重庆大学
课 程 教 案
课程名称：新视野大学英语 （1）
课程组：新视野课程组
New Horizon College English
(Book 2)
Teaching Plan for Unit 1
Time-Conscious Americans
1. Teaching Objectives
1) Understand the main idea and the structure of the text;
2) Grasp the key language points and grammatical structures in the text.
3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Course Arrangements
1st period
2nd period
3rd period
4th period
5-6 period
Pre-reading; While-reading
While-reading (Detailed reading of Parts of the text.)
While-reading; Post-reading (Theme-Related Language learning Tasks; Writing)
Post-reading; check on Ss’ home reading
The oral classes
Stage 1: Warming-up Activities (1 hour)
Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text
1. Group work: Make a guess at the general idea of the text using only the title.
2. Questions for thought and discussion: Listen to a short passage carefully and then answer the following questions (see the textbook).
3. Enriching your vocabulary on the topic:
● Read the sentences carefully and guess the meaning of the boldfaced term in each sentence according to the context and your own experiences. You may discuss it with your partner or refer to the dictionary at the end of the exercise.
a) The government has budgeted for two bridges in the city.
b) It is important to balance this year’s budget.
c) The telephone line was dead. Wendy replaced the telephone handle.
d) George has replaced Edward as the personnel manager.
e) We’ll have to replace the old computers with new ones.
f) I tried to stop him, but he elbowed me out of the way.
g) She elbowed her way through the crowd.
h) Increased interaction between the police and citizens will improve the rate of solving crimes.
i) Everyday the work begins with the ritual phrases of greeting.
j) I start to read English aloud the first thing after I get up in the morning and that has become a ritual.
k) The police are probing (into) trading, which breaks the law.
l) My watch doesn’t tick because it is electronic.
m) A team from the United Nations will observe the election to be sure that it is fairly conducted.
n) The company should be able to fulfill our requirements for product quality.
o) Four weeks have elapsed since we left home.
● Give synonyms for the words as many as you can and choose three words you think mostly closely related to the subject of the text.
p) Acute: fine, sharp, keen, severe, very great, shrewd, perceptive,
q) Abrupt: rough, not smooth, disconnected, sudden, unexpected
r) Convention: conference, custom, customary practice, agreement
s) Surroundings: conditions, setting, circumstances, situations
t) Assess: evaluate, value, estimate, judge, rate
u) Device: apparatus, implement, instrument machine, tool, trick
v) Obtain: acquire, gain, get, procure, receive
w) Superb: excellent, grand, grandiose, imposing, impressive, glorious
x) Competent: able, adequate, capable, effective, fit, qualified
4. Homework: a. learn the new words and expressions of the text by heart.
b. go over the text and write down the difficult points.
Stage 2: Reading-Centred Activities (2 hours)
Aim: global understanding of the text and active acquisition of the language points
1. Global Reading Task: Talk about the main idea of the text in groups and answer the following questions (see exercise 2).
2. Detailed Reading Task: Language points and some expressions to be explained
1) The class may begin with the students’ questions about the text. The students may put forward some difficult points about the text and ask some other students to answer them by analyzing, paraphrasing and translating. If the students’ answer are not satisfactory the teacher may add his/her opinion
2) When the students have no questions the teacher may lead the attention up to the points the students may ignore or may not understand by asking some other questions about the text.
Points that should be solved in class:
● Para. 1, line 2: past participle used as objective complement:
1. He did not wish it mentioned.
2. He was about to enter the hall when he heard his name called.
● Para. 1, line 3: Nominative absolute participle construction
1．Logic subject + present participle or with (without)+logic subject + present participle
1） He groaned and fell to the floor, blood streaming from his nose. 他哼了一声，鼻子流着血，倒在地上。
2） He passed by without anyone noticing him. 他从旁边走过，谁也没有注意到他。
2．Logic subject + passive participle or with (without)+ logic subject + passive participle
1) The table being set, we began to dine. 桌子一摆好，我们就开始吃饭了。
2) With all things being considered, he has done his best. 考虑到各种因素，他已经尽了自己最大的努力了。
3．Logic subject + past participle or with (without)+ Logic subject + past participle
1) The storm having destroyed their hut, they had to live in a cave. 暴风雨将房屋冲坏，他们只好住在一个窑洞里。
2) We sat face to face, without a single word said. 我们面对面坐着，一句话也不说。
4．Logic subject + infinitive or with (without)+ logic subject + infinitive
1) Here are the first two volumes, the third one to come out next month. 这儿是头两卷，第三卷下月出书。
2) I now pay you half the sum, with the other half to be paid next week.. 我现在先付你一半，剩下的一半下周付清。
5．Logic subject + noun or with (without)+ logic subject + noun
1) He appeared, his hair a wreck. 他出现时头发乱七八糟。
2) With his first shot a failure, Dyke fired again. 第一枪未射中，戴克又开了一枪。
6．Logic subject + adjective or with (without)+ logic subject + adjective
1) He sat there, his face serious and his attention steady. 他坐在那儿，表情严肃，注意力稳定。
2) With the weather so close and stuffy, ten to one it will rain presently. 天气这样闷热，十有八九要下雨。
7．Logic subject + adverb or with (without)+ logic subject + adverb
1) He lay on the floor face downward. 他脸朝下躺在地板上。
2) He went out with no hat on. 他没戴帽子出了门。
8．Logic subject +prepositional phrase or with (without)+logic subject +prepositional phrase
1) He leaned on the wall, a pipe in mouth. 他倚靠在墙上，嘴里叼着一支雪茄。
2) With the whole meetiong in uproar, the chairman abandoned the attempt to take a vote. 整个会议吵吵闹闹，主席放弃了付诸表决的企图。
9. Logic subject of the nominative absolute participle construction
1．The storm having damaged everything, many became homeless. 暴风雨将一切都冲坏了，许多人变得无家可归。（通格名词）
2．He being absent, nothing could be done. 由于他缺席，什么事也干不成。（主格代词）
3．It being very stormy, she had to stay at home. 由于风暴很大，她只好呆在家里。（非人称代词）
4．Himself still only a child, he had to rule over grown men. 他自己都还是个孩子就得统治成人了。（反身代词）
5．It having been proved that Mulroy was guilty, the judge passed sentence. 马尔罗伊有罪已经得到证实，法官给他判了刑。（形式主语it+实际主语）
10. Grammatical role of the nominative absolute participle construction 独立主格结构与句子其他部分没有语法关系，一般用逗号将它们隔开；独立主格结构在逻辑上是主谓关系，相当于一个时间状语、原因状语、条件状语、伴随状语、让步状语或一个并列句，其逻辑主语相当于状语从句或并列句的主语，后面部分相当于它们的谓语或表语；独立主格结构译成汉语时或是译成一个状语，或是译成一个并列句子。如：
1．The dark clouds having disappeared (=When the dark clouds have disappeared), the sun shone again. 乌云散去之后太阳又开始放射光芒。（表时间）
2．The door of the opposite parlour being then opened (=Because the door of the opposite parlour is then opened), I heared some voices. 因为对面客厅的门当时打开了，所以我听见了某些声音。（表原因）
3．He felt more uneasy with the whole class staring at him (=because the whole class stared at him). 全班都盯着他，他更感到不自在了。（表原因）
4．Conciliation failing (=If conciliation fails), forces remains; but force failing (=if force fails), no further hope of conciliation is left. 如果和解失败了，只有靠武力，但如果武力失败了，就不会再有和解的希望。（表条件）
5．They had many talks with the native, the guide acting as (=and the guide acted as) interpreter. 他们同当地人谈了多次话，由向导任翻译。（表伴随状况）
6．She went to the market, with her son following her (=and her son followed her). 她去市场赶集，儿子就跟在她后面。（表伴随状况）
7．So much money having being spent (=Though so much money has been spent), we have not seen any good result. 尽管花了这么多钱，我们却不见任何好结果。（表让步）
8．I read a novel, my wife sewing (=and my wife sewed) by my side. 我在读一本小说，我的妻子则坐在旁边缝衣裳。（表并列）
● Para. 2, line 5:
1. slave to/of sth: a person who is completely influenced or dominated by sth, e.g. a slave to drink, a slave to money, a slave to fashion
We are slaves of the motorcar.
2. nothing but: only, e.g. He is nothing but a criminal.
The report contains nothing but lies.
● Para. 2, line 5: as if, as though:
1. as if, as though所比较的如果是一种并非事实的设想，后面跟的从句须用虚拟语气，所比较的如果是（或很可能是）事实，则后面跟的从句须用直陈语气，动词be, look, seem, 同as if, as though连用， 这时主句中的be, look, seem，常不看作联系动词，而看作表意动词（notional verb）。Compare:
a) He looks as though he had seen a ghost.
b) It does look as if the very crisis is here.
c) He looks as if he were going through a great crisis.
d) He acts as if he is in love with her.
3. as if, as though引导无定形句（amorphous sentence），从反面来表示惊讶、不信任、愤慨等强烈感情。For example:
a) As though you didn’t know that?好象你不明白那件事似的！（你当然明白那件事。）
b) As if he would ever do such a thing!好象他会干这样的事似的！（他一定不会干这样的事。）
4. as if, as though + to infinitive, for example:
a) He shook his head as if (he wanted) to say “No”.
b) He opened his lips as if to say something.
● Para. 2, line 8: paraphrase the sentence: Once time is passed, it will not return. metaphor; Metophor means figurative language. It uses words to indicate something different from their literal meaning, that is: one thing is described in terms of another so as to suggest a likeness or analogy between them. The comparison in a metaphor is usually implicit. For example:
1. Military glory is a bubble blown from blood.军事荣誉是用殷红般的鲜血吹成的气泡。
2. The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is its natural manure.自由之树需要用爱国者和暴君的鲜血来浇灌。殷红的鲜血是养育自由树的天然基肥。
3. The hall way was zebra-striped with darkness and moonlight.月光射进回廊，在黑暗中投下条条光彩。
● Para. 3, line 18: paraphrase the sentence: Don’t let it upset yourself because they are treating everybody this way or because they are not doing this to you in particular. Take…personally: If you take sb.’s remarks personally, you are upset because you think that they are being critical about you in particular, e.g.
You mustn’t take her negative comments of your plan personally.
● Para. 3, line 18: present participle used as objective complement, e.g.
1. I shall have the machine running by the time you get back.
2. The news left me wondering what would happen next.
● Para. 4, line 27: paraphrase the sentence: Usually Americans don’t judge or evaluate their visitors in a restaurant or coffee house which are considered relaxed places through long, light conversations, it is even less likely that Americans take their visitors out for dinner or to play golf when …
● Para. 4, line 29: Since we in most cases evaluate our visitors and ask them questions from a professional point of view instead of a social one, we start talking what is our concern very quickly.
● Para. 5, line 34: especially given our traffic-filled streets: especially when we take into account our busy streets that are often full of traffic.
● Para. 6, line 38: double negation: important business must be carried out with eye contact, and through face-to-face conversation.
