-thirds done when Maggie came in. —I had finished about two-thirds of the work… done —finished Two-thirds serves as an adverbial modifying done . More examples: His new novel is about two-fifths thicker than his previous one.At the end of last year the construction project was already four-fifths finished.TEXT ⅡMy Financial CareerI. Questions1. Why do you think the hero of the story gets “rattled ” when he goes into a bank? 2. What made the manager of the bank take the man for a detective? 3. How did the manager react when he heard it was such a small sum of money that was going to be deposited in his bank? 4. What was the clerk ’s reaction to the man ’s eccentric behaviour? 5. What did the man do with his money after this experience? 6. Was it the first time or the last time the man went to a bank? II. Interaction ActivitiesMy Resolutions Suggestions: 1. Study Plan: Read (5) English novels/ Read (Oliver Twist by Charles Dickens) by Charles Dickens) Listen to Radio B eijing/ Beijing/ Beijing/ VOA VOA Special English program/ the English Teaching Program over the radio regularly. Watch TV Serial on English on Sunday / video tapes / video tapes Speak English not only in the classroom but also in the dorm Write (2) book reviews/ a letter home every week Keep a diary in English 2. Hobbies and Interests Collect (100) foreign / Chinese stamps Take at least (10) very good pictures of scenic spots Practice running / swimming / singing / the violin / the piano / the flute (2) hours a day Run 100 meters in (22/13) sec. / jump (1.85/ 1.60) meters / throw the discus (24) meters 3. Other things: Save (15) Yu an a month uan a month Buy a cassette recorder / a large English-English dictionary Be patient and friendly with my roommates Stop biting nails / quarrelling with others without any reason Unit 2(6 hours)TEXT I A EnglishesI. Pre-reading QuestionsThe title “Englishes ”(in the plural number) refers to the various styles of English. The The subject subject subject matter matter matter of of of the the the text, text, text, the the the style style style of of of English English English language, language, language, is is is likely likely likely to to to be be be unfamiliar unfamiliar unfamiliar to to to the the students, but it is necessary for them to be aware that any language has a variety of styles, and that it is important important to to to distinguish distinguish distinguish one style one style from from another another another and to and to use use the the the various various various styles styles styles of of of language language language in in in various various situations appropriately. According to M. Joos, the style of a language may be classified from “high ”to “low ”on on a a a five-point five-point five-point scale scale ：frozen, frozen, formal, formal, formal, consultative, consultative, consultative, casual, casual, casual, and and and intimate. intimate. intimate. Withhold Withhold Withhold this this information before the students have tried to make their guesses. II. The Main IdeaAnswer for reference: As there is a scale of styles in the use of English, it is necessary to know how to tell one style from another and how to use different styles on different occasions appropriately. TEXT I B Stop Being CoyI. Pre-reading QuestionsCoy: Coy: shy, shy, shy, affectedly affectedly affectedly modest (The modest (The meaning meaning of of of the the the title title title is is ：“Stop Stop being being being afraid afraid afraid of of of using using using plain, plain, plain, simple simple words.”) euphemism: euphemism: (an (an (an example example example of) of) of) the the the use use use of of of a a a pleasanter, pleasanter, pleasanter, less less less direct direct direct name name name for for for something something something thought thought thought to to to be be unpleasant. Let the students make their guesses freely.II. The Main IdeasThe title clearly expresses the writer ’s negative attitude towards euphemism, but the students may not be able to catch the meaning of the title or the main ideas of the text easily, because there are quite a number of words, phrases, and special terms which are unfamiliar to them. If the students can detect the attitude attitude of of of the writer the writer towards towards euphemism euphemism euphemism correctly correctly correctly at at at first first first reading, reading, reading, they should they should be be able able able to to to give give give a a a few few reasons reasons for for for this this this finding. finding. finding. If If If they they they fail fail fail to to to get get get the the the main main main ideas, ideas, ideas, call call call their their their attention attention attention to to to the the the plain plain plain and and straightforward language in paragraph in contrast to the euphemisms in paragraph 2; and to the terms in quotation quotation marks marks marks in in in contrast contrast contrast to to to the the the words words words and and and phrases phrases phrases in in in parentheses parentheses parentheses in in in paragraph paragraph paragraph 7. 7. 7. These These These three three paragraphs should be enough for them to get the main ideas of the text to start with. III. T eaching Points for Reference in TEXT IA 1. “Bags of fun fun ” is no more a lazy substitute for thought in its appropriate setting than is “extremely gracious ” in in the the the setting setting setting that that that is is is appropriate appropriate appropriate for for for this this this expression.expression.——Neither “bags bags of of of fun fun ” nor “extremely gracious ” is a lazy substitute for thought in its appropriate setting. no more … than ——in no greater degree … than More examples: She is no more able to speak Italian than I am.Without a degree and with no experience of doing office work, the young man was no more fit tobe a secretary than any of us.bags of —plenty of. This phrase is a slangy expression. 2. Such an attitude is plainly ridiculous and can do nothing but harm to the good use of English. harm to the good use of English. nothing but —nothing other than; only More examples: What he said was nothing but empty talk. What we want is a practical measure to make this area famous again for the abundance and variety of its bird life.“Due to the wide use of insecticides, we saw nothing in the countryside but a shadow of death.”Rachel Carson stated firmly in her book Silent Spring.3. Equally, however, we should disapprove of the English used if …disapprove of —from/have an unfavorable opinion of More examples: I still disapprove of young men wearing their hair long because it is a sign of slovenliness, to say the least.It is not strange that Plomer should disapprove of having a telephone at home, as he thinks it is a pest as well as a time-waster .4. …whereas “A wfully nice to see you here ” would strike us as just right. whereas —but; on the other hand. This is used to introduce contrast. More examples: The Longs lived in a house, whereas Tom ’s uncle and aunt lived in a poky flat in the city.Titus was modest and humble whereas his brother , who was ten years younger , was ambitious.strike …as —appear(to somebody) to be… Your suggestion to hitch-hike to Croydon strikes me as ridiculous because there is very little to see there.Kate ’s idea about gaining their point indirectly struck me as really great. There is no better way to win the old man over .Just (informal) —absolutely; very; completely More examples: Isn ’t that just marvelous!That Christmas tree was just beautiful!IV . T eaching Point for Reference in TEXT IB 1. 1. …… working hard hard to to to raise raise raise vast vast quantities of vegetables vegetables on on on an an an allotment allotment allotment and and well aware that, that, one one one of of these days, I shall die.vast quantities of —lot of To express the idea of many , the following words and phrases can be used: many a a great many a good many countless numerous a large number of large numbers of To express the idea of much , the following phrases can be used: a good deal of a great deal of But the following phrases can be used to modify both the idea of many and much. a lot of lots of plenty of a large quantity of large quantities of (am) well aware that —(am) quite aware that well —quite; to a considerable extent More examples: Judging by the way he walks, he must be well past seventy. Understanding what made a watch run was well beyond Sammy.Cf.: …our reaction to the words in this situation might well be to call them slovenly and meaningless. (am) well aware that —know very well that More examples: He was well aware of how his wife would feel if he took over one of her chores.The hitch-hikers were well aware that there were risks getting rides in cars of Fascist fanatics orbad drivers.2. …“working to rule ”equals “being bloody-minded ”. equal —be equal to Examples: Suppose x equals y (x is equal to y), this equation will have numerous answers. Shaka ’s mourning orders more or less equaled a sentence of a sentence of national starvation.3. The bird is common on the moors and f ells fells of the north …moors —This word is plural in form but singular in meaning. It refers to a wide, open and raised area of land, covered with rough grass or low bushes. In Britain, it is usually not farmed because of its bad soil but is sometimes (decreasingly) used as a place where birds are shot for sport. Sheep can also be seen sometimes. fells —This word is is also also also often often often used used used in in in the the the plural plural plural form. form. form. It It It refers refers refers to to to the the the high high high wild wild wild rocky rocky rocky country country country in in northern England where no crops can grow. 4. But let us, please, do away with the following …do away with —get rid of More examples: If atomic cars should be invented in the future, the cars we are using would all be done away with. The practice of regarding prize-fighting as a perfectly proper enterprise and vehicle ofentertainment should be done away with immediately.TEXT ⅡTwo Languages or One? I. Questions1. 1. What What What did did did Noah Noah Noah Webster Webster Webster think think think the future the future of of the the the English English English language language language spoken spoken spoken by by by Americans would Americans would be? What revision did he make in 1828? 2. When did the American people begin to realize the difference between British English and American English? 3. Why do the British have no need for a term for the language they speak whereas the Americans do? 4. What is the difference between the British and American ways of personal address? 5. Why are the terms “American English ” and “British English ” ambiguous? 6. 