● Para. 7, line 46: whereas: in contrast, but; while, e.g.
3. They want a house, whereas we would rather live in a flat.
4. We thought she didn’t like us, whereas in fact she was very shy.
5. Their country has plenty of oil, while (whereas) ours has none.
● Para. 8, line 49: Paraphrase: If a certain amount of time is not allowed to pass, it will give the impression, in their opinion, that the task being considered is not important or not properly respected.
● Para. 8, line 50: Paraphrase: As a result, people feel that assignments are gaining additional importance with the passing of time.
Weight: importance, e.g.
Don’t worry about what he thinks, his opinion doesn’t carry much weight.
The many letters of support added weight to the campaign.
● Para. 8, line 54: get it moving: start work on it or get it done.
Get sth./sb. Doing sth: make sth./sb. Do sth:
Can you get the old car going again?
It’s not hard to get the boy talking; the problem is stopping him.
4) Simulated writing:
● The teacher may find out some sample sentences and ask the students to rewrite or make up sentences using the patterns.
1. (see exercises 7, 8)
2. Para, 2, line 5: Time is treated as if it were something almost real.
3. Para. 5, line 33-35: We communicate rapidly through faxes, phone calls or emails rather than through personal contacts, which though pleasant, take longer---especially given our traffic-filled streets.
4. Para. 6, line 38-39: In some countries no major business is conducted without eye contact.
5. Para. 8, line 53-54: The more important a task is, the more capital, energy, and attention will be poured into it in order to “get it moving”.
4. Vocabulary Exercises
Stage 3: Listen and Talk or Writing Exercises (1 hour)
Writing:
Step One: Ask the students to have a close look at the Text Structure Analysis sample on Page 13. The teachers can make some comments on this kind of writing skills.
Step Two: Ask the students to do the writing exercise on Page 14 in pairs but they just need to make an outline of the topics listed on Page 15. They can also think of some other topics. Then ask five groups of students to present their outlines.
Note: The students will be given 15 minutes to do this exercise. And the teachers can encourage them to think of as many details and reasons as possible. At the same time, the teachers should guide the students to select the appropriate details and reasons to support the General Statement.
口语
教案
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Unit One
Time in people’s eyes
Objective: To help students look into time from different perspectives.
Material: Paper with more than 15 English proverbs concerning time.
Warm-up questions:
✧ What’s the feature of time?
✧ What is most important in making an announcement, appointment or telling a story?
✧ Is Einstein’s theory of relativity concerned with time? How?
✧ Do you remember any proverb concerning time?
✧ What does time mean to soldiers, scientists and businessmen?
Procedure:
Step 1: divide the students into two teams (Team A and Team B). Tell the students to recall English proverbs concerning time as many as they can. With the questions as given above, students discuss on the questions.
Step 2: one member on Team A comes to the teacher and picks a new proverb from the paper; after he has learned it by heart, he shall go and visit each member of Team B.
Step 3: while another member on Team A is picking a different proverb, the former is talking with the members on Team B; he cannot return to his seat until each member on team B has learned the new proverb by heart.
Step 4: students on Team A take their turns with the purpose of telling each member on Team B their new proverbs. Once returned to their seats, they shall exchange the information the teacher gave them.
Step 5: when all the students from Team A have returned to their own seats, the teacher asks the students on Team B to tell the class what’s most impressive or instructive proverb to them?
Step 6: correction in pronunciation and grammar is needed, yet the more important is to ask them further questions such as:
How to understand “To choose time is to save time”?
Do you think one today is two tomorrows”?
Suggestion:
Recommend the class some useful sentence patterns they possibly use in this activity, such as, “There is something I am going to tell you.” “Will you please repeat it?” “How should we spell the word ‘wonder’?”etc.
Handout:
（一）时间是金，其值无价
Time is money.
（时间就是金钱或一寸光阴一寸金）
Time flies.
（光阴似箭，日月如梭）
Time has wings.
（光阴去如飞）
Time is a file that wears and makes no noise.
（光阴如锉，细磨无声）
Time and I against any two.
（和时间携起手来，一人抵两人）
Time is life and when the idle man kills time, he kills himself.
（时间就是生命，懒人消耗时间就是消耗自己的生命。或时间就是生命，节省时间，就是延长生命）
Time spent in vice or folly is doubly lost.
（消磨于恶习或愚行的时间是加倍的损失）
（二）时间是风，去而不返
Time undermines us.
（光阴暗中催人才。或莫说年纪小人生容易老）
Time and tide wait for no man.
（岁月不待人）
Time cannot be won again.
（时间一去不再来）
Time lost can not be recalled.
（光阴一去不复返）
Time flies like an arrow , and time lost never returns.
(光阴似箭，一去不返）
（三）时间是尺，万物皆检
Time tries friends as fire tries gold.
(时间考验朋友，烈火考验黄金）
Time tries truth.
（时间检验真理）
Time is the father of truth.
（时间是真理之父）
Time will tell.
（时间能说明问题）
Time brings the truth to light.
（时间使真相大白。或时间一到，真理自明。）
Time and chance reveal all secrets.
(时间与机会能
提示
春节期间物业温馨提示小区春节期间温馨提示物业小区春节温馨提示春节物业温馨提示物业春节期间温馨提示
一切秘密）
Time reveals(discloses) all things.
（万事日久自明）
Time tries all.
（时间检验一切）
（四）时间是秤，衡量权质
There is no time like the present.
（现在正是时候）
Take time by the forelock.
(把握目前的时机）
To choose time is to save time.
（选择时间就是节省时间）
Never put off till tomorrow what may be done today.
（今日事，今日毕）
Procrastination is the thief of time.
（拖延为时间之窃贼）
One of these days is none of these days.
（拖延时日，终难实现。或：改天改天，不知哪天）
Tomorrow never comes.
（明天无尽头，明日何其多）
What may be done at any time will be done at no time.
（常将今日推明日，推到后来无踪迹）
（五）时间是水，淘金流沙
Time works wonders.
（时间可以创造奇迹或时间的效力不可思议）
Time works great changes.
（时间可以产生巨大的变化）
Times change.
(时代正在改变)
Unit Two
Customs & Manners in Other Countries
Objective: To help students to be aware of the cultural differences.
Material: Dialogues and Short tips on culture
Warm-up questions:
✧ What do you think is the best gift for an old man you don’t know much?
✧ How many roses do people buy for their beloved on Valentine’s Day?
✧ Do Koreans and Japanese bow in the same way?
✧ Do we shake hands differently from Americans and Mexicans?
Procedure:
Step 1: divide the students in pairs of groups of three.
Step 2: give each pair/ group a tip on culture or a dialogue.
Step 3: After a short preparation, Pairs shall be invited to the platform for retelling or performance.
Properties:
10 plastic flowers; tie; tea box; 4 pens, etc.
Handout:
1) How to Greet People
The simplest thing to say is “Good morning,” “Good afternoon” or “good evening.” This greeting is given to one whom you know only slightly, or to any one you are passing quickly. “How are you” is usually used when you are not in such a hurry. No answer is expected other than “ Fine, thank you.” “Hello” is the commonest form of greeting between good friends.
2) When to Raise Your Hat
If you are wearing a hat which can be taken hold of easily, it is customary to raise it slightly off your head when you greet a girl or a woman.
3) When to Shake Hands
It is customary to shake hands when you first meet someone. And usually friends shake hands when they meet after not having seen each other for some time. However, it is not necessary to shake hands.
4) How to Address a Person
It is always good form to use the name of the person you are greeting. You might say, “Good Morning, Mr. Johnson” or “ Hello, Franklin”. A person’s surname should be used unless he is good friend or schoolmate.
5) How to Introduce People
In introducing two people, the general rule is: Introduce other people to the person you wish to honor. The old are honored in the West as in China. Women have been honored in the West since the days of knighthood.
6) Rising at Introduction
A man always rise for an introduction, except that it is sometimes all right for an elderly man to remain seated when a young man is introduced to him. The hostess always rises for an introduction.
7) Introducing Yourself
If you want to meet someone, it is better to ask a friend who knows him to introduce you. But sometimes at a meeting or gathering it is all right to introduce yourself to a fellow-student, or to one of the same sex and position.
8) Replying to an Invitation
Foreign custom is much more strict than Chinese custom in the matter of replying to invitations. When you receive an invitation you should answer it immediately, saying definitely whether you are able to accept it or not.
9) Written or Verbal Reply
If the invitation is given by word of mouth, in conversation or at a chance meeting, you should answer at once whether you can come or not. If you cannot give an answer at that time, you may say, “May I let you know this evening?” Or some such words.
10) The Right Time to Arrive
When invited to luncheon, dinner, or supper, it is very impolite to arrive late, as it is usually planned to have the meal at the exact hour given in the invitation.
When you arrive, the hostess or some member of the family will probably meet you at the door and take your coat and hat. In the winter time, you should dress more lightly than usually, as you may expect the rooms to be warmer than in most Chinese homes.
The hostess will ask her guests to come in to dinner. She may or may not ask each gentleman to take a lady in. If she does, the lady will take the gentleman’s arm as they walk into the dining room. If she does not, the ladies will go in first, followed by the gentlemen. The hostess will either point out their seats to the guests as they come in or have a place card at each place with the guest’s name on it.
11) How Long to Stay
After the meal is over it is not polite to leave for at least half an hour, lest you seem to have come only for the meal. An evening dinner invitation usually implies that you stay for the whole evening. The hostess often plans some after-dinner entertainment.
12) What to Say on Leaving
When leaving any kind of a party, a guest always expresses his appreciation to the hostess. Some such words as these are appropriate. “Thank you so much. I’ve had a delightful evening.”
Argentina
Woman: This is interesting. Did you know that in Argentina you should never give clothing unless you know the person really well?
Man: Don’t give clothing? Why not?
Woman: Clothing - even things like ties - are too personal. Only good friends give them.
Man: Huh? I never thought of a tie as being personal ... just uncomfortable. What should you bring?
Woman: I don’t know. Maybe something for the house.
Switzerland
Man: We’re meeting Mr. Mertz and his wife for dinner. Maybe I should bring flowers or something … Yeah, I’ll pick up some red roses.
Woman: You don’t want to bring roses. In Switzerland, they could be a symbol of love and romance.
Man: Oh, I didn’t know that.
Woman: I think candy or chocolate might be better.
Italy
Woman: I’d like some flowers. Uh ...Those. About ten, I guess.
Man: Ma’am, I don’t think you should give ten flowers. In Italy, even numbers - 2, 4, 6, and so on— are bad luck.
Woman: Even numbers are bad luck? OK, I’ll take nine flowers then.
Japan
Woman: May I help you?
Man: I’m going to stay with a family in Japan. I need to get something for them.
Woman: Pen sets are always a good gift.
Man: Oh, that’s a good idea. Let’s see ... There are sets with a pen and pencil ... and bigger sets with four pens.