6. Give Give Give two two two or three or three examples examples of of of the the the difference difference difference between between between American American American English English English and and and British British British English English English in in pronunciation. 7. What is Quirk and Marckwardt ’s opinion on the future of the English language? Unit 3(6 hours)TEXT I I. Pre-reading QuestionsThe purpose of asking the students to look up the given words is two-fold: to provide them with clues about the religious content of the text and to supply them with adequate background information. Try not to give the students any extra information or they may lose interest in the passage. It is always best for the students to solve their own problems by themselves. Definitions of words as used in the Christian religion: salvation —the state of having one ’s soul saved from sin and its consequences 灵魂的拯救灵魂的拯救save —set free from the power of or from the eternal punishment for sin sin —breaking of God ’s laws, disobedience to God ’s commandments revival —series series of of of meetings meetings meetings intended intended intended to to to produce produce produce an an an increase increase increase in in in interest interest interest in in in religion, religion, religion, or or or to to to stir stir stir up up up the the religious faith among those who have been indifferent, usually by preaching and confession of sins （鼓动性的）福音布道会（鼓动性的）福音布道会 lamb —young members of church flock or Christian congregation fold —body of believers in the Christian religion II. The Main IdeasThe statement that best sums up the main ideas is (1)：“After having through a painful process, the child child was was was finally finally finally saved saved saved from from from sin, sin, sin, but but but instead instead instead of of of feeling feeling feeling joyous, joyous, joyous, he he he felt felt felt miserable miserable miserable because because because of of of his his disillusionment.”III. VocabularyA. Guessing the meanings of words and phrases 1. speak (usually silently) to God, showing love, giving thanks or asking for something 2. was taken 3. low sound of pain or suffering 4. terrible 5. go down and / or remain on the knees 6. very dark / shiny black 7. shook / moved gently 8. calml 9. smil broadly 10. make somebody believe something that is false B. Looking up words in a dictionary 1. give a religious talk, usually as part of a service in church 2. very quickly 3. marked by regular succession of weak and strong stresses, accents, sounds or movements (in speech, music, dancing, etc.) 4. a talk usually based on a sentence or “verse”from the Bible and preached as part of a church service. 5. twisted together into one plait (here, of hair) 6. (of hands and fingers) twisted, with swollen joints and rough skin as from hard work or old age. 7. a person who lives a vicious life; a habitual drunkard 8. use God’s name in cursing; speak of God without respect 9. (here) interrupt from time to time with something 10. causing great joy and happiness. IV. T eaching Points for Reference1. … and the membership of the church had grown…membership—number of members; all members More examples: The drama society in our school has a large membership.The membership of our self-taught group has grown by leaps and bounds this summer because of the young people’s thirst for knowledge.lonely cries and dire pictures of hell,…2. … all moans and shouts and Lonely means “having no companionship”and indicates the “state of mind of one being or feeling alone.”Lonely may also be applied to places which are unfrequented or remote from human habitation. More examples: With the development of the travel business, swarms of tourists now visit the newly discovered cave in the once lonely mountainous area.neighborhoodlonely life since she has so much work to do in the The retired worker is not living aand since there is so much warmth and care at home.but one boy and me. but—except 3. Finally all the young people had gone to the altar and were saved, More examples: He is talking about everything but the most important thing.I have been to all the important scenic spots in Hangzhou but the Yellow Dragon Cave.4. Then I was left all alone on the mourners’ bench. Alone means “by oneself”. More examples: He lives entirely alone and is very lonely.In this war of liberation we shall not be alone.Better be alone than in bad company.Lonely differs from a lone alone in that it usually means experiencing or producing a feeling of isolation and sadness whereas alone does does not. not. not. Moreover, Moreover, lonely is is used used used both both both attributively attributively attributively and and and predicatively, predicatively, aloneonly predicatively. 5.“Langston,” my aunt s obbed sobbed . sob —draw in the breath sharply and irregularly from sorrow or pain while crying 啜泣，呜咽啜泣，呜咽More examples: “Oh, don ’t leave me, don ’t leave me!” She began to sob passionately.feeling A feeling of of infinite regret came over him, as he saw her lying in bed sobbing like a child. Shewouldn ’t have failed in the experiment if he had given her timely support.Cf.: And the little girls cried. To cry is to express grief or pain or sorrow by making mournful sounds and shedding tears.哭泣哭泣More examples: So he cried quite alone for a long time till he at last cried himself to sleep.It is no use crying over spilt milk.Cf.: Tom allowed himself to weep tears, they were tears of anger. Weep stresses the shedding of tears. 哭，流泪哭，流泪The difference between w eep weep and cry is that crying is audible and accompanied with tears, but to weep usually refers to the silent shedding of tears. More examples: She didn ’t weep over the death of her son who died a heroic death but devoted herself to the noble work that her son had been doing.Taking the boy to her breast, she rocked him in her arms, and wept silently over him.6. So I decided that maybe to save further trouble, I ’d better lie, too, and say that Jesus had come, and get up and be saved. s ave —make unnecessary; relieve (somebody) from the need of using 免得，节省免得，节省More examples: She went to the food shop to buy some cooked meat to save her time and energy / to save hercooking.Labor-saving gadgets such as potato peelers and nut-crackers save us a lot of time.Cf.: save —free (a person) from the power or effect of evil (sin) in Christianity and some other religions 拯救拯救7. Suddenly the whole room broke into a sea of shouting, as they saw me rise. break into —begin suddenly to give voice to More examples: When the crowd saw the prize-fighter stretched out on the canvas, they broke into shouts andcheers.They broke into laughter when they saw my clownish dress.TEXT ⅡThe RumorQuestions 1. What was the general reaction to the appointment of Sam Billings to the post of town treasurer? 2. What do you think it was in Sam Billings that made people elect him town treasurer? 3. How did the rumor start and spread? 4. What do you think of George Williams? 5. In the story the author mentioned “… heard over the party line ” three times. What characteristics of the people concerned does this suggest? 6. What lesson(s) have you learned from the story? ORAL WORK I. Role-playWhat a Relief!Sample role cards Ling Ling Hua: Hua: Hua: Y Y ou ou are are are a a a middle-aged middle-aged middle-aged teacher teacher teacher of of of English English English at at at Pujiang Pujiang Pujiang University. University. University. Y Y ou ou are are are upset upset upset as as as you you you’’ve heard that your former favorite student Qin Kang has got cancer of the lung and might have to to have have have an an an operation. operation. operation. Y Y ou ou tell tell tell this this this to to to Wu Wu Wu Wei, Wei, Wei, a a a colleague colleague colleague of of of yours. yours. yours. Y Y ou ou’’re re afraid afraid afraid the the operation operation will will will be be be dangerous dangerous dangerous and and and the the the prognosis prognosis prognosis may may may be be be unfavourable. Just unfavourable. Just then, then, you you you get get get a a phone phone call call call from from from Qin Qin Qin Kang, Kang, Kang, who who who is is is here here here in in in the city the city attending attending a a a short short short course course course in in in American American history. Y ou ou’’re relieved. Wu Wu Wei: Wei: Wei: Y Y ou ou are are are a a a colleague colleague colleague of of of Ling Ling Ling Hua Hua Hua’’s. s. When When When you you you know know know that that that Ling Ling Ling Hua Hua Hua is is is worrying worrying worrying about about about Qin Qin Kang, Kang, you you you try try try to to to stop stop stop Ling Ling Ling from from from upsetting upsetting upsetting himself himself himself / / / herself. herself. herself. Y Y ou ou know know know Qin Qin Qin Kang Kang Kang never never smokes and no one in his family has been a cancer victim. Y ou think it might not be a case of cancer. Qin Qin Kang: Y Kang: You are a graduate from Pujiang University. Y ou make a telephone call to Ling Hua, your former teacher, telling him / her that you ’re coming back to Pujiang University to attend a short course in American history. When your teacher asks if you are in good health, you tell him / her that you came first in the Hefei marathon last week. II. Interaction ActivitiesRumor Is a Fearful ThingThis is entirely a free talk. Let the students do their work independently.Unit 4(6 hours)TEXT ⅠWriting Between the LinesI. Pre-reading QuestionsThe dictionary definition of read between the lines is ：“find more meaning than the words appear to express; gather more meanings from a text that are not actually stated, but implied ”. Write between the lines is not a set phrase. The writer has invented this phrase by following the pattern of the set phrase read read between between between the the the lines lines lines and and and replacing replacing replacing read read read with with with write write write to to to stress stress stress the the the importance importance importance of of of writing writing writing notes notes notes and and comments in the book one is reading. In spite of the word “writing ” in the title, this essay is actually a piece of good advice on how to “read ” efficiently. II. The Main IdeasAnswer for reference: The writer is trying to persuade the reader to write down in the book he is reading his reactions to 。
新编英语教程4Unit3Salvation