Woman: Don’t give a set of four pens— in fact, don’t give four of anything. It’s bad luck. The Japanese word for “four” sounds like the word for “death”.
Man: Thanks for telling me. I’ll take the pen and pencil set.
Woman: Good choice. These sets make very good gifts. After all, pens write in any language!
Man: Uh ... yeah. Right.
A bow
Around the world, there are many different ways to greet people. Bowing is the traditional way of greeting in Northeast Asian countries like Korea and Japan. This picture, for example, shows how Japanese women bow. In Japan, when you bow, you don’t look directly at the other person’s eyes. But in Korea it’s important to see the other person’s face when you bow. In both countries, people bow to show respect.
A hug
When good friends meet in Russia, they often hug each other. This is true for both women and men. Russia isn’t the only place where friends hug. In Brazil, for example, friends also hug each other in greeting. In Brazil, the hug is called an abraco.
A strong, Short Handshake
You know how to shake hands. This is common in many countries. But it isn’t always done the same way. In the United States and Canada, for example, people usually give a strong, short handshake. It’s short but rather firm.
A softer, Longer Handshake
In many other countries, people also shake hands. But they do it differently from in the U. S. and Canada. In Mexico and in Egypt, for example, many people - especially men – shake hands. Mexican and Egyptian handshakes usually last a little longer. The handshake is softer—not as strong.
Teaching Plan for Unit 2
Environmental Protection Throughout the World
1. Teaching Objectives
1) Understand the main idea and the structure of the text;
2) Grasp the key language points and grammatical structures in the text.
3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Course Arrangements
1st period
2nd period
3rd period
4th period
5-6 period
Pre-reading; While-reading
While-reading (Detailed reading of Parts of the text.)
While-reading; Post-reading (Theme-Related Language learning Tasks; Writing)
Post-reading; check on Ss’ home reading
The oral classes
Stage 1: Warming-up Activities (1 hour)
Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text
5. Group work: Discuss the following question in groups and then choose a group member in each group to give your presentation about the result of your discussion.
What do you know about the environmental protection in the world?
6. Questions for thought and discussion: Listen to a short passage carefully and then answer the following questions (see the textbook).
7. To get some ideas about the background information of the text by answering the following questions. You may discuss them in groups or refer to the dictionary to answer them.:
● What is the study of the relationships among plants, animals, people, and their environment, and the balance among these relationships?…Ok, how do you spell the word? (ecology)
● Where is New England? Why is it called the name? (New England is in the USA, which is the most northeastern region of the USA. It was so named by John Smith when he explored it in 1616. A New Englander is a native or resident of New England.
● Grand Banks is one of the world’s greatest cod-fishing grounds. Do you know where is Grand Banks? (Grand Banks is a vast extension of the ocean off southeast Newfoundland in the North Atlantic.)
● What do you call the religion of Muslin? (Ok, Islam)
● Where is the chief holy city of Islam? (Ok, Mecca or Makkah) And whose birthplace was it? (It was the birthplace of Muhammad.)
4. Enriching your vocabulary on the topic: Read the sentences carefully and guess the meaning of the boldfaced term in each sentence according to the context and your own experiences. You may discuss it with your partner or refer to the dictionary at the end of the exercise.
1. The government is making some fresh initiatives to try to deal with the problem.
2. Because of a stupid mistake, we lost the initiative in the business discussions; the other side has the initiative now.
3. The government has made attempts to reduce soil erosion.
4. The president was facing a great erosion of public support.
5. This country was colonized for a time by the Japanese.
6. The repairs to the school will be financed by a private company.
7. The company needs a man who knows finance.
8. Whether it can be done depends on your finances.
9. They are contaminating the minds of our young people with these rotten ideas.
10. A fund was set up to protect the rare plants.
11. I’m short of funds so I’ll pay you next week.
12. The rich man was fond of funding films.
13. The last few years have seen an explosive increase in the number of homeless people on our streets.
14. Certain gases are highly explosive.
15. The heat set off some explosive.
16. The team is sponsored by Sony, so the players wear the letters SONY on their shirts.
17. He sponsored the plan at the meeting.
18. Strawberries have become a major cash crop in the area.
19. The computer has made a great impact on modern life.
20. The cup hit the wall and broke on impact.
21. Falling trade rates have impacted on the country’s economy.
22. The ball impacted against the bat with a loud noise.
23. We gave the old man shelter for the night.
24. The trees shelter the house from the wind.
9. Give synonyms for the words as many as you can and choose three words you think mostly closely related to the subject of the text.
● Abundant: plentiful, rich, wealthy
● Species: kind, sort, type, group, class, variety
● Diversity: variety, difference, dissimilarity, unlikeness, variation
● Extensive: wide, large, broad, extended, expanded
● Massive: bulky, heavy, weighty, huge, immense
● Convert: transform, change
10. Homework:
a) learn the new words and expressions of the text by heart.
b) The students are to be divided into several groups. When they preview the text, each group will be responsible for one part of it, making sure they understand every word and sentence in this part. Then in the class time, students may ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation.
Stage 2: Reading-Centred Activities (2 hours)
Aim: global understanding of the text and active acquisition of the language points
4. Global Reading Task: Talk about the main idea of the text in groups and finish the following comprehension task.
Problem: ________________________________________________
(In most parts of the world, environmental awareness does not exist. In recent years environmental damage has increased.)
Solution:_________________________________________________
(Many countries has undertaken new environmental initiatives.)
Examples:
Canada:_________________________________
(Canada has closed the area to cod fishing and set strict limits on catches of other species.
Costa Rica:___________________________________
(a series of new environmental laws, the creation of parks and nature preserves)
Brazil:_______________________________________
(It ended tax favors that had encouraged clearing of the Amazon rain forest, and agreed to a plan to finance new forest protection projects. )
Eastern Europe:______________________________
(Most countries have set up special funds for environmental cleanups and improving the region’s power plants. In addition, Germany and the Czech Republic have signed a treaty to protect the Elbe River.
Ghana:_______________________________________
(The government has urged local villages to create more shared farmland. It has sponsored the growing of cash crops and the planting of trees to regenerate wasteland. )
Indonesia:____________________________________
(The government has waged a massive ad campaign to encourage birth control)
2. Detailed Reading Task: Language points and some expressions to be explained
The students are to be divided into several groups and are encouraged to ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation. The teacher can also ask some questions to guide the students, or give more information, or ask them to do the corresponding exercises in the book.
3. Points that should be solved in class:
● Para. 1, line 3: Meaning: However, because lately the environment is increasingly damaged, people in a number of areas all over the world have changed their attitudes quickly and even taken action towards the damage.
Spring up means suddenly appear or come into existence. E.g. 1) Towns have sprung up in what was a dry desert. 2) New theatres and arts centers sprang up all over the country.
Pocket means a small area or group that exists separated from others like it. e.g. 1) The newly established government controls the main part of the city except for a few pockets of the residence. 2) There is a pocket of unemployment in the industrial areas.
● Para. 2, the first sentence: Meaning: Cod and other types of fish existed in great quantities in the fishing grounds, at a short distance away from the places that would later become eastern Canada and New England.
Off: prep. In the sea near… e.g. 1) He lived on a small island off the coast of France. 2) The ship sank six miles off Shanghai.
● Para. 5, a series of: a number of things or events that is of the same kind or related in some way, coming one after another or in order. E.g. a series of meetings, a series of concerts, a series of shows on TV, a series of good harvests.
together with: as well as; along with; in addition to. E.g. 1) He sent her some roses, together with a nice letter. 2) A famine started which, together with the war, destroyed millions of lives.
Nature preserve: an area of land or water kept for nature protection
One quarter: one fourth. In English we use the structure cardinal number + ordinal number to express a fraction. E.g. one/a third, one/a tenth, two thirds, five eighths, seven nineteenths
● Para. 6 and 13: present participle phrase used as adverbial of attending circumstances:
We stood at the west end of the bridge, talking and waiting for the bus.
He said good-bye to her shaking her hand in a friendly way.
He ran up to me breathing heavily.
● Para. 7, line 2: Meaning: However, because environmentalists all over the world put forcible influence on the government of Brazil in 1991, the government changed its policy to the opposite, stopped giving tax cuts which encouraged people to remove to the Amazon rain forest, and agreed to a plan to provide money for new forest protection projects.
● Para. 12. It remains to be seen…: We shall know later on that whether these measures will have enough impact to slow the rate of removing the forests. Please notice that in this sentence it is the formal subject and the real subject is the whether clause. So the original order of the sentence should be: … Because the whether clause is much longer than the verb remain, it is now put at the end of the sentence. E.g. 1) It remains to be seen whether her parents will agree. 2) It remains to be seen whether Rose wants to meet him. 3) It sounds a good idea, but it remains to be seen whether it will succeed.
● Para. 13, frown on: disapprove of. E.g. 1) Many teachers frowned upon this practice. 2) Tom wanted to go to France by himself, but his parents frowned on the idea.
Wage: start and continue, this word is especially used in the phrase: wage a war/campaign on/against
● Para. 14, the last sentence, meaning: However, because of the large number of people living in Indonesia, in order to reduce the birthrate, the government has to persuade millions of people to accept the various methods of limiting the number of children.
4. Give the summary orally:
● clue: environmental awareness hardly exists since most countries are more concerned with economic development than with global ecology. However,…. Canada …. Costa Rica…. Brazil ….
5. Simulated writing: The teacher may find out some sample sentences and ask the students to rewrite or make up sentences using the patterns.
1) (see exercises 7, 8)
2) The great majority of nations concern themselves with economic development, regardless of its effect on the global ecology.
3) In recent years, the government has waged a massive ad campaign to encourage birth control, offering inducement such as free trip to Mecca, the birthplace of Islam in Saudi Arabia.
4) But with such a large population base, the country must still convert millions more to the idea of birth control if it is to reach its population targets.
● See exercises 7-8
● Para. 1: The great majority of nations concern themselves with economic development, regardless of its effect on the global ecology.
10. Vocabulary Exercises
Stage 3: Listen and Talk or Writing Exercises (1 hour)
Writing:
Step One: Ask the students to have a close look at the Text Structure Analysis sample on Page 13. The teachers can make some comments on this kind of writing skills.
Step Two: Ask the students to do the writing exercise on Page 14 in pairs but they just need to make an outline of the topics listed on Page 15. They can also think of some other topics. Then ask five groups of students to present their outlines.
Note: The students will be given 15 minutes to do this exercise. And the teachers can encourage them to think of as many details and reasons as possible. At the same time, the teachers should guide the students to select the appropriate details and reasons to support the General Statement
口语教案
Unit Three Marriage Across the Nations
1. Teaching objectives: to prepare the students for the topic Marriage Across the Nations, which will be the focus of this unit
2. Teaching procedures
1) warm-up activities_ 5 minutes
2) language focus_ 5 minutes
3) speaking tasks_ 35 minutes
3. Warm-up activities
Work in pairs. Tell your partner about what you think about mixed marriages, trying to answer the following questions.
1) How do you understand true love?
2) What do you think is most important in choosing your husband/ wife?
3) Why is mixed marriage popular in China?
4) What are the traditional ideas on divorce in China?
5) Does marital success come from love or money? Why?
4. Language focus
Here are some words and expressions that you might find useful in discussing the following questions.
Ups and downs racial issues racial hatred tolerance compromise resistance counsel grandchildren date reservations a mixed marriage prejudices haste rush thecitizenship status high divorce rates marital difficulties understand and respect each other confront weaknesses and strengths enchance their relationship be open with each other supportive hearing the news joke about last forever suspect buy time go through be realistic change one’s mind instead of congratulations with every indication that
on the surface with a father-knows-best attitude
5. Speaking tasks
Speaking task 1
Think again about the text you have read before discussing the following questions, using as many of the given words and expressions as possible in the Language Focus.
1) What did Gail and Mark experience during their two years together?
2) What effect did racial and cultural differences have on them?
3) What happened when Gail spread the news of their wedding plans to her family?
4) Why did Gail’s mother, Deborah, counsel her to be sure she was doing the right thing?
5) How did Gail’s father approach their decision to get married?
Speaking task 2
Work in groups of three or four students, discussing the following questions with your group.
1) What do you think is important in making a successful marital relationship?
2) How do racial and cultural differences affect a mixed marriage?
3) What are the most essential qualities one seeks from his /her spouse?
4) Describe a mixed marriage which ends up in divorce.
5) Describe a mixed couple who achieve success through triumph over difficulties.
Speaking task 3
Work in pairs, and comment on the following statements.
1) Time will confirm what we feel deeply about each other.
2) Mixed couples have higher divorce rates than couples of the same race.
3) Their racial and cultural differences taught them a great deal about tolerance, compromise, and being open with each other.
4) More and more young people are taking a practical attitude toward marriage.
5) Late marriage is becoming a trend in large cities.
6) Divorce represents social progress.
Speaking task 4
Work in pairs, and make up a long conversation about how to arrange a marriage.
Unit Four Studying Abroad
1. Teaching objectives
The purpose of this unit is to prepare the students for the topic Studying Abroad, which will be the focus of this unit.
2. Teaching procedures
1) warm-up activities_ 10 minutes
2) Language focus_ 5 minutes
3) Speaking tasks_ 30 minutes
3. Warm-up activities
Think again about the text you have read. Prepare a five_ minute speech based on your understanding of Text A and present your report in class.
4. Language focus
Here are some words and expressions that you might find useful in discussing the following questions.
the same reason American way of life American authorities a host family
details worked out letters and photoes overseas study company religious family income tax deduction articles for persoal use entertainment long_distance calls budget medical assistance card health insurance AIDS abortion suicide dental and eyesight bills accustomed parental protection unnecessary items cabin luggage fluent in English complete high_school education pass final exams to grant a certificate be recognized in Brazil learn to speak English learn to live through experience receive a certificate continue on to college choose the subject one likes go to the best school not always easy plan on just long enough finish two semesters have difficulty doing it all depends on answer the survey economize on words write about went to church hit the target host foreigh students cover expenses take care of pack one’s bags give suggestions take on tasks show lack of practice take along succeed in cope with pull around as a result to their capacity in event of as long as
5. Speaking tasks
Speaking task 1
Discuss the following questions, using as many of the given words and expressions as possible in the Language Focus.
1) What is the reason for the 3,000 Brazilian high_school students to go to the United States?
2) What will most of the students choose to do after six months of careful planning?
3) What are things like to foreign students?
4) What details does Gloria Marcato give to show that she is one of the lucky ones?
5) What is each teenager expected to do in his or her stay in America?
6) What do most students know when they leave for a far_away country to study?
Speaking task 2
Work in pairs. Tell your partner about the experience of those who go to school far away from home, trying to answer the following questions.
1) What do most students know and not know when they leave for another country?
2) Why does the writer say that the departure at the airport is the worst time?
3) What will happen when students await the domestic flight to take them to their temporary home in America?
4) What do most students complain about after a few days abroad?
5) How will it affect their budget if those who study abroad know little about English when they arrive in the United States?
Speaking task 3
Work in pairs, and make up a long conversation about how to prepare yourself for studying abroad.
Teaching Plan for Unit 3
1. Teaching Objectives
1) Understand the main idea and the structure of the text;
2) Grasp the key language points and grammatical structures in the text.
3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Course Arrangements
1st period
2nd period
3rd period
4th period
5-6 period
Pre-reading; While-reading
While-reading (Detailed reading of Parts of the text.)
While-reading; Post-reading (Theme-Related Language learning Tasks; Writing)
Post-reading; check on Ss’ home reading
The oral classes
Marriage Across the Nations
Stage 1: Warming-up Activities (1 hour)
Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text
1. Group work: Discuss the following question in groups and then choose a group member in each group to give your presentation about the result of your discussion.
What’s your opinion on the marriage across the nations? Is it possible for you to fall in love and get married to a foreigner? Why or why not? Give your reasons.
2. Questions for thought and discussion: Listen to a short passage carefully and then answer the following questions (see the textbook).
3. Enriching your vocabulary on the topic:
a) Read the sentences carefully and distinguish the meaning of the boldfaced words or phrases in each pair of sentences according to the context and your own experiences. You may discuss it with your partner or refer to the dictionary at the end of the exercise.
1. I’ve been rather up and down recently. I think I need a holiday. （variable in health身体状况时好时坏）
Here is his hometown that he knows up and down. (out and out, completely)
Life is full of ups and downs. (times of happiness or success and times of sadness or failure)
2. The old school was sold and subsequently turned into a private house. (afterwards)
The bank refused to help the company; consequently, it went out of business. (as a result, therefore)
3. This was his mother at her worst; her voice was sharp and loud, and she was to be angry at anyone. (when one is behaving as unpleasantly as possible)
Most sportsmen are at their best during their early manhood. (at the peak of one’s ability, strength, etc.)
4. He seems poor, but I suspect that he has quite a lot of money. (believe to be true or likely)
I doubt that he’ll come. (believe that sth. Is probably not true or possible)
● Read the sentences carefully and guess the meaning of the boldfaced word in each sentence according to the context and your own experiences. You may discuss it with your partner or refer to the dictionary at the end of the exercise.
1. This period in history is not famous for its religious tolerance.（不是以宗教上的宽容为特征）
2. Many old people have a very limited tolerance to cold.
3. Both sides are determined to get what they want, and there seems to be no possibility of compromise.
4. I have no illusion about his ability; he is just no good. （幻想）
5. The sun appears to go round the Earth, but that is only an illusion.（错觉）
6. The trees are budding early this year.
7. He is a budding writer.（初露头角）
8. He harbors a secret hatred against her father. (have …in one’s mind over a long period of time)
9. The girl still harbors the idea of going abroad.
10. A judge must be free from prejudice.
11. The Russian foreign minister yesterday cancelled his visit to Washington.
3. Match the synonyms and antonyms in column B with those in column A.
A. imagine, subtle, mutual, resistance, counsel, resolve, date, confirm, harsh, realistic
B. obedience, delicate, gentle, joint, idealistic, appointment, fancy, advise, verify, determine
4. Homework:
a) learn the new words and expressions of the text by heart.
b) The students are to be divided into several groups. When they preview the text, each group will be responsible for one part of it, making sure they understand every word and sentence in this part. Then in the class time, students may ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation.
Stage 2: Reading-Centred Activities (2 hours)
Aim: global understanding of the text and active acquisition of the language points
5. Global Reading Task:
1) Talk about the main idea of the text in groups and finish the following comprehension task..(see exercise 2)
2) Detailed Reading Task: Language points and some expressions to be explained
The students are to be divided into several groups and are encouraged to ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation. The teacher can also ask some questions to guide the students, or give more information, or ask them to do the corresponding exercises in the book.
3) Points that should be solved in class:
● “we had experienced the usual ups and downs … and respect each other.” (para 1) Meaning: Like any other couples who were learning to know, understand, and respect each other, we had had both happy and unhappy periods.
● “but through it all … each other’s characters” (para. 1) Meaning: But in experiencing all the ups and downs we had honestly faced and tried to deal with the weak sides and good sides of each other’s characters.
● “Our racial and cultural differences…and being open with each other.” (para 2) Meaning: Our racial and cultural differences helped to better our relationship and taught us a great deal about how one recognizes and respects the beliefs or practices of the other (that is tolerance), how one settles differences between us by sharing decision responsibilities (that is compromise), and being honest with each other. Open: willing to talk honestly, frank. E.g. Let’s be open with each other.
● “Gail sometimes wondered… the racial issue.” (para. 2) be/get involved with: give a lot of time, effort, or attention to…
● “Gail and I had no illusions about… mixed couple in America.” (para 3) Meaning: Gail and I were not idealistic about what the future would offer us in America as a married couple, one being black and the other being white.
● “We wanted to avoid…work out right.” ( para 4 )Marrying …and only finding out…are the objects of the preposition of, and the three that-clause are the objects of finding out. The fourth that-clause is the apposition of the expectation. “…they overlooked serious personality conflicts… to make everything work ort right.” Meaning: They ignored serious personality conflicts. They hoped everything would go right automatically when they lived their married life.
● “That point…relationship.” (para. 4) that-clause is the apposition of the fact, which-clause is the non-restrictive attributive clause, modifying the word divorce.
● (para. 5. line 3) all along: throughout a period of time. E.g. 1) I suspected all along that she was lying. 2) I knew the truth all along.
● “So it was all right for me … to marry him” ( para 6 ) Meaning: So it was acceptable for me to have a romantic relationship with him, but the relationship should not develop into marriage.
● “I harbored reservations… you might even call them.” ( para 7 ) Meaning: I had doubt whether a marriage between a white and a black would work out well, which you might even call prejudices. Reservation: If you have reservations about sth, you have doubts about it or you are not sure that it is entirely good or right. E.g. I have some reservations about his story.
● (para. 7, line 7) see…as…: regard/perceive/imagine…as…e.g. I see it as my duty to find him a job.
● “…approached our decision with a father-knows-best attitude.” Meaning: He dealt with our decision in a way that seemed he was the most experienced in finding out the truth. Approach: begin to consider or deal with, e.g. The bank has approached the issue in a practical way.
● “Then why the rush? Buy time, …” ( para 12 ) Meaning: Then why do you want to get married so soon? Delay your decision about marriage that seems too soon. Buy time: delay an action or decision that seems to be coming too soon, e.g. She tried to buy time by doing a lot of talking.
● “…it’s never too late to change your mind.” ( para 21 ) Meaning: You can change your mind any time, however soon or late. E.g. 1) One is never too old to learn. 2) It is never too late to mend.
4) Give the summary orally:
● clue: experience, ups and downs, confront, weakness and strengths, tolerance, compromise, open, incompatible, personality conflicts, mother, counsel, father, suspect, statistics, divorce rate, realistic, mixed marriage
6. Simulated writing: The teacher may find out some sample sentences and ask the students to rewrite or make up sentences using the patterns.