新编英语教程4Unit3SalvationUnit 3 SalvationTeaching objectives1. to understand how children may react to religion and why they ay lie about this and other subjects2. to understand the background information related to salvationTeaching procedureI. Background information1. original sinOriginal Sin, in Christian theology, the universal sinfulness of the human race, traditionally ascribed to the first sin committed by Adam. Sin, in Christian doctrine, is considered a state of alienation or estrangement from God.The Forbidden FruitIn Christian theology, original sin refers to the consequences of the disobedience of Adam and Eve in eating the fruit of the Tree of the Knowledge of Good and Evil. The most important of these consequences was the loss of immortality for Adam and Eve and their descendants. In Christian belief, the effects of original sin are remedied by the sacrificial death of Christ. Here, in the engraving Adam and Eve(1504), by German artist Albrecht Dürer, Eve offers the forbidden fruit to her mate.SalvationSalvation, the idea of being saved, as described in various religions. In Christianity, individuals are thought of as being saved from eternal punishment through Christ's death on the cross. In Buddhism, especially in Chinese and Japanese Buddhism, people can be saved from the endless cycle of reincarnation through bodhisattvas or through Amida Buddha. In Hinduism, especially in the bhakti tradition, devotion to a god can bring salvation from reincarnation and is open to those who have realized their true nature as brahman (spirit).2.the Ten CommandmentsYou shall have no other gods before me. You shall not make for yourself carved image…You shall not take the name of the Lord your God in vain…Remember the Sabbath day, to keep it holy…Honor your father and your mother…You shall not murder. You shall not commit adultery. You shall not steal. You shall not bear false witness against your neighbor. You shall not cov et your neighbor’s house; you shall not covet your neighbor’s wife, nor his manservant, nor his maidservant, nor his ox, nor his donkey, nor anything that is your neighbor’s. （Exodus:）除了我以外，你不可有别的神。
第一册Unit 4新编实用英语教程第4版高教社教案
Unit Four Punctuality and CultureUnit Goals:What You Should Learn to Do1. Make / keep / postpone an appointment accordingto a work timetable2. Make reservations according to the timetables offlights and trains3. Understand and make up schedules for differentpurposes4. Write:a timetablea scheduleWhat You Should Know About1. Punctuality in social activities2. Planning a work day / week3. Use of verb tensesSection ⅠTalking Face to FaceImitating Mini-TalksActing out the TasksStudying Timetables and SchedulesFollowing Sample DialoguesPutting Language to UseImitating Mini-Talks1 Work in pairs. Practice the following mini-talks about schedules and timetables.1) Asking for an Appointment with the ManagerA: I'd like to make an appointment with your manager. Do youthink I could see him sometime this morning?B: Sorry, he's fully booked this morning.A: How about tomorrow morning then?B: Yes, I think tomorrow morning would be fine.2) Asking to Meet Mr. PetersonA: Mr. Peterson, I wonder if it would be convenient to meet youtoday.B: Let me see. I'm free this afternoon. Is that all right for you?A: Well, I've got a meeting from 2 to 4. Are you free tomorrowmorning?B: No problem. Let's make it at 10 then.3) Asking to Change the Appointment with Dr. JohnsonA: I'd like to change the appointment with Dr. Johnson fromTuesday to Thursday.B: I'm afraid he won't be available on Thursday morning.A: What time would be convenient for him? Will 2 p.m. do?B: Yes, that'll be fine.4) Asking About the Working Hours of a Ticket OfficeA: What are the office hours?B: Well, the office hours are from 9 a.m. to 6 p.m.A: Do you work on weekends?B: On Saturday the office is open from 9 a.m. to 3 p.m., but on Sunday we are closed.5) Asking About the Flights for MacaoA: Do you have flights to Macao?B: We have only one flight to Macao each week, at 1:40 p.m.Wednesday.A: When does it arrive in Macao?B: At 3:40 p.m.2 Work in pairs and act out the tasks by following the above mini-talks.1 Task:Look at the flight timetable in Exercise 3.Ask about the departure and arrival time2 Task:Look at the flight timetable in Exercise 3.Ask about the Tuesday flight for Hong Kong3 Task:Look at Mark's schedule in Exercise 3.Call to ask Mark for a change of an appointment.4 Task:Look at Mark's schedule in Exercise 3.Ask to make an appointment to see Mark on Wednesday.5 Task:Look at Mark's schedule in Exercise 3.An old friend in Hong Kong asks to see Mark on Thursday.Studying Timetables and SchedulesRead the following sample dialogues and try to perform your own tasks.Putting Language to UseSpeak and CompleteMark: Miss Wang, I want to 1 __________ an evening train to Harbin so thatI can get there the next morning. Do you know the schedule?Miss Wang: Yes. I have got a 2 __________________ here.Mark: Is there a train leaving around 6?Miss Wang: 3 ______________ one at 6:15.Mark: When will it get there?Miss Wang: 4 ______________ at about 8 next morning.Mark: That's the one I need. Thank you very much.Miss Wang: You are 5 ______________.SECTION II Being All EarsLearning Sentences for Workplace CommunicationHandling a DialogueUnderstanding a Short Speech / TalkLearning Sentences for Workplace Communication1 Listen to 10 sentences for workplace communication cross-referenced withtheir Chinese translations.arrange 安排confirm 确认due 规定(到达) 的delay 耽搁2 Listen to the following sentences for workplace communication in Column A andmatch each one with its Chinese version in Column BKey:1-i, 2-j, 3-d, 4-c, 5-f, 6-e, 7-h, 8-g, 9-a, 10-b3 Listen to 6 sentences for workplace communication and choose their right responses4 Listen to a dialogue and decode the message by filling in Susan's scheduleaccording to what you have heard.5 Now listen to a short speech / talk and fill up the blanks according to what youhave heard. The words in brackets will give you some hints.6 Listen to the speech / talk again and complete the information in Column A withthe right choices in Column B.SECTION III Trying Your HandPracticing Applied WritingWriting Sentences and Reviewing Grammar1 Fill in the office hours making use of the information in the passage that follows.2 Translate the following schedule into English, using the data bank in theWorkbook for reference.Writing Sentences and Reviewing Grammar3 Complete the following sentences, using the right verb forms4 Correct the errors in the following sentences.5 Translate the following sentences into English6 Suppose this is your schedule for the coming three days. Write a paragraph ofabout 100 words based on the information given in the schedule. You maystart the passage with the sentence: I've got a very busy schedule.KEYS: I've got a very busy schedule. I'm catching the 9:45 flight on October 8 and arriving in Shanghai at 2:00 in the afternoon. Bob is meeting me at the airport. I will check into Beach Hotel and have a rest there in the evening. On October 9, I'm meeting Mrs. Black at 10:15 a.m. and after having lunch at Beach Hotel we're visiting the plant at 2:30 p.m. The next day I'm attending a conference at 9 a.m. I'm leaving Shanghai in the afternoon. I'm taking a flight at 3:30 p.m. and arriving back at 7:45 p.m. Phillip will be there to pick me up at the airport.SECTION IV Maintaining a Sharp EyeInformation Related to the Reading PassageAmericans and Europeans consider time to be an asset that can be spent and saved; therefore, proper scheduling of time and its appropriate allocation to various competing tasks is an important part of organizational management. Variations in time use are expected to influence performance and stress, as well as other outcomes. It is a vital strategic element. Thelarge amount of management processes and methods developed to improve performance by managing time use proves the importance placed on time. Here are a few famous quotes and sayings about time and punctuality:1 Explanation of Difficult Sentences1. (Para. 1) One of the cultural differences that tend to annoy Americans has to dowith understanding of punctuality.Analysis: Has to do with is a phrase meaning has a specified relationship with.It is the predicate of the sentence. That introduces a restrictive relativeclause modifying differences.Translation:有一种常会惹恼美国人的文化差异可能关系到对守时的不同理解。
新编英语教程4教学设计修订版
新编英语教程4教学设计修订版课程背景English as a Second Language (ESL)在中国已有几十年的历史。
近年来，随着中国经济和对国际交流的需求不断增加，学习英语的需求也越来越迫切。
在英语教育领域，以新编英语教程4为代表的教材集团已成为广泛使用的一种教学资源。
然而，教学实践证明，学生的英语水平并未如预期般显着提高。
为此，本文针对新编英语教程4进行了教学设计修订，以期提升学生学习效果。
课程目标•提高学生听说读写能力。
•增强学生的自信心和学习兴趣。
•培养学生的跨文化交际能力。
教学内容修订后的新编英语教程4包括以下内容：Unit 1: Our School•介绍学校的设施和规定。
•学习形容词和名词的用法。
•培养学生听力和口语表达能力，通过慢速说话理解，并练习用简单句子进行对话。
Unit 2: Our Country•了解中国的历史和文化。
•培养和巩固过去时态、现在时态和将来时态的运用。
•练习英语文章的阅读和写作，鼓励学生进行文化交流。
Unit 3: Our Family•学习家庭成员和家庭活动的表达方式。
•熟悉复杂句的结构和使用，练习口头和书面表达。
•培养学生的听力和口语交际技能。
Unit 4: Our Community•了解社区的生活和环境。
•继续加强英语交流和阅读理解能力。
•培养学生的团队合作和社交技能。
教学方法听说训练通过反复听、模仿和跟读的方式，培养学生的听说能力。
针对每个教学单元，安排大量口语训练活动，包括角色扮演、小组讨论和口语演讲等。
阅读和写作安排阅读课堂，让学生阅读丰富的英语文章，并通过写作来加强语言理解和表达能力。
引导学生使用多样的写作形式，例如日记、邮件和报告等，以便根据不同的应用场景，熟练掌握各种表达技巧。
互动和合作以小组形式为主，让学生和同学合作完成任务或进行演示。
这样可以增强学生的团队协作能力，并鼓励他们在互相帮助中学习和探究。
评估和反馈在课程设计过程中，定期给学生提供有关他们英语技能水平的反馈。
《新编英语教程》第三版第四册教案
Book IVUnit 1(7 hours)I. Teaching objectivesa.Have a bas ic understanding of the New Year’s resolution and the text structure.b.Understand what is the father going to change this year? How does he try to make this year different?Why the results all went contrary to his expectations?c.Learn language points; appreciate the writing techniques and rhetorical devices.d.Have a deep understanding of ambition in text 2.e.Oral speaking practiceII..Teaching emphasisa.Vocabulary: resolution; spontaneous; escape mechanism; swarm around; morality rapportb. A brief summary of the ways to express futurityc.Appreciate the narrative skills demonstrated in the text(the selections of the details, theconversational tone; idiomatic and straightforward writing style; the use of the exaggeration; the frequent use of the verb-preposition and verb-particle combination to make his writing very informald.The writer carried out his New Year’s resolution faithfully to improve himself, but the results allwent contrary to his expectations. Why?III.Teaching Procedures:TEXT I This Year It’s Going to Be DifferentI. Pre-reading QuestionsWhen a person makes New Year’s resolutions, he makes up his mind to do or not to do certain things in the coming year. Of course, different people make different New Year’s resolutions. For example, a student may decide to work harder at his studies and not go to the cinema so often; a teacher may decide to improve his/her teaching; a heavy smoker may decide to stop smoking altogether. Some people may be able to carry out their New Year’s resolutions, but some may not. For most People, it’s often easier to make New Year’s resolutions than to carry them out.It is suggested that the students should first guess without being given any part of the story.II. The Main IdeaThe statement that best sums up the main idea is (3): “The writer carried out his New Year’s resolution faithfully to improve himself, but the results all went contrary to his expectations.”III. Teaching Points for Reference1. A brief summary of the ways to express futurity1) The neutral future is formed by using the auxiliaries will/ shall and infinitive.Examples:Tomorrow will be his Sunday. (Level 3, Unit 3)Is it possible to make an atomic engine that will be really safe in every circumstance?(Level3,Unit 6)2) The construction to be going to is used to express future intention.Examples:This year it is going to be different.I know what the kids are going to do.Note: This construction cannot be used for neutral futurity, which does not depend on any person’s will or intention. For Example, both the following sentences are wrong.* Tomorrow is going to be his Sunday.* If you go to the U.S.A., you are going to come across the remarkable, almost legendaryhospitality of the American of the West.3) The construction be to do (something) is used to express arrangement or command.Examples:Now let all men know that crops are to be planted as usual. (Level 3, Unit 11)Shaka ordered: “All women who are found with child are to be put to death with their husbands.”4) The construction be about to is used to express near future.Examples:Roy and Sammy were about to perform open-heart surgery on Mrs. Robinson with a scoutknife.=Roy and Sammy were just going to do an open-heart operation on Mrs. Robinson witha scout knife.She was about to tell us the truth when you entered the building.2. The use of over in the text1) I tiptoed over and kissed her on the back of the neck.Over adv. ：across a distance or open space, either towards or away from someone/something.More examples:We asked Kate’s two sailor friends over to help us gain our point indirectly.Go over to your Grandmother, my dear. She’s beckoning to you.2)“What did you do over the holidays?”over prep.—during, in the course of (a period or an event)More examples:She likes to listen to some light music over the weekend.Paul has become more mature over the years.3) To ease the situation, I picked up her brand-new sweater from the floor and put it over a chair.Over prep. —resting on top of something and covering something partly or completelyMore examples:John was so tired that he was found sprawling on the floor asleep with his dripping raincoatover a sofa.4) Take over one of your wife’s chores, she’ll love you for it.Take over—take charge ofMore examples:The firm became more and more prosperous after the son took it over.We expect Mr. Johnson will take over our class when Mr. Shaw retires.3.“It wasn’t my idea to stay out until four a.m.”The phrase one’s idea to do something is used to express what one wishes to do.More examples:It was not my idea to argue with them. What I wanted was only to seek the truth from facts.4. Instead, I got a pencil and drew a sketch of the escapement mechanism.draw—make a picture with a pen, pencil or chalkdraw a sketch—make a rough picture (drawing, diagram) with a pencilMore examples:Fancy him drawing so well at the age of five.She cherished the sketch of the roaring sea not because it was drawn by a famous artist but because it brought back some fond memories.Cf.: By now the kids were in the room, drawn by the commotion.be drawn by the commotion——be attracted by the noisy confusion.Here, draw means “attract”.More examples：The film that tells of the unusual faithfulness between a miner and his wife drew large audiences when it was on.Supermarkets, which were unknown to the Chinese people some years ago, have begun to draw large numbers of customers in many cities in China.5. She was in her pajamas.—She was wearing her pajamas.in—wearingMore examples：Jimmy Wells, the policeman in uniform, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.Now the fashion is for girls to be dressed in pure silk in summer and in expensive fur coats in winter.6. Maggie always dreads taking down the Christmas tree, so I thought I’d to it for her.1) dread—feel worried about. Dread is followed by an-ing participle.Another example：Small children usually dread paying a visit to the dentist.It is also correct to say:Small children usually dread a visit to the dentist.Small children usually dread that they will be taken to the dentist.2) take down the Christmas tree—take down the tinsel, coloured lights, etc., from the Christmas tree,and remove the tree itself. The antonym for take down is put up.More examples:It often takes a long time to take down a Christmas tree.When they went camping last summer, they had a good time. Every evening they put up their tent and the following morning they took it down.7. I was about two-thirds done when Maggie came in. —I had finished about two-thirds of the work…done—finishedTwo-thirds serves as an adverbial modifying done.More examples:His new novel is about two-fifths thicker than his previous one.At the end of last year the construction project was already four-fifths finished.Unit 2(7 hours)I. Teaching objectivesa. Have a basic understanding of salvation in the text.b. Understand the purpose of the writer in the article.c. Appreciate the writing techniques and rhetorical devices.d. Learn language points.e. Oral speaking practiceII. Teaching emphasisa. Vocabulary: salvation, revival, bring the lamb to the fold, escortb. Appreciate the stylistic features (ironic title; repetitions for creating a tense atmosphere; vividdescriptions).c. Understand how did the writer achieve the ironic effect?II.Teaching Procedures:TEXT I SalvattionI. Pre-reading QuestionsThe purpose of asking the students to look up the given words is two-fold: to provide them with clues about the religious content of the text and to supply them with adequate background information. Try not to give the students any extra information or they may lose interest in the passage. It is always best for the students to solve their own problems by themselves.Definitions of words as used in the Christian religion:salvation—the state of having one’s soul saved from sin and its consequences 灵魂的拯救save—set free from the power of or from the eternal punishment for sinsin—breaking of God’s laws, disobedience to God’s commandmentsrevival—series of meetings intended to produce an increase in interest in religion, or to stir up the religious faith among those who have been indifferent, usually by preaching and confession ofsins（鼓动性的）福音布道会lamb—young members of church flock or Christian congregationfold—body of believers in the Christian religionII. The Main IdeasThe statement that best sums up the main ideas is (1)：“After having through a painful process, the child was finally saved from sin, but instead of feeling joyous, he felt miserable because of his disillusionment.”III. VocabularyA. Guessing the meanings of words and phrases1. speak (usually silently) to God, showing love, giving thanks or asking for something2. was taken3. low sound of pain or suffering4. terrible5. go down and / or remain on the knees6. very dark / shiny black7. shook / moved gently8. calml9. smil broadly10. make somebody believe something that is falseB. Looking up words in a dictionary1. give a religious talk, usually as part of a service in church2. very quickly3. marked by regular succession of weak and strong stresses, accents, sounds or movements (in speech,music, dancing, etc.)4. a talk usually based on a sentence or “verse”from the Bible and preached as part of a churchservice.5. twisted together into one plait (here, of hair)6. (of hands and fingers) twisted, with swollen joints and rough skin as from hard work or old age.7. a person who lives a vicious life; a habitual drunkard8. use God’s name in cursing; speak of God without respect9. (here) interrupt from time to time with something10. causing great joy and happiness.IV. Teaching Points for Reference1. … and the membership of the church had grown…membership—number of members; all membersMore examples:The drama society in our school has a large membership.The membership of our self-taught group has grown by leaps and bounds this summer because of the young people’s thirst for knowledge.2. … all moans and shouts and lonely cries and dire pictures of hell,…Lonely means “having no companionship”and indicates the “state of mind of one being or feeling alone.”Lonely may also be applied to places which are unfrequented or remote from human habitation. More examples:With the development of the travel business, swarms of tourists now visit the newly discovered cave in the once lonely mountainous area.The retired worker is not living a lonely life since she has so much work to do in the neighborhood and since there is so much warmth and care at home.3. Finally all the young people had gone to the altar and were saved, but one boy and me. but—except More examples:He is talking about everything but the most important thing.I have been to all the important scenic spots in Hangzhou but the Yellow Dragon Cave.4. Then I was left all alone on the mourners’ bench.Alone means “by oneself”.More examples:He lives entirely alone and is very lonely.In this war of liberation we shall not be alone.Better be alone than in bad company.Lonely differs from alone in that it usually means experiencing or producing a feeling of isolation and sadness whereas alone does not. Moreover, lonely is used both attributively and predicatively, alone only predicatively.5.“Langston,”my aunt sobbed.sob—draw in the breath sharply and irregularly from sorrow or pain while crying 啜泣，呜咽More examples:“Oh, don’t leave me, don’t leave me!”She began to sob passionately.A feeling of infinite regret came over him, as he saw her lying in bed sobbing like a child. Shewouldn’t have failed in the experiment if he had given her timely support.Cf.: And the little girls cried.To cry is to express grief or pain or sorrow by making mournful sounds and shedding tears.