1) (see exercises 7, 8)
2) Gail and I had no illusions about what the future held for us as a married, mixed couple in America.
3) They overlooked serious personality conflicts in the expectation that marriage was an automatic way to make everything work out right.
4) That point was emphasized by the fact that Gail’s parents, after 35 years of marriage, were going through a bitter and painful divorce.
5) To start with I must admit that at first I harbored reservations about a mixed marriage, prejudices you might even call them.
● See exercises 7-8
● Para. 1: The great majority of nations concern themselves with economic development, regardless of its effect on the global ecology.
5. Vocabulary Exercises
Stage 3: Listen and Talk or Writing Exercises (1 hour)
Writing:
1. Ask students to finish the exercise on page 72 of the textbook of reading and writing; then introduce some of the following sentences patterns that lend themselves to the development of a paragraph of denial of some opinions followed by some other opinions (25ms) (its neither possible nor necessary for students to remember all of them, but they should be encouraged to remember as many as possible):
At first sight, sth. appears to be entirely positive / beneficial. However, further analysis reveals drawbacks to the way of thinking.
It is true that…, but it does not mean / follow / say that… On the contrary, we should…
It is understandable (to believe) that… However, this is not to say…
The main problem with this view is…
Some people suggest that …, but what they fail to understand is that…
Admittedly…but this is not to say
There is no denying / doubt / question that…but it does not follow…
Now, it is commonly / widely/ generally /incresingly believed / held / accepted / acknowledged that… Such people think…But I wonder whether the argument bears much analysis / close examination…
The main problem with this argument is that it is ignorant of the basic fact that…
The obvious flaw in this view is that it is blind to the bare fact that
The great drawback in this remark is that it is ignorant of the bare fact that…
There is some element of truth / a grain of truth in these arguments / statements, but they ignore / overlook a deeper and more basic fact that / a deeper and more important reason that…
2. Ask the students to develop a paragraph by trying to use some of those sentence patterns, in which the following argument should be introduced and refuted (12ms):
Some numbers bring fortune to people while some others misfortune.
3. Ask two or three students to read their paragraphs, which is to be commented on by the teacher. Home work :(10ms)
Has Science Made Us Lazy?
1. 科学技术的发展对现代人的生活产生了巨大的影响
2. 有人认为科学技术的发展使人变懒了
3. 你的观点
口语教案
Unit Five
A Healthy habit of living
I. Teaching objectives:
Aim: arouse students’ interest in the topic and enriching their vocabulary on the topic.
II. Teaching procedures:
1. Warming-up discussion:
1). Is anyone who smokes?
2). What’s your opinion on smoking? Is it a good or bad thing? Why or why not?
2. Useful expressions:
Vocabulary:
be indulged in sth. 沉迷于某事
be away from sth.
get into the habit of 养成...的习惯
Expressing advices or suggestions
1. If you want my advice, I don't think you should go.
2. I suggest that you tear up the letter and start over again〖把信撕掉重新写过〗.
3. It's only a suggestion, and you can do what you please. (这只是个建议，你可按照你的意愿去做。)
4. Let me give you a little fatherly〖慈父般的〗advice.
5. If you don't like it, I wish you would say so.
6. Please don't take offense. I only wanted to tell you what I think. (请别生气，我只是想告诉你我的想法。)
7. In my opinion, the house isn't worth the price they're asking〖这房子不值他们要的价钱〗.
8. My feeling is that you ought to stay home tonight.
9. It's none of my business〖这不关我的事〗, but I think you ought to work harder.
10. In general, my reaction is favorable〖反应良好〗.
11. I've always tried not to interfere in your affairs. (我总是尽量不干涉你的事情。)
12. Thanks for the advice, but this is something I have to figure out myself. (谢谢你的意见/劝告，但对这件事情我必须得自己考虑一下。)
13. He won't pay attention to anybody. You're just wasting your breath〖白费口舌〗.
Giving Opinions
1). I won’t argue with you, but I think you’re being unfair.
2). I don’t see any point in discussing the question any further.
3). We have opposite opinions on this.
4). Our opinions are not so far apart, after all.
5). Personally, I think that ...
6). I couldn’t agree with you more.
7). Well, I think that ...
8). I totally agree.
9). Oh, absolutely!
10). Well, you’re totally wrong.
Expressing Worry
1) He's rather worried about your health.
2) Her dangerous driving always worries me.
3) I always worry when my girlfriend stays out late.
4) She worries about money.
5) Mother worried herself into a terrible state.
Proverbs:
1) Easier said than done. 说起来容易，做起来难。
2) When children stand quiet, they have done some harm. 孩子不吭声，一定闯了祸
3) Will is power. 意志就是力量
4) We never know the worth of water till the well is dry. 井干方知水可贵。
5) Never too old to learn, never too late to turn. 亡羊补牢，为时未晚。
3. Group discussion:
1) How can we college students cultivate a healthy way of living?
4. Role play: Students are expected to imagine what will happen at the dentist’s and play in pairs as dentist and doctor.
At the Dentist's Office 在牙医诊所
Dental work is usually quite expensive. Appointments are usually made far in advance, but many dentists will try to fit you if you have an urgent problem.
牙医行业通常索价高昂，而且看牙医一般都老早预约。 但是如果你有紧急情况，很多牙科医生还是会设法抽空给你看的。
1.A: How long have you felt like this?www.51test.net
B: It started bothering me yesterday afternoon. www.51test.net
A: I think I'd better take an X-ray.www.51test.net
B: Can you see anything?www.51test.net
A: It's a small cavity. It should be easy to fill.
2.A: When did your toothache start?www.51test.net
B: It's been this way for a few days.www.51test.net
A: Let me take a look at it.www.51test.net
B: What do you think?www.51test.net
A: You're got an abscess. I don't think we can save the tooth.
3.A: How long has it hurt?www.51test.net
B: The pain started last night.www.51test.net
A: Well, let's have a look.www.51test.net
B: What are you going to have to do?www.51test.net
A: Your gums seem to be inflamed. You'll need treatment.
4.A: How long have you been in pain?www.51test.net
B: It started to hurt when I was eating dinner.www.51test.net
A: Open your mouth as wide as you can, please.www.51test.net
B: How bad is it?www.51test.net
A: It's quite serious. I'm afraid we'll have to pull the tooth.
Unit Six
Names
I. Teaching objectives:
Aim: arouse students’ interest in the topic and enriching their vocabulary on the topic.
II. Teaching procedures:
1. Warming-up discussion:
1) Is there any relationship between the name and the character?
2) Who gives your name? What story does it involve? Do you like it or not? Why or why not? If not, what name do you prefer? Why?
3) Do you think names are very important to people? In what ways can name have an effect on people’s life?
2. Useful expression:
Expressing admirations:
1. You did a fine /good /great job.
2. You've done a wonderful job. Well done! Well done!
3. That's great /wonderful /beautiful /amazing /fantastic!
4. You're so nice! /That's very nice of you.
5. Mrs. Smith, you're a wonderful cook.
6. I'm very proud of you.
7. I didn't expect you to do such a good job.
8. For a beginner, you're pretty good.
9. You are the right man for the job.
10. She is quite good with her hands.
11. We loved it /I love it /I like it.
12. You've got a point there.
13. You look young for your age.
14. You have a very good memory /beautiful eyes.
15. You're lovelier than your pictures.
16. How do you keep fit /in shape?
17. You look nice in your new shirt.
18. That tie goes well with your suit.
19. It really looks good on you.
20. You must be very popular.
21. Where did you get such a nice tan?
22. You flatter me immensely.
23. What a lovely couple you make!
24. How come you speak such good English?
25. You speak English without an accent.
26. You have a good command of English.
27. She is cut out for that job.
28. You've got it.
29. You made a tough decision.
30. You have an eye for beauty.
31. He has an old head on young shoulders.
32. You always know the right thing to say.
33. He is quick - witted.
34. You are a walking dictionary /encyclopedia.
35. I wish I had your will power.
36. I admire you for sticking to your plans.
37. I owe my success to my Mom.
38. I envy you for your ability to cope with the situation.
39. You are coming along well.
40. That's a good buy.
Expressing likes
1). I don’t think I’ve seen anything I like better.
2). I love that design.
3). I’m really fond of outdoor sports.
4). I do like your coming with me.
5). I’m very eager about bike riding in summer.
Expressing dislikes
1). I don’t like being a sales person.
2). I’m not very fond of playing the piano.
3). I think it pretty unpleasant having to work with a fellow like him.
4). There’s nothing I like less than lying.
5). I really hate gossiping.
Expressing preferences
1). Which do you prefer, tea or coffee?
2). Which seems better, as far as you are concerned?
3). I enjoy watching TV more than any other hobby.
4). I must say I have a strong preference for classical music.
5). I really find Chinese dishes more to my taste.
Proverbs:
1) Never judge from appearances. 不可以貌取人。
2) Take things as they come. 既来之，则安之。
3) You never know what you can till you try. 是驴子是马，拉出来遛遛。
4) It is hard to please all. 众口难调。
3. Group discussion:
1) Do you think names are very important to people? In what ways can name have an effect on people’s life?
1)
4. Role play:
Suppose you want to give compliments to others.
Giving Compliments 赞美
Friends often compliment one another on clothes, especially if the clothes are new.
1.A: What a beautiful sweater!www.51test.net
B: Do you think it looks good on me?www.51test.net
A: Yes, and it goes beautifully with your pants.www.51test.net
B: You won't believe it, but it was really cheap.www.51test.net
A: I wish I could find one just like it.
2.A: I like your new coat.www.51test.net
B: Do you think it fits OK?www.51test.net
A: Yes. It looks terrific!www.51test.net
B: I bought it at half price.www.51test.net
A: You were lucky to find it.
3.A: That's a very nice jacket.www.51test.net
B: Does it really look OK?www.51test.net
A: Yes, and I like the color too. It matches your hat.www.51test.net
B: And I got it on sale.www.51test.net
A: That's incredible!
4.A: I love that shirt.www.51test.net
B: Do you really like it?www.51test.net
A: Yes, it fits perfectly.www.51test.net
B: It wasn't very expensive either.www.51test.net
A: That's amazing! It sure looks expensive.
Teaching Plan for Unit 4
Studying Abroad
1. Teaching Objectives
1) Understand the main idea and the structure of the text;
2) Grasp the key language points and grammatical structures in the text.
3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Course Arrangements
1st period
2nd period
3rd period
4th period
5-6 period
Pre-reading; While-reading
While-reading (Detailed reading of Parts of the text.)
While-reading; Post-reading (Theme-Related Language learning Tasks; Writing)
Post-reading; check on Ss’ home reading
The oral classes
Stage 1: Warming-up Activities (1 hour)
Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text
6. Group work: 1) The students are divided into several groups. A representative of one group reads aloud the Preview---the general introduction of the unit. (P. 87) 2) The students are given the title of the text, and then work in groups to discuss the following question in groups and then choose a group member in each group to give your presentation about the result of your discussion.