哭泣More examples:So he cried quite alone for a long time till he at last cried himself to sleep.It is no use crying over spilt milk.Cf.: Tom allowed himself to weep tears, they were tears of anger.Weep stresses the shedding of tears.The difference between weep and cry is that crying is audible and accompanied with tears, but to weep usually refers to the silent shedding of tears.More examples:She didn’t weep over the death of her son who died a heroic death but devoted herself to the noble work that her son had been doing.Taking the boy to her breast, she rocked him in her arms, and wept silently over him.6. So I decided that maybe to save further trouble, I’d better lie, too, and say that Jesus had come, and get up and be saved.s ave—make unnecessary; relieve (somebody) from the need of using 免得，节省More examples:She went to the food shop to buy some cooked meat to save her time and energy / to save her cooking.Labor-saving gadgets such as potato peelers and nut-crackers save us a lot of time.Cf.: save—free (a person) from the power or effect of evil (sin) in Christianity and some other religions 拯救7. Suddenly the whole room broke into a sea of shouting, as they saw me rise.break into—begin suddenly to give voice toMore examples:When the crowd saw the prize-fighter stretched out on the canvas, they broke into shouts and cheers.They broke into laughter when they saw my clownish dress.Unit 3(7 hours)1.Teaching objectivesa.Have a basic understanding of “read between the lines” and “write between the lines”.b.Understand the writer’s logic of writing: how did the writer persuade the reader to writedown in the book he is reading.c.Appreciate the writing techniques: Comparison, Simile and Metaphord.Learn language points.e.Oral speaking practice2.Teaching emphasisa.Vocabulary: Mutilation; dilapidated; integral ;unblemished; receptacle:b.Sentence: And marking a book is literally an expression of ...c.Writing techniques: comparison and metaphor3.Teaching procedures:TEXT ⅠWriting Between the LinesI. Pre-reading QuestionsThe dictionary definition of read between the lines is：“find more meaning than the words appear to express; gather more meanings from a text that are not actually stated, but implied”. Write between the lines is not a set phrase. The writer has invented this phrase by following the pattern of the set phrase read between the lines and replacing read with write to stress the importance of writing notes and comments in the book one is reading. In spite of the word “writing”in the title, this essay is actually a piece of good advice on how to “read”efficiently.II. The Main IdeasAnswer for reference:The writer is trying to persuade the reader to write down in the book he is reading his reactions to the text. The reader’s reactions may include his questions, his agreements or differences of opinion with the author, his doubts and so on. In this way the reader will be doing the most efficient kind of reading. III. VocabularyA. Guessing the meanings of words1. argue, claim2. destruction3. buying4. ownership5. move from one place to another6. (of books and papers) having the corners of the pages turned up or down with use so that they looklike a dog’s ears7. whole because no part has been touched or spoilt8. absolutely essential9. loosely joined sheets of paper (a pad) for writing notes10. to be treated with great respectB. Looking up words in a dictionary1. plainly, directly2. hold back (from doing something)3. broken and old; falling to pieces4. write hastily or carelessly5. not spoiled, as new6. pencil of soft colored chalk or wax, used for drawing7. a musical work for a large group of instruments8. the arrangement, style and appearance of printed matter9. humble state of mind10. a containerIV. Teaching Points for Reference1. Full ownership comes only when you have made it a part of yourself. = Only when you have made it apart of yourself does full ownership come.Note that when only when is used to begin a sentence, the second part of the sentence is in inverted order.More examples:People were made aware of the dangers of pollution by insecticides only when Rachel Carson published her book Silent Spring. =Only when … were people made aware of …You are likely to do the most efficient kind of reading only when you write between the lines.(=Only when… are you likely to…)2. Why is marking up a book indispensable to reading?be indispensable to—be essential to; be necessary in; be too important to live withoutMore examples:Just as water is vital to fish, air is indispensable to man.A good basic education, an insatiable curiosity in people and events, a certain tenacity of purpose,an ability to write clearly, honestly and accurately and a knowledge of state laws are the requirements indispensable to a good radio journalist.3. Now an ordinary piece of light fiction like, say, Gone With the Wind, does not require the most active kind of reading. But a great book rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable.1) rich in—possessing or containing a lot (of)More examples:Contrary to what some Western experts predicted, China is not deficient but rich in oil.This art gallery is rich in paintings by all types of painters; there are works of Classicism, Realism, Expressionism, Abstractionism, Romanticism and Naturalism.2) require—needdemand—call for as necessary; require; needIn the two sentences quoted above, the two words, require and demand mean the same and can be used interchangeably. In another sense, however, demand implies asking for (something) as if ordering (something) one has a right to, whereas require suggests a pressing, often an inherent need.More examples:The Board of Directors will meet this afternoon. Your presence at the meeting is required.The assistant at the reception desk demanded his passport when the man wanted a double room.3) be capable of—have the power or ability to doMore examples:The reconstruction of Tangshan from ashes has shown the world what the people in Tangshan are capable of.Chinese doctors working in Third-World countries and regions have trained many local experts who are now capable of doing operations using acupuncture anesthesia.4. But don’t let anybody tell you that a reader is supposed to be solely on the receiving end. be supposed to…—be expected to…; be required toMore examples:Peter is down with the measles and is supposed to be lying in bed but he is already up and about.In the second scene, where she was supposed to face the company in the ball-room, she did even better, causing a smile to appear on the face of the director.5. Presumably he knows more about the subject…—Probably / It is taken for granted that he knows more about the subject…presumably—supposedly (to be true), it may be reasonable to suppose thatExample:To everyone’s disappointment John was absent from the meeting. Presumably he was busy with his new project.Interaction ActivitiesThe Way I Do My ReadingSuggestions:1. Before starting to read:1) read the Contents page of the book,2) have a quick look at the chapter headings,3) have a glance at the Index which is helpful for specific information.2. Skimming and scanning:1) Skimming is a reading skill you use when you want to get the main idea of a book—(1) read the introduction, usually the opening paragraph of a chapter,(2) read the conclusion, usually the final paragraph of a chapter,(3) read very quickly, skip or leave out small portions of the material in order to get the main ideas. 2) Scanning is a reading skill you use when you want to check quickly whether a text you are readingcontains information you need—(1) think of some key words connected with the information you need—look quickly down the pageto see if you can spot any of them; if you do, read the sentences around them to check if you information is what you need;(2) look for chapter headings / paragraph headings; words in bold type / words underlined —theygive you a lot of quick information about the contents of the reading matter,(3) if the information you need is in a book, look at the list of contents and the indexes.3. Note-taking:(1) Write down important points, the points relevant to your needs, sometimes useful expressions tohelp improve your language,(2) Underline, use symbols or write between the lines, in the margins, or the end papers, or on ascratch pad or in a notebook,(3) sort out the main points, which will help to focus on the reading as well as to provide a summary.4. 1) Textbooks: slow speed, less than 100 wpm (words per minute) for intensive reading, study andremember.2) Fiction: fast speed, 200-250 wpm, reading for entertainment.3) Non-fiction: average speed, 150-200 wpm, reading for special purposes.4) Newspapers: fast speed, 200-250 wpm, reading for information.5) Magazines: fast speed, 200-250 wpm, reading for information or entertainment.Unit 4(7 hours)1.Teaching objectivesa.Have a basic understanding of Journalistic style report.b.Understand t he writer’s logic of writing: How Berners-Lee’s life and work help him to createwww.c.Appreciate the writing techniques: Journalistic style; up-dated language; technical terms;concrete information; special order of organization)d.Learn language pointse.Oral speaking Practice2.Teaching emphasisa.Vocabulary: zip off; unencumbered; nifty; noodle around; lingua franca ; debut, cobble together;cash in onb.Understand the organization of the text.c.Understand journalistic styleTEXT I Network Designer-Tim Berners-LeeI. Pre-reading QuestionsThe students may be asked a number of questions such as the following before they make their guesses.1. What nationality is Tim Berners-Lee?2. Is he a university graduate?3. When did he begin to take an interest in the computer?4. Did he work in a research institute specializing in computer science?5. Was he given the assignment of designing the World Wide Web or did he hit upon the idea just byaccident?6. What was it that made WWW a reality?II. The Main IdeasAnswers for reference:1. Access to the Internet which gives people information of all kinds seems a matter of course.2. World Wide Web, which began as a little computer program nearly 20 years ago, was the work of TimBerners-Lee alone.3. Having designed a kind of “hypertext”notebook which linked various kinds of information on hisown computer, Berners-Lee wanted to open it up to everyone who would like to link their stuff to his.4. Berners-Lee devised HTML, URL and HTTP, all of which finally brought the World Wide Web tofruition in 1991.5. Brought up as a quintessential child of the computer age, Berners-Lee created a most significantglobal system.6. In spite of his Gutenbergian creation of the WWW, Berners-Lee chose the non-profit road, both forhimself and for his creation.II. Teaching Points for Reference1. It turns out you can “enquire”about nearly anything…—It happens that you can ask about almostanything…Turn out meaning “happen to be, or be found to be”is usually followed by a noun or an adjective. It may also be followed by a that clause. Examples:Much to his disappointment, his experiment turned out a failure.After a long spell of rain, it turned out to be fine and sunny on the day of our sports meet.It turned out that the unexpected visitor was one of my mother’s former students.2. …access to the Internet—the opportunity to use the Internet. Access meaning “the means or opportunity or right to use or see something”is followed by the preposition to.Examples:In a university library, we have access to large numbers of academic books.In our country every child has access to education.3. Thomas Edison got credit for the light bulb—Thomas Edison received recognition for the light bulb. Credit for something is the recognition or respect or praise given to someone because of something they have done or achieved. Examples:We gave Wang credit for his remarkable achievements in biotechnology.Tim Berners-Lee should be given credit for the creation of WWW.Credit should go to Frank for the team’s success.4. It started, of all places, in the Swiss Alps.Of all places, of all things, or of all people are used to suggest that a particular place, thing, or person seems surprising or unlikely when there are many other places where something might happen, many other things which might be expected to be done, or many other people who might be present or be doing something. Examples:Of