What’s your opinion on studying abroad? If you have a chance to decide whether to study in a famous university in China such as Qinghua and Beijing University or in an ordinary university in Britain or USA, what would you choose? Why? Give your reasons.
7. Questions for thought and discussion: Listen to the tape of Pre-reading Activities, and then answer the questions in groups. (P. 88)
8. To get some ideas about the background information of the text by answering the following questions. You may discuss them in groups or refer to the dictionary to answer them.:
● What is host family? (Host family is the family that provides “board and room”, food, etc. for overseas visitors or students.
● Do you know anything about Christianity? (Christianity is the religion based on the belief that Christ was the son of God, and on his teachings.) Is there anyone who believes in Christianity? How do we call the person who believes in Christianity? (Ok, Christian. Christians are followers of Jesus.)
● What is income tax? (Income tax is one of the taxations on individuals and companies. In many countries or regions such as the US and Western Europe income tax is one of the major financial resources of the government. It first appeared in France in 1793.) Do you know who will pay income tax in China? (Those whose income is over 800 yuan will pay income tax.)
● Do you know any items about insurance? (Medical insurance, Health insurance, Unemployment insurance, Endowment insurance养老保险,Personal Accident insurance个人意外事故保险, Property insurance, Sickness insurance, Burglary insurance失窃保险, Travel accident insurance旅行意外保险, Fire insurance 火险Single-child insurance独生子女保险, Flood insurance水灾险)
9. Enriching your vocabulary on the topic:
● Grasp the main words and expressions of the text: The students are given the sentences which involving the main words and expressions. They should guess the meanings of the words and expressions without the help of the teacher or the Chinese translations, but they could turn to other students or the dictionary. Then the teacher explains the usages.
a) The timetable shows arrivals and departures of all the flights.
b) To allow these changes would be a significant departure from tradition,
c) It is just a routine medical examination, nothing to get worried about.
d) He went into his usual “I’m the head of the family” routine.
e) She found it difficult to set up a new routine after the end of her career.
f) It is abroad that she plans to leave the company.
g) There is plenty of enthusiasm abroad.
h) Beijing will be the host of the Olympic games in 2008.
i) The research group headed by Dr. Johnson is faced with a host of difficulties.
j) Tears came to her eyes when she accepted the certificate granted by the president.
k) You can get a grant to repair your home.
l) The designer specified the size of bricks to be used.
m) Deductions of points will be made if those who compete do not follow the rules.
n) As we descended to the cave, we felt a little cold.
o) Our eyes slowly adapted to the dark.
p) Many science books have been adapted for students.
q) She certainly has been pining since you left.(be very unhappy)
r) They were pining for their homeland back in Europe.(long for or miss)
● Match the synonyms and antonyms in column B with those in column A.
A) fluent luggage await article domestic estimate nourish regulation command fare
B) overseas stammering fee nurture submit rules expect item baggage evaluate
10. Homework:
● learn the new words and expressions of the text by heart.
● The students are to be divided into several groups. When they preview the text, each group will be responsible for one part of it, making sure they understand every word and sentence in this part. Then in the class time, students may ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation.
Stage 2: Reading-Centred Activities (2 hours)
Aim: global understanding of the text and active acquisition of the language points
6. Global Reading Task: Talk about the main idea of the text in groups and finish the following comprehension task..(see exercise 2)
2. Detailed Reading Task: Language points and some expressions to be explained
The students are divided into several groups. Every group raises questions about the text; any other group can be nominated or voluntary to answer the questions. If the problem is not solved properly at the first time, the other groups have the chance to continue the task till it is solved. The teacher should prepare for the important language points, and encourage the students to raise as many questions as possible. After this activity, the teacher asks the students questions about the text to test whether they have understood the passage. The best performed group will be praised by the teacher.
3. Points that should be solved in class:
● Every year the United Sates is host to an average of 78,000 foreign high school level students, of which 3,000 are Brazilian. (para. 3) Meaning: Every year, the US provides chances for about 78,000 high school students, among which 3,000 are Brazilian, to receive further education.
● Even young students who plan on studying in the … a host family. (para. 5) plan on: prepare for, e.g. 1) We hadn’t planned on twins! 2) We were planning on just having a snack and catching the early train. Have difficulty (in) doing sth: not able to do sth. Easily, e.g. Lily always had great difficulty finishing the mathematics assignment all by herself.
● Very few arrive in the country with all the details worked out. (para. 5) Meaning: Almost none of the students managed to have all details planned or decided when they arrive in the US. Work out: plan, decide, e.g. I can’t work out how to deal with it.
● I think it all depends on…here in Brazil. (para. 5) Here it stands for the above situation, that is finding a host family.
● I didn’t economize on words. (para. 5) Meaning: I said all that I wanted to say. Economize (on sth).: save (sth.) E.g. 1) We have to economize from now on since we have little money left. 2) We have to economize on water during the dry season. (if the verb is followed by an object, we have to use the preposition “on”.)
● She hit the target. (para. 5) Meaning: She just did the right thing and succeeded. Hit the target: succeed, manage, e.g. 1) You certainly hit the target when you said that he was lazy. 2) He hit the target when he became president of the class.
● American families, which host foreign students, are not paid, though they are allowed a small income tax deduction. (para.5) Meaning: Those American families are not paid for providing room and board for foreign students, though they could pay less income tax. Host: v.t. act as host of, e.g. Beijing will host the Olympic games in the year of 2008.
● Each teenager is expected to cover his or her own expenses for articles for personal use, entertainment, long-distance telephone calls and clothing. (para. 6) cover: pay for, (of money) be enough for, e.g. 1) The amount of money can hardly cover the loss. 2) The Greens had to economize because Mr. Green’s income could hardly cover the expenses.
● Basically, most students leave…take care of themselves. (para. 7) Meaning: Basically, most students leave their homes knowing they will have to live on their own and learn to take care of themselves without parents’ protection that they have been used to. (Notice that in this sentence the whole “knowing…” phrase functions as an adverbial.) e.g. 1) He came running all the way from the bus stop. 2) He tripped over the carpet leaving the room. (The “doing…”phrase can be separated by a comma, and sometimes moved to other positions in the sentence.) e.g. Leaving the room, he tripped over the carpet.
● One student from the Brazilian…luggage as well. (para. 7) Meaning: One student from the Brazilian South managed to fill two really big suitcases with as many items as possible, and had to handle the luggage she could take with her to the cabin, too. To (one’s) capacity: completely full, e.g. 1) This ship was filled to capacity with goods. 2) The hall is filled to capacity.
● Another moment of tension…home in American. (para. 9) descend: come, move down from a higher level to a lower one. E.g. A feeling of sadness descended on him and made him leave the sitting-room quietly. Domestic flight: 国内航班
● From then on it’s everyone for himself. (para. 9) Meaning: Since that time everyone must take care of himself.
● Another big problem…away from home. (para. 10) Meaning: Another big problem faced by most youngsters is that they long for home.
● This in turn pushes up … including air fare. (para 12) estimated is a past participle used as attribute, meaning “which is estimated”.
4. Simulated writing: The students are given the sample sentences picked out from the text, and are required to make sentences through imitating their structures or the teacher asks them to translate Chinese sentences to English. This is a group activity. The students work in groups to fulfill the task and each group shares their sentences with the class.
1) (see exercises 7, 8)
2) Very few arrive in the country with all the details worked out.
3) I think it all depends on how you answer the survey sent by the overseas study company here in Brazil.
4) Each teenager is expected to cover his or her own expenses for articles for personal use, entertainment, long-distance telephone call and clothing.
5) This in turn pushes up the program cost, estimated at about $3,800, including air fare.
5. Vocabulary Exercises
11. Homework: Section B, Section C
Stage 3: Listen and Talk or Writing Exercises (1 hour)
● Ask students to finish the exercise on page 100 of the textbook of reading and writing; then introduce some of the following sentences patterns that lend themselves to the development of a paragraph of a general statement supported by reasons (15ms) (its neither possible nor necessary for students to remember all of them, but they should be encouraged to remember as many as possible):
⏹ The phenomenon is due to a couple of factors. One major factor is… … can be another factor. A further factor is…
⏹ Two main factors contribute to … On the one hand… On the other hand…
⏹ A number of factors, both individual and social, can account for / explain/ result in the phenomenon. For one thing, … For another,… A third contributing factor is…
⏹ There are many reasons for…but generally they can come down to three. One reason for this is… Another reason is … One strong reason for my argument is…
⏹ One major reason is … The fact that… can be another reason. A further reason is that…
⏹ Crime is frequently connected to poverty. Social factors may also have led to… It is generally true to say that…
⏹ Reasons for … are numerous. The chief reason is that…A second good reason is that…Still another reason is that…
⏹ One may ascribe / attribute / owe the change to…
⏹ One may trace the phenomenon back to…
⏹ A number of / A multitude of factors could account for / conspire towards / contribute to the increase / change / success in…
⏹ The main factor underlying … is that…
⏹ Beyond these obvious reasons, however, lies a deeper cause:
● Ask the students to develop a paragraph of a general statement followed by some reasons by trying to use some of those sentence patterns (15ms):
为什么有许多人在该说“不”的时候不能说“不”
● Ask two or three students to read their paragraphs, which is to be commented on by the teacher. Home work :(9ms)
Why Do People Keep Pets?
1. 社会上兴起饲养宠物热。
2. 分析其原因。
3. 饲养宠物应注意的问题。
口语教案
Unit Seven
Stress
I. Teaching objectives:
Aim: arouse students’ interest in the topic and enriching their vocabulary on the topic.
II. Teaching procedures:
1. Warming-up discussion:
1).What does stress mean?
2). What are stress-related diseases?
2. Useful expressions:
Vocabulary:
Stress out : to subject to or undergo extreme stress, as from working.
under pressure: 被迫，在强制下
cardiopathy: 心脏病
neurosis: 神经衰弱症
medication:药物
symptom:症状
indigestion:消化不良
insomnia: 失眠症
Expressing stress and worry
1. I feel stressed/ I’m under stress/ I’m under great pressure when I/ when my parents
2. I worry a lot about my ability to compete in the job market/ about what chances there are in the job market when I graduate/ about how I can best use what I’ve learned at college in my future job.
3. One thing that worries me is…/ The thing that makes me feel stressed is…/ One of my biggest worries in life is…
4. My parents and relatives lay/ place greater expectations on me than I can reach.
5. My teachers expect me to do more than I can handle.
6. Being unable to speak English fluently/to get on well with my roommates is one of my big worries.
7. Having to take tests of various kinds/complete numerous assignments/do a lot of reading before class puts a great pressure on me.
8. The pressure of having to work against a deadline is too much for me.
Giving Opinions
1).A major change in life, such as losing a job or a death in the family causes stress.
2). Financial problems, poor health, parents’ being laid off, failing a test, disagreements with roommates are causes of stress.