all places, they went vacationing in an unknown village.Of all things, she bought an ordinary bowl as a souvenir.I can’t understand why she, of all people, should speak to us about how to use the computer.5. … that dealt with information in a “brain-like”way —that handled information in the way as the brain does. Deal with is used in different ways with different meanings.Examples:Mark is very smart. He can deal with (handle) all kinds of difficult situations.Recently I read an article which dealt with (concerned / was concerned with) the latest developments in computer science.Be cautious about what kind of business firms you deal with (do business with).6. keep track of all the random associations one comes across…Keep track of means “keep oneself informed about something”or “pay attention to something so thatone knows what is happening.”Example:We read newspapers every day to keep track of current events.The opposite of keep track of is lose track of. Example:We’ve lost track of him since he left Shanghai for home.Random means “unplanned, unintentional, aimless, purposeless, etc.”Examples: While everyone was discussing the question seriously, John made a few random remarks now and then.He was whiling away his time by putting down some random thoughts on paper.At random is used adverbially. Examples:He put the books on the bookshelves at random (i.e., without putting them in any order).She chose a number of books at random to lend to her neighbor.7. The rest of the world may be trying to cash in on the Web’s phenomenal growth…—Other people may be trying to take advantage of or make a profit from the unusually fast development of the Web… Cash in on means “take advantage of or make a profit from a situation in a way that is unfair.”Example: The only shop in that out-of-the-way village cashed in on the shortage of everyday necessities by putting up prices.Oral WorkI. Role-playDiscussing Plans after GraduationII. Interaction ActivitiesParents and ChildSuggestions:Unit 5(7 hours)Teaching objectivesa.Have a basic understanding of Antarctic facts.b.Understand the writer’s logic of writing: appearance of Antarctic, Features of Antarctic; differencesbetween Antarctic and Arctic.c.Appreciate the wiring style: expository piece of writingd.Learn language pointse.Oral speaking practiceTeaching emphasisa.Vocabulary: precipitation; habitation; obscure; tempestuous: haul; gust; tenureb.Sentences: Seen from space ... the most distinctive feature of our planet is the ice sheet ofAntarctica ...c.Understand main idea of the textTeaching procedures:TEXT IAntarcticaI. Pre-reading QuestionLet the students air their views freely:For further reference, consult relevant issues of Beijing Review, China Today, China Daily, etc.II. The Main IdeasAnswers for reference:1. great isolation from other land2. not inhabited by humans3. hardly any plant or animal life4. no human child ever born there5. very little rain6. intense cold。
新编大学基础英语综合教程4教案
Lesson 1 DedicationLearning Objectives:1. Describing people and identifying common factors.2. Defining words and discussing the connotations.3. Reading a text about a man with an obsession.4. Discussing body transformations.Speaking1. Work in pairs. Look at the photos and discuss these questions.1) What does each picture show?2) How would you describe the people in the pictures?3) What do you think they might have in common?4) Do you think you are like any of these people? If so, in what way?Vocabulary : Talking about people1. Look at these definitions. Can you guess the words? In what way are the words different? Do they have positive or negative connotations?3. Look at the following words, which are all synonyms of determined. Do the words have positive or negative connotations? Divide them into two groups, using a dictionary to help you.4. Work in small groups and compare your one of the words to describe someone you know.My 11-year-old daughter is really obstinate — nothing I say can persuade her to read a book, she just watches rubbish on TV all the time.5. Read the short profiles below and decide which word in Exercise 3 best describes the person. More than one word may be appropriate.1) A politician who always gives her full support to her party leader, even when she does not agree with all the party's policies unwavering2) An employee who works day and night to get a promotion, even though it will probably be given to someone else. dogged/determined/persistent3) A woman who has recovered from cancer three timesstrong-willed/resolute4) A man who has failed his driving test ten times and is to take his test again next month.determined/persistent5) A child who refuses to wear blue trousers today. stubborn/wilful6) A president defending his club, which refuses membership to women. obstinate7) A girl who devotes all her free time to tennis practice and has no social life as a result. single-minded8) A single-parent father working, studying and bringing up two children. resolute/determinedSpeaking & Reading: Lexical preparation(1) go by sth.: to be guided by sth.; to form an opinion from sth.. That's a good rule to go by.2) lose count (of sth.): to forget the total of sth. before you have finished counting it. She had lost count of the number of times she'd told him to be careful.Speaking & Reading1. Work in pairs. Make a list of the different ways that people typically choose to change their bodies.2. You are going to read an article about a man called Stalking Cat. What changes do you think he has made to his body?3. Read the article and check your ideas.4. Read the text again and decide if these statements are true (T) of false (F).If false, explain why.(1) Plastic surgery is still relatively unusual. FIt is now commonplace2) Dennis Avner can't remember how many changes have been made to his body. T3) It is thought that a psychological illness may be the cause of Stalking Cat'T s behaviour.4) Because of the changes to his body, Cat is in constant pain. FT he procedures hurt at the time but there is no ongoing pain.5) The procedures Cat has undergone have been carried out illegally. FHe has to have the surgery carried out by a body modification artist because it would be illegal for a medical professional to alter appearance to this extent.6) Cat does not suffer any pain during the operations. FHe cannot have anaesthetic because only qualified doctors can administer it, so the operations are very painful.7) He does not particularly enjoy making the changes to his body. T8) He will probably not make any more changes to his body. FHis goal is to become a perfect cross between a cat and a human, so it is likelyhe will continue.5. Look again at the adjectives in Vocabulary, Exercise 3. Which would you use to describe Stalking Cat?6. Work in pairs. Discuss these questions.1) Think of someone you know who has made changes to his / her body. Was he / she happy with the results? Why? / Why not?2) In what circumstances would you consider making changes to your body?3) If you could transform yourself into a perfect cross between a human and an animal, which animal would you choose? Why?7. Translate the following sentences into English.1)如果可以依据以往的经验，这个航班会晚点的。
新编英语教程4
▪ sin—breaking of God’s laws, disobedience to God’s commandments
▪ revival—series of meetings intended to produce an increase in interest in religion, or to stir up the religious faith among those who have been indifferent, usually by preaching and confession of sins （鼓动性的）福音布道会
▪ V. For you to understand better ▪ 在开放的现代社会，跨文化的言语交际显得愈发重要，已经成为现代交际中引人注目的一个特点。交际中的文化
差异随处可见，言语环境中的文化因素受到普遍重视。下面是英汉文化中十大常见差异。 1．回答提问 中国人对别人的问话，总是以肯定或否定对方的话来确定用“对”或者“不对”。如： “我想你不到20岁，对吗？” “是的，我不到20岁。” （“不，我已经30岁了。”） 英语中，对别人的问话，总是依据事实结果的肯定或否定用“Yes”或者“No”。如： “You're not a student，are you？” “Yes，I am．” （“No，I am not．”） 2．亲属称谓 英语的亲属以家庭为中心，一代人为一个称谓板块，只区别男性、女性，却忽视配偶双方因性别不同而出现
Unit4Creativity新编大学英语第二版第四册教案
Unit 4 CreativityUseful InformationCreativity is a rather vague ability that usually implies originality and imagination. Although one normally associates creativeness with artists and poets, people of all ages can demonstrate creativity in a wide variety of ways. A child can create an imaginary village from an odd assortment of sticks and stones. A factory worker can solve a complex mechanical problem in an inventive fashion. An advertising agent can think up an inexpensive and humorous way to reach a new clientele.As a general rule, creativity does not necessarily require sophisticated skills or great intelligence. The creative process often involves intuitive perception, ―lateral thinking‖, and experimentation by trial and error. In other words, a creative person might guess at a possible solution, pull in comparisons from totally unrelated fields, and accept mistakes as a normal part of problem-solving.Are there situations or attitudes that inhibit or prevent creativity? Teachers who regard energe tic and inquisitive children as ―naughty‖ probably discourage creativity. A boss who feels threatened by employees questioning old ways and who calls suggestions a ―nuisance‖ is not favoring creativity in the workplace. Parents who expect their children to draw or paint like great masters will not tolerate ―messy‖ or ―ugly‖ art work, which may be creative.Education—Chinese and Western—involves learning skills and acquiring a body of knowledge in many fields. This aspect of education does not enhance creativity which is generally considered to be one of the key aims of Western education. Certainly since the 1960s in the United States, Canada and Australia increasing efforts have been made to integrate strategies into the educational system that help childr en to learn ―by doing‖, by ―hands-on‖ classwork and by special ―projects‖. All of these student-centered activities are designed to teach children to draw conclusions from their own observations or from those of their group and especially to learn how to research a topic on their own. Science fairs and science Olympics encourage middle school and high school students to invent all kinds of things. Children are also expected to ask questions and to work independently at a very young age. Creative writing classes allow children to write short stories and novels. The quality may be questionable, but the aim is to give students total freedom to experiment.An educational system that fosters creativity presupposes the positive value of individualism. Cultures that stress collectivism and group solidarity may not place greatimportance on individual expressions of creativity. Societies or institutions based on a hierarchical distribution of power may regard individual creativity as irrelevant and destablilizing.Strategies that encourage children to experiment and think for themselves are often criticized because they slow down the learning process and the acquisition of skills. In other words, they are considered to be inefficient. Certainly they do imply a tolerance for guess work, errors and imperfection.Part One Preparation1. What Is Creativity?Samples―Being creative‖ means one can think of things that others cannot.―Being creative‖ means one can solve problems in a simple and original way.―Being creative‖ means one can think and do things in an unusual way.Being creative is not limited to scientists or artists. Actually, ordinary people also do creative work in their lives. It is carried on all the time by amateur inventors who find new and more convenient ways of doing everyday things. For example, the paper clip was invented by a man who kept losing his paperwork. Thanks to his own invention, he’s now very well organized.2. Creativity and InventionsThe calculator replaced mental calculations, tables and the abacus. The results are more accurate, the problems can be worked out more quickly, and complex operations with large sums can be done easily.The lightbulb replaced candles, lamps and torches. With a lightbulb, we can produce light with electricity, which is cleaner, and more convenient than candles and lamps, etc.The ballpoint pen replaced pen and ink. It is more convenient, easier to carry and often neater.The refrigerator replaced other ways of preserving food such as ice, salt and drying. It enables people to keep meat, fish, vegetables and other foods fresh for many days.3. What’s My Line?1) ACTRESS 2) WAITER 3) ARTIST 4) BUTCHER 5) BANKER 6) ACTOR4. Optical Illusion and ImaginationLooking inside: a room, a door, a window, a basket, a part of a corridor, a passage, a chimney.Looking forward: a platform, a key of a key-board, the back side of the TV, the roof of a building, a chocolate, a pyramid in South America.Looking flat: a handkerchief with plain shapes, a screen hanging on the wall.Looking from the upper side: a box, a cube.Part Two READING-CENTERED ACTIVITIESPre-Reading– No. They made the decisions and I obeyed. If I did not obey, I would be punished. They meant well and wanted to teach me the right moral values and ways of behavior so that I wouldn’t make mistakes. But sometimes, I think they should have let me explore the world and discover things. I think that children are clever enough to think for themselves and should be encouraged to make their own decisions. And they wouldn’t feel uneasy or at a loss when their parents are not around.– Yes. My parents, especially my father, favor a more democratic style of parenting. They seldom try to impose their own opinions on me and most of the time they let me make decisions for myself. Sometimes I even make painful and important decisions. For instance, as for the university I should enter and the major I should choose, I discussed these with them several times. I knew they’d like me to stay in my hometown, but they n ever told me this when they learned that I had decided to enter XX University. That’s why I’m here, in the university of my own choice.–Yes. I could talk freely with the guests of our family, especially when the visitors were our relatives or close friend s of my parents. It doesn’t mean I joined them all the time. I talked with them only about topics I knew about or I was interested in. If I had not been allowed to speak to them, I would have felt like a little child or an outsider even though I was not really young, and I would not have felt like part of the family.–No, they never did. They maintained that what adults were talking about was none of a child’s business. And they also thought it was impolite for a child ―to interfere with‖ adults’ business. So I was never allowed to be involved in their conversation. I felt I was neglected. In order to capture their attention, I deliberately became mischievous. As you can imagine, this kind of behavior brought about even worse situations for me.Passage ReadingWords, Phrases and Grammatical Points1. Creativity is not something one is just born with, nor is it necessarily a characteristic of high intelligence. (l. 17-18)这里，nor后面的句子是倒装句。
新编英语教程4-unit-1PPT课件
•
Practice: He greeted his daughter and even her doll.
•
Reaction: None.
• e. Show an interest in your children’s friends.
• a. Be spontaneous in showing affection.
• Practice: He sneak up on his wife and kissed her on the back of the neck.
• Reaction: His wife shrieked and dropped a cup.
2.The supporting details:
• (1) The writer has collected his New Year’s resolutions from self-improvement books. (1st paragraph)
• (2) The practice of his 8+2 resolutions—all are in the parentheses except trying to establish some kind of rapport (from 2nd paragraph to L.76)
ideas (1); • Composition writing—narration; • Letter writing—introducing someone •
Text I Pre-reading activities
• 1.About New Year’s Resolutions
• A.Top 10 Most Common New Year Resolutions • 1. Lose weight • 2. Stop smoking • 3. Stick to a budget • 4. Save or earn more money • 5. Find a better job • 6. Become more organized • 7. Exercise more • 8. Be more patient at work/with others • 9. Eat better • 10. Become a better person
李观仪《新编英语教程（4）》（第3版）学习指南【词汇短语＋课文精解＋全文翻译＋练习答案】
目 录Unit 1一、词汇短语二、参考译文三、课文精解四、练习答案Unit 2一、词汇短语二、参考译文三、课文精解四、练习答案Unit 3一、词汇短语二、参考译文三、课文精解四、练习答案Unit 4一、词汇短语二、参考译文三、课文精解四、练习答案Unit 5一、词汇短语二、参考译文三、课文精解四、练习答案Unit 6一、词汇短语二、参考译文三、课文精解四、练习答案Unit 7一、词汇短语二、参考译文三、课文精解四、练习答案Unit 8一、词汇短语二、参考译文三、课文精解四、练习答案Unit 9一、词汇短语二、参考译文三、课文精解四、练习答案Unit 10一、词汇短语二、参考译文三、课文精解四、练习答案Unit 11一、词汇短语二、参考译文三、课文精解四、练习答案Unit 12一、词汇短语二、参考译文三、课文精解四、练习答案Unit 1一、词汇短语Text I1. resolution [7rezE5lju:FEn] n. a resolving to do something决心，决定：determined/ unshakable/ inflexible resolution坚定的决心；come to/ form/ make/ take a resolution下定决心2. bless [bles] vt. to confer well-being or prosperity on保佑，赐福：be blessed with 有幸拥有3. boundless [5baJndlIs] adj. having no boundaries or limits无限的，无边无际的：Stars are twinkling in the boundless sky.在辽阔无垠的天空上到处是繁星闪烁。
4. tiptoe [5tiptEu] vi. to walk or move quietly on one’s toes踮起脚走：She tiptoed to the bedside of the sleeping child.她用脚尖悄悄地走到酣睡的孩子床前。
新编大学英语教案 第四册 Unit4
新编大学英语教案（4）Unit 4 CreativityAims of TeachingMaster some wordsLeading students to think something about the creativityKey PointsMaster the important grammarMethods of TeachingUsing multi-media teaching equipmentGroup-DiscussionAnalyze the text.Time ArrangementUnit 4 CreativityI. Preparation1. What is creativity?The definition of creativity.----Being creative means one can think of things that others cannot.----Being creative means one can solve problems in a simple and original（独创的，新颖的）way. ----Being creative means one can think and do things in an usual way.---Being creative is not limited to scientists or artists. Actually, ordinary people also do creative work in their lives. It is carried on all the time by amateur inventors who find new and more convenient ways of doing everyday things. For example, the paper clip(纸夹) was invented by a man who kept losing his paperwork. Thanks to his own invention, he’s now very well organized.2. Do you parents ever let you make decisions when you were young? What do you think of your parents’ practice?----No. They made the decisions and I obeyed. If I did not obey, I would be punished. They meant well and wanted to teach me the right moral values and not to make mistakes. But sometimes, I think they should have let me discover things by myself. I think that children are very clever and should be encouraged to make decisions by themselves.3. Did your parents allow you to speak to guests who came to your house? How did you feel if you were not allowed to?----Yes. I could talk freely with the guests of our family. If I had not been allowed to speak to them, I would have felt like a little a child or an outsider（局外人）even though I was not really young, and I would not have felt like part of the family.4. Which should be emphasized in education, knowledge or creativity?----Both are equally important, and no system should only emphasize one. Knowledge involves facts and skills which are essential, but creativity allows you to do original things with your knowledge. If I had to emphasize one, I would choose creativity since it is more important than facts and figures that will be forgotten.5.How can schools encourage creativity in students?----Reduce the amount of memory work. Memorizing things does not encourage thinking. If students are told to memorize, they are not encouraged to solve problems in an original way, but just to obtain or give back information.----Encourage students’ curiosity. If students are curious, they will explore more and become more interested.----Give homework that tests students’ ideas and theories rather than piles of work that require them to repeat what their teachers do in class.----Stop thinking that children are stupid and that they must always be told what to do and how to do it.----Offer more classes on art and music.----Leave students more time so that they can go out and observe nature.----Provide more chances for students to visit exhibitions and have discussions.----Let students talk about their interests and realize the importance of their interests.II. Reading-Centered ActivitiesThe Case for Creativity ---Encouraging Children to Think1. Pre-readingDirections: Wok in pairs to discuss the following two questions.1) Did your parents ever let you make decisions when you were young? What do you think of your parents’ practice?2) Did your parents allow you to speak to guests who came to your house? Hoe did you feel if you were not allowed to ?II. Language Points1.key1）an instrument, usu. made of metal, for locking or unlocking (a door) or starting and stopping ( a car engine)2）any one of the parts in a musical instrument, or in a machine, that is pressed down to produce the desired sound or other result: the keys of a piano3）something that explains, answers, or helps you to understand: a key to the grammar exercise4）someone or something that is very important; that is necessary for success: He is a very important man with a key position in the firm.2. a number of: somea. A number of people came to the meeting.3.beyond: prep1)on or to the further side of: What lies beyond the mountains?2)(of time) later than; past; aftera. Don’t stay there beyond midnight.3)out of reach of ,outside the limits ofa. The book was beyond my reach.4.tend to: 趋向a. Janet tends to get very angry if you annoy her.5. emphasis (on ,upon): special force given to certain words, ideas or details, in speaking, writing,drawing, etc. to show that they are particularly importanta. This dictionary places a special emphasis on grammar.6.instead of : prep in place ofa. If I had not got cold I’d be working rather than lying here in bed.7.even if: conj. Though (即使)a. Even if you don’t like wine, try a glass of this!8.create v.a. A novelist creates characters and a plot.b. His shabby appearance creates a bad impression. （他那寒酸的样子给人留下不好的印象。
新编英语教程4_李观仪版Unit 4课件
I argue plainly that making marks in a book is not something done to spoil it but to show its worth and value.