3). Stress may result in health problems, such as headache, stomach upset, heart disease, high blood pressure, etc.
4). Sometimes a certain amount of stress is good. It can stimulate us and increase our level of alertness.
5). People in all professions experience stress. Some stress is quite normal and even productive.
6). Exercise is one of the most effective ways to relieve stress.
7). Listening to traditional Chinese music/classical music/light music can ease our minds.
8). Learning to say ‘No’ to extra work requests is a good way to beat stress.
9). It helps to relieve stress if we look at the bright side of life/view the changes in our life as challenges.
10). It’s no use crying over spilt milk. Be realistic and accept what has happened/ what is bound to happen.
3. Group discussion:
1). Do you think there is something positive about stress? Why or why not?
4. Debating : Arguments for or against the view that feeling stressed before job interviews is bad.
The students are going to have job interviews soon. They are under great stress. Are you for or against stress before job interviews? Express and defend your views from the perspectives given in the card below.
Topic: Arguments for or against the view that feeling stressed before job interviews is bad
Perspectives:
1. From the perspective of a student (positive)
2. From the perspective of another student (negative)
Unit Eight
Is money everything?
I. Teaching objectives:
Aim: arouse students’ interest in the topic and enriching their vocabulary on the topic.
II. Teaching procedures:
1. Warming-up discussion:
1) What is the general attitude toward wealth in our society?
2) How is life different for the rich as compared with the not-so-rich?
3) Do you think money can bring happiness? Why or why not?
4) Is money the most important thing in your life? If not, what is?
5) What are some of the valuable things in life that money cannot buy?
2. Useful expression:
1. Money, whatever form it takes, is essential for buying goods and services.
2. In a commercialized society, money ranks very high in people’s value system.
3. Modern life is built around money.
4. For the rich, good education, travel, luxury and security are all readily available, while the poor attain these with great difficulty, if at all.
5. The rich are supposed to be able to satisfy their personal wishes without difficulty.
6. Money in itself is neutral.
7. Money is man’s greatest source of joy as well as his greatest source of anxiety.
8. Money can buy certain comforts and offer some security, but it is not the answer for everything.
9. Money, like everything else in life, can be lost.
10. Money is a terrible master but an excellent servant.
11. Money and wealth trap people into various obligations.
12. Money does not ensure/guarantee happiness.
13. Money brings you food, but not appetite; medicine , but not health.
14. Those who have some means think that the most important thing in life is love. The poor know that it is money.
15. We will be disappointed if we count/ rely on wealth or physical comforts alone for happiness.
16. Happiness is not attained by accumulating/amassing wealth..
17. Happiness does not depend on the amount of money you have. A happy man is one who is content, whether he is rich or poor.
18. Riches are not an end of life, but an instrument of life.
19. The greatest wealth is contentment with a little.
20. Lottery winners should invest their money in worthwhile businesses or projects/ donate money to charity/ set up a fund for children who suffer from terrible diseases like leukemia.
3. Group discussion:
1) When did you first earn money? Has your attitude toward money changed since then? How has it changed?
2) What would you do if you won a lottery?
3) When asked how much was enough for him, John Rockefeller, one of the richest men in the past century, answered: “Just a little more.” How about you? How much would be enough for you?
4. Debating: Arguments for or against the view that money brings greater freedom
Some people think that owning a large amount of money will give them more freedom in life but others argue that money has little to do with freedom. Are you for or against the view that money brings freedom? Express and defend your views from the perspectives given below.
Topic: Arguments for or against the view that money brings greater freedom
Perspectives:
1. From the perspective of a student (for)
2. From the perspective of another student (against)
Teaching Plan for Unit 5
Weeping for My Smoking Daughter
1. Teaching Objectives
1) Understand the main idea and the structure of the text;
2) Grasp the key language points and grammatical structures in the text.
3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Course Arrangements
1st period
2nd period
3rd period
4th period
5-6 period
Pre-reading; While-reading
While-reading (Detailed reading of Parts of the text.)
While-reading; Post-reading (Theme-Related Language learning Tasks; Writing)
Post-reading; check on Ss’ home reading
The oral classes
Stage 1: Warming-up Activities (1 hour)
Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text
12. Group work: 1) The students are divided into several groups. A representative of one group reads aloud the Preview---the general introduction of the unit. (P. 115) 2) The students are given the title of the text, and then work in groups to talk about the possible content.
13. Questions for thought and discussion: Listen to the tape of Pre-reading Activities, and then answer the questions in groups. (P. 116)
14. To get some ideas about the background information of the text by answering the following questions. You may discuss them in groups or refer to the dictionary to answer them:
● Is there anyone who smokes? Ok. Can you name some of the brand names of cigarettes manufactured in foreign countries? Ok. Do you know the brand Camel? Have you smoked the brand? And do you hear of Marlboro and Players? They are all brand names of cigarettes manufactured by Philips Morris.
● Do you know who was Queen Victoria? She was queen of Great Britain and Ireland and empress of India. Her rule was the longest in English history.
● Do you know who was the husband of Queen Victoria? Prince Albert. He was the husband of Queen Victoria of Great Britain. This is also the name of a kind of British tobacco.
● Where is the state of Georgia? Georgia is in the Southeastern U.S., surrounded by Florida, Alabama, Tennessee, North Carolina and South Carolina, and the Atlantic Ocean. And Eatonton is a town in the state of Georgia.
● Maybe most students are familiar with Hollywood. Can you tell us sth. about it? Ok, Hollywood is the center of the US movie industry. In terms of geography, Hollywood refers to an area consisting of the City of West Hollywood and its vicinity that form part of the Greater Los Angeles metropolitan area.
● We often call our country third world. Do you know which countries belong to third world? Third world refers to the technologically less advanced or developing countries of Africa, Asia and Latin America.
15. Enriching your vocabulary on the topic:
● Grasp the main words and expressions of the text: The students are given the sentences which involving the main words and expressions. They should guess the meanings of the words and expressions without the help of the teacher or the Chinese translations, but they could turn to other students or the dictionary. Then the teacher explains the usages.
1. plane / solid geometry, analytical geometry (a branch of mathematics dealing with the relations and qualities of lines, points, surfaces and solids, algebra is another branch of mathematics in which letters and symbols are used to represent quantities.)
2. filtered cigarettes, filtered coffee,, All drinking water must be filtered.
3. On long walks, the old man took along a cane.
4. Some youngsters get hooked in computer games.
5. Some public clinics are being established in order that people hooked on drugs can receive care.
6. They got lost in the desert and starved to death.
7. People in this region was starved of drinking water.
8. If you don’t chew your food properly, it’s difficult to swallow it.
9. I found his explanation rather hard to swallow.
10. A woman is pregnant for nine months before a child is born.
11. The heavy waves battered the ship to pieces.
12. Your car looks rather battered. (破了)
● Find out the synonyms in the following words.
Grateful region slim sob drag tag bunch brand zone cry appreciative slender indebted lean haul cluster draw batch quarter weep label
16. Homework:
● learn the new words and expressions of the text by heart.
● The students are to be divided into several groups. When they preview the text, each group will be responsible for one part of it, making sure they understand every word and sentence in this part. Then in the class time, students may ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation.
Stage 2: Reading-Centred Activities (2 hours)
Aim: Drive home to the students the harmful effects of smoking; enlarge their vocabulary; improve their ability to develop sentences and comprehend passages; develop their listening comprehension
7. Global Reading Task: Talk about the main idea of the text in groups and finish the following comprehension task..(see exercise 2)
2. Detailed Reading Task: Language points and some expressions to be explained
The students are divided into several groups. Every group raises questions about the text; any other group can be nominated or voluntary to answer the questions. If the problem is not solved properly at the first time, the other groups have the chance to continue the task till it is solved. The teacher should prepare for the important language points, and encourage the students to raise as many questions as possible. After this activity, the teacher asks the students questions about the text to test whether they have understood the passage. The best performed group will be praised by the teacher.
3. Points that should be solved in class:
● (para. 1) While she is doing… close at hand. Analysis: her feet on the bench in front of her and her calculator clicking out answers to her geometry problems: The expression is a nominative absolute construction used as adverbial, describing the behavior or a minor event which goes together with the major event in the clause. E.g. The man sat in the front row, his hands on the table. This type of expression can be rewritten by adding “with” or by using the “and+finite verb” structure. So the above sentence can be rewritten as follows: The man sat in the front row, with his hands on the table. Or: The man sat in the front row, and his hands were on the table.
● (para. 1) …I hardened myself against feeling so bad…. Meaning: …I made myself less sympathetic and less easily affected emotionally… harden: make sb less conscious of, cause sb to become stronger, severe, unkind or lacking in human feelings, e.g. 1) He became hardened to the suffering around him. 2) Rough living in the desert hardened the young men a lot.
● (para. 2) … dressed in a black dress coat and carrying a cane. Analysis: the past participle phrase is used as adverbial of attendant circumstances.
● (para. 3) The tobacco industry,…hooked by cigarettes. Analysis: The tobacco industry completely won over people like my father is the main clause, and coupled with Hollywood movies in which both male and female heroes smoked like chimneys is the attribute, modifying the tobacco industry meaning: together with films made in Hollywood in which both male and female heroes smoked a lot. And who were hopelessly hooked by cigarettes means who grew to completely rely on cigarettes and the situation was not likely to change or improve.
● (para. 4) …his breath was a wheeze, embarrassing to hear… Meaning: …his breath became a noisy sound which was embarrassing to hear…
● (para. 5) My father died from “the poor man’s friends”,…left him low. Meaning: My father died from a serious lung disease called “pneumonia” and this disease was regarded as one that poor people were most likely to develop. One hard winter…means one cold winter when his lung illness made him very weak.
● (para. 6) There are large advertisement…both dragging away. Meaning: There are large signs used for telling people about a certain brand of cigarettes in order to encourage them to buy it; and the particular purpose of the signs is to attract the attention of people like my father and daughter. Both dragging away means both smoking cigarettes continuously.
● (para. 6) …over time, people starve themselves of both food and air… Meaning: …during that period of time, people cause themselves to suffer fro not having food to eat and fresh air to breathe in, effectively making their children weaker and dependent or relying on cigarettes in the same way as they are.
● (para. 7) For what, I sometimes wonder… Meaning: I sometimes wish to know why I have done those things in order that she can make great efforts to breathe for most of her life, feeling weak, and then die by poisoning herself just as her grandfather did.
● (para. 8) …surely one such victory in my family, … Meaning: …surely one victim of the tobacco industry in my family means that the prosperous owners of the tobacco companies have won a victory in my family, but one such victim is enough (otherwise it would be too much for my family).
4. Simulated writing: The students are given the sample sentences picked out from the text, and are required to make sentences through imitating their structures or the teacher asks them to translate Chinese sentences to English. This is a group activity. The students work in groups to fulfill the task and each group shares their sentences with the class.