“ I contend, quite bluntly, that marking up a book is not an act of mutilation but of love. ”
(workbook p.56)
★ integral
(~ to sth) necessary for completeness e.g. The arms and legs are integral parts of the human body.
If you write notes in the book yourself, the words and sentences will stand out more distinctly in your mind and last longer in your memory.
“ The physical act of writing, with your hand, brings words and sentences more sharply before your mind and preserves them better in your memory. ”
demand implies asking for (something) as if ordering (something) one has a right to.
require suggests a pressing, often an inherent need.
新编英语教程4第三版课程设计
新编英语教程4第三版课程设计1. 课程概述新编英语教程4第三版是面向大学英语四级考试的教材，本课程设计旨在通过对教材内容的深入解读和分析，为教师提供一份全面的教学指南，同时帮助学生更好地掌握英语四级考试所需的语言技能和知识。
2. 课程目标本课程旨在帮助学生：•掌握四级考试所需的语言技能和知识•提高听、说、读、写四项能力•培养英语学习的兴趣和自信心•为将来的英语学习和工作做好准备3. 教学内容本课程的教学内容包括教材中的所有单元，内容涵盖语音、语法、词汇和阅读等方面。
具体课程安排如下：第一讲：导论•简要介绍英语四级考试的相关内容和要求•介绍本教材的内容和特点•提出学生应该注意的学习方法和技巧第二讲至第六讲：基础单元•依次对教材中的单元1-5进行授课•重点讲解单元中的语音、语法、词汇和阅读内容•帮助学生掌握基本的英语语言基础知识和技能第七讲至第十讲：阅读单元•重点介绍教材中的阅读单元，包括词汇和阅读技巧的讲解•帮助学生提高阅读速度和理解能力第十一讲至第十二讲：写作单元•介绍教材中的写作单元，包括句子结构、段落组织和作文技巧•帮助学生提高写作能力，培养独立思考和表达的能力第十三讲至第十四讲：口语单元•重点讲解教材中的口语单元，包括口头表达技巧和演讲技巧•帮助学生提高口头表达能力和自信心第十五讲：复习与总结•对本学期所学内容进行复习和总结•帮助学生准备英语四级考试，并为将来的英语学习和工作做好准备4. 教学方法•综合运用听、说、读、写等多种语言技能培养学生语言综合能力•鼓励学生积极思考、主动参与课堂活动•采用多种教学方法，如课堂讨论、小组合作、任务型教学等•建立有效的反馈机制，及时了解学生掌握情况并进行调整5. 评估方式•小测验：每个单元结束后进行一次小测验以检测学生掌握情况•作业：每个单元结束后布置相应的作业，帮助学生巩固所学知识•期末考试：模拟英语四级考试，测试学生的英语水平6. 教学资源•教材：新编英语教程4第三版•备课资料：课件、教案、习题集等•教学软件：PPT、Word等•网络资源：参考资料、学习工具等7. 总结本课程设计旨在为教师提供一份全面的课程设计方案，帮助教师有条不紊地指导学生学习英语四级考试所需的知识和技能。
新编大学英语4教案
一、课题新编大学英语4 Unit 1二、教学目的1. 让学生掌握本单元的词汇和语法知识；2. 培养学生的阅读理解能力，提高英语实际应用能力；3. 增强学生的英语听说能力，提高跨文化交流能力。
三、课型新授课四、课时2课时五、教学重点1. 词汇：掌握本单元的词汇和短语；2. 语法：学习过去进行时态的构成和用法；3. 阅读理解：提高阅读速度和准确性，理解文章大意。
六、教学难点1. 过去进行时态的运用；2. 阅读中长难句的理解。
七、教学过程（一）导入新课1. 教师简要介绍本单元的背景知识，激发学生的学习兴趣；2. 学生自由讨论本单元的课文主题，提出自己的疑问。
（二）讲授新课1. 词汇教学：a. 教师带领学生逐一学习本单元的词汇，讲解词义、用法和搭配；b. 学生通过例句练习，巩固所学词汇；c. 教师组织词汇游戏，提高学生的词汇运用能力。
2. 语法教学：a. 教师讲解过去进行时态的构成和用法；b. 学生通过练习题，掌握过去进行时态的运用；c. 教师指导学生运用过去进行时态进行句子改写。
3. 阅读理解教学：a. 教师带领学生阅读课文，分析文章结构，讲解文章大意；b. 学生通过阅读练习，提高阅读速度和准确性；c. 教师组织讨论，引导学生深入理解文章内容。
（三）巩固练习1. 学生完成课后练习题，巩固所学知识；2. 教师讲解练习题中的重点、难点，帮助学生提高解题能力。
（四）归纳小结1. 教师总结本节课所学内容，强调重点、难点；2. 学生复述本节课所学知识，加深印象。
（五）作业布置1. 学生预习下一课的课文，了解课文主题；2. 完成课后练习题，巩固所学知识。
八、教具1. 多媒体课件；2. 词汇卡片；3. 练习题。
九、板书设计1. 词汇：本单元重点词汇；2. 语法：过去进行时态的构成和用法；3. 阅读理解：文章大意、重点句子。
十、教学反思本节课通过多种教学手段，让学生掌握了本单元的词汇、语法和阅读理解知识。
在教学过程中，教师注重学生的参与度，激发学生的学习兴趣。
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Unit 7 Unit 8
Exit
Unit 9
The Pearl
Diamonds
It is Not Bad to Be So-So Mr. Know All
Unit 10 From Composer to Interpreter to Listener
Unit 11 A Friend in Need
Yes Unit 15 Gettysburg Addresses
No to Give a How
Good Speech
Exit
出 版 人： 庄智象 策 划：倪淦英 陈 菊 薛东海 特约编辑：周 琰 袁 霞 责任编辑：陈 菊 校对测试：张 媛 孙 瑞 主 编：朱卫红 编 者：谢 瑾 付 丽 制作策划：邬宏江 程序设计：关 健 美术设计：严孜予 华中师范大学外国语学院 上海乐吾数码设计有限公司 制作 上海外语教育出版社 出版 ISBN 978-7-900717-71-9/H· 46 © 上海外语教育出版社，2009
Unitห้องสมุดไป่ตู้11 A Friend in Need
Unit 12 University Days
Unit 13 Dolly’s False Legacy
The Night the Bed Fell
A Look… and a Leap
Unit 14 Water, Water Everywhere
Taken from Are you sure you really want toof the The quit? Rime Ancient Mariner
Unit 12 University Days
Unit 13 Dolly’s False Legacy
The Night the Bed Fell
A Look… and a Leap Taken from The Rime of the Ancient Mariner How to Give a Good Speech
Unit 1
Unit 2
This Year It’s Going to Be Different
Englishes
Teacher of the Year
Miscommunication between Men and Women From Hen House to House of Representatives Book Review Internet Language Human’s Laughter Doris Lessing Wins Nobel Prize in Literature Animals in Antarctica
Are you sure you really want to quit?
Yes No Animals in Antarctica Exit
Unit 7 Unit 8
Unit 9
The Pearl
Diamonds
It is Not Bad to Be So-So Mr. Know All
Unit 10 From Composer to Interpreter to Listener
张茂林 何举纯 胡德香 刘东虹 余 波 尹 蔚
Unit 3 Unit 4 Unit 5
Salvation Writing Between the Lines Network Designer — Tim Berners-Lee
Unit 6
Predators, Parasites and Other Relationships A Sunrise on the Veld Antarctica
Unit 14 Water, Water Everywhere
Unit 15 Gettysburg Addresses
Exit
Unit 1
Unit 2
This Year It’s Going to Be Different
Englishes
Teacher of the Year
Miscommunication between Men and Women From Hen House to House of Representatives Book Review Internet Language Human’s Laughter Doris Lessing Wins Nobel Prize in Literature
Unit 3 Unit 4 Unit 5
Salvation Writing Between the Lines Network Designer — Tim Berners-Lee
Unit 6
Predators, Parasites and Other Relationships A Sunrise on the Veld Antarctica