1) (see exercises 7, 8)
2) In fact, I do weep a little, standing there by the stove holding one of the instruments, so white, so precisely rolled, that I could cause my daughter’s death.
3) The tobacco industry, coupled with Hollywood movies in which both male and female heroes smoked like chimneys, completely won over people like my father, who were hopelessly hooked by cigarettes.
4) I doubt he had much lung left at all, after coughing for so many years.
5. Vocabulary Exercises
17. Homework: Section B, Section C
Stage 3: Listen and Talk or Writing Exercises (1 hour)
● Ask students to finish the exercise on page 127 of the textbook of reading and writing; then introduce some of the following sentences patterns that lend themselves to the development of a paragraph by cause and effect (15ms) (its neither possible nor necessary for students to remember all of them, but they should be encouraged to remember as many as possible):
● Ask the students to develop a paragraph by cause and effect (15ms):
口语教案
Unit Nine
The Place of Work
Teaching Objectives:
Students will be able to:
1. To familiarize the students with the vocabulary of company departments.
2. Students practice saying where things are and giving simple directions.
Teaching Steps
Step One: Warm-up (15min.s)
1) Brainstorm the vocabulary of company departments and ordinal numbers, e.g. Personnel department, Marketing Department, After-sales Department
2) Introduce the activity by eliciting the structures and expressions that can be used to find out where the departments are and to give directions.
Step Two: Role Play Where’s the ……department? (15min.s)
Students play the roles in the following the situation and try to use the structures and expressions brainstormed on the blackboard. Students can also design the role-play on their own.
Situation: In a company’s building.
Role A: You are looking for the …… departments of the company. Ask B where the departments are.
Role B: Give directions to A.
Step Three : Presentation (15min.s)
Students present their role-plays voluntarily.
Unit Ten
Plans
Teaching Objectives:
Students will be able to:
Students learn to talk about plans and arrangements concerning a business trip and to plan business trips.
Teaching Steps
Step One: Warm-up (15min.s)
1) Brainstorm the arrangements that have to be made for a business trip, e.g. travel, accommodation, appointments, etc..
2) Introduce the activity by eliciting the structures and expressions that can be used to plan a trip.
Step Two: Information Gap Activity (15min.s)
Student A has details of the travel arrangements and Student B of the business arrangements.
The object is for them to draw up the complete schedule.
● Divide the class into two groups (A and B) and ask them to look at their files. Alone or in pairs, they present their questions, e.g. When are we…?
● Pairwork. Students exchange information.
● Check their answers by asking a few questions around the class, e.g. Where are you staying? When are you having lunch with Mr. Green? When are you leaving Rome?
Step Three : Role Play (15min.s)
● Ask each student to write down their appointments for the coming week.
● In pairs, they role-play the conversation.
Role A: To find out what and when B’s appointments are on Monday/Friday…?
Role B: Tell A about your appointments.
Teaching Plan for Unit 6
As His Name Is, So Is He!
1. Teaching Objectives
1) Understand the main idea and the structure of the text;
2) Grasp the key language points and grammatical structures in the text.
3) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Course Arrangements
1st period
2nd period
3rd period
4th period
5-6 period
Pre-reading; While-reading
While-reading (Detailed reading of Parts of the text.)
While-reading; Post-reading (Theme-Related Language learning Tasks; Writing)
Post-reading; check on Ss’ home reading
The oral classes
Stage 1: Warming-up Activities (1 hour)
Aim: arouse students’ interest in the topic to be discussed and prepare students for further understanding of the text
18. Group work: 1) The students are divided into several groups. A representative of one group reads aloud the Preview---the general introduction of the unit. (P. 145) 2) The students are given the title of the text, and then work in groups to talk about the possible content.
19. Questions for thought and discussion: Listen to the tape of Pre-reading Activities, and then answer the questions in groups. (P. 116)
20. To get some ideas about the background information of the text by answering the following questions. You may discuss them in groups or refer to the dictionary to answer them.:
● The Bible: Do you know the Bible? What is the Bible? It is the holy book of the Christians, consisting of the Old Testament and the New Testament.
● Temple University: It is a comprehensive public research university with more than 29,000 students. It has a distinguished faculty in 16 schools and colleges, including schools of Health Sciences Center. The university is based in Philadelphia, Pennsylvania, USA and has two international campuses in Japan and Italy.
● Names: From this reading passage, we have many proper names, which contain cultural background. Now look at the proper names on page 151 and see what each name represents.
● Debbie: represents the personality characteristics of generous, understanding, honest, creative and intense. It is a short name of Deborah originally from a Hebrew name for a woman described in the Old Testament history of the Bible.
● …(see teacher’s book on page 181)
21. Enriching your vocabulary on the topic:
● Grasp the main words and expressions of the text: The students are given the sentences which involving the main words and expressions. They should guess the meanings of the words and expressions without the help of the teacher or the Chinese translations, but they could turn to other students or the dictionary. Then the teacher explains the usages.
1. Naturally, as a beginner I’m not a very good driver yet.
2. He’s naturally interesting; he doesn’t even have to try.（他天生滑稽可笑，根本用不着刻意做作。
3. He lost his reserve in talking. (reserve: (of a person or one’s character) the quality of not liking to talk about oneself or to make one’s feelings known.) 他说着说着就变得随和起来。reserve of manner举止的拘谨
4. Tom is well qualified for the job.
5. The government should be playing a more prominent role in improving public traffic.
6. His nose is too prominent.
7. Delia has been refined. You can’t imagine she is now an elegant lady.（变文雅了, a refined way of speaking优雅的谈吐, refined manners文雅的举止, refined tastes高尚的情趣）
8. No one in their acquaintance would wear such a dress.
9. I have some acquaintance with the language.
10. The study says that British advertisements stereotype women.（对妇女抱有成见）
11. The characters in the book are just stereotypes.（僵化的人物）
12. The university awarded grants to poor students.（发放助学金）
13. The judge awarded a large sum of money to those hurt in the explosion. ( give by a decision in a court of law裁定)
14. Don’t despair; things will get better soon.
15. He was filled with despair by his failure.
16. This boy is the despair of his teacher.（使老师感到头痛）
17. Because there is no label on the luggage, we don’t know to whom it belongs.
18. If you spend any time in prison you’re labeled a criminal for the rest of your life.
● Match the synonyms and antonyms in column B with those in column A.
A) elegant approval substitute specific associate talent latter attractive confess objectively
B) replace deny graceful former connect genius subjectively charming disapproval general
22. Homework:
● learn the new words and expressions of the text by heart.
● The students are to be divided into several groups. When they preview the text, each group will be responsible for one part of it, making sure they understand every word and sentence in this part. Then in the class time, students may ask questions about some words or sentences in a certain part, and then the group, which is responsible for it, will answer the questions. The group members will take turns to be the speaker in the presentation.
Stage 2: Reading-Centred Activities (2 hours)
Aim: global understanding of the text and active acquisition of the language points
8. Global Reading Task: Talk about the main idea of the text in groups and finish the following comprehension task..(see exercise 2)
2. Detailed Reading Task: Language points and some expressions to be explained
The students are divided into several groups. Every group raises questions about the text; any other group can be nominated or voluntary to answer the questions. If the problem is not solved properly at the first time, the other groups have the chance to continue the task till it is solved. The teacher should prepare for the important language points, and encourage the students to raise as many questions as possible. After this activity, the teacher asks the students questions about the text to test whether they have understood the passage. The best performed group will be praised by the teacher.
3. Points that should be solved in class:
● As his name is, so is he. Meaning: His nature or manner as a man is similar to what he is called, his name. The “as…so” here is used to express parallelism or proportionality.（表示类比）e.g. 1) As is the teacher, so is the pupil.（有其师必有其徒。）2) As the desert is like a sea, so is the camel like a ship. （沙漠似海，骆驼似舟。）3) As you treat me, so I shall treat you.（你怎样对待我，我也将怎样对待你。）
● I just don’t feel like a Debbie. (Para. 1) Meaning: I just don’t identify with the name Debbie.我真的不想要Debbie这个名字。Feel like: identify with; have a wish for, want, e.g. 1) I don’t feel like taking a holiday now. 2) Do you feel like a cup of coffee?
● …impulsively substituted her middle name…(para. 2) middle name: a name coming between the first name and the last name. Middle name can also be used figuratively, meaning a main part of one’s character, e.g. Generosity is her middle name.慷慨是他的性格特征。
● …but it surely helped if only by adding a bit of self-confidence to her talents. (para. 3) Meaning: it surely helped although it helped only by adding a bit of self-confidence to her talents. If: accepting that; although, e.g. 1) This is a pleasant if noisy child. 2) It is a nice house, if a little expensive.
● Throughout history, names have not merely identified people but also described them. (Para. 3) Meaning: …not only make people known to us all but also show their characters.
● for better or worse (para. 3): whatever happens; whether they are good or bad; even if there are difficulties, e.g. He promised to take her for better or for worse.
● Names become attached to specific images, as anyone who’s been called “a plain Jane” or “just an average Joe” can show. (Para. 4) Meaning: People’s names come to be connected with the particular appearance or quality…
● The latter name…say, an art critic. (para. 4) say: (usually used i8n imperatives) suppose, suggest, assume. E.g. 1) Would you take an offer of, say (=for example), 5,000 dollars for your car? 要是给你开个价，比方说5，000美元，你卖不卖这辆车？ 2) Can you come to dinner? Say, 7:30? 你能来吃晚饭吗？比如说7点半？
● One woman I know turned down a blind date with a man named Harry because “he sounded dull”. (para 5) turn down: refuse to consider, e.g. Why was I turned down for the job? Is it because I’m a woman? Blind date: arrangement to meet made between a man and a woman who have not met each other before, e.g. Ann has arranged for me to go on a blind date this Saturday with a man that she knows through work.
● Several evenings later…pressing for an introduction to a very impressive man; they had been exchanging glances all evening. (para. 5) press for: demand with force for sth. e. g. I don’t know whether to accept this new job, and the firm is pressing me for a decision. Exchange glances: glance at each other.
● … we’re all guilty of name stereotyping to some extent. ( para. 6) Meaning: all of us are wrong to some degree to attach too simple an image to people according to the qualities suggested by their names.
● Often, we project name-based stereotypes on people… (para 6) Meaning: we imagine that people have the qualities suggested by their names… project on /onto/ upon: imagine (one’s own esp. bad feelings or thoughts) as being attached / connected to others, e.g. It is not reasonable that they project their dreams onto us. 他们觉得我们与他们有同样的梦想，真是荒谬。
● …you aren’t stuck with the label. (para. 8) Meaning: …if you don’t like your name given by your parents, you can get rid of it by changing your name. Be stuck with: 1) be unable to get rid of, e.g. We were stuck with relatives who came to stay unexpectedly. 2) be unable to go or do anything further, esp. because of difficulties, e.g. Will you help me with this mathematical problem? I’m stuck with it.
4. Simulated writing: The students are given the sample sentences picked out from the text, and are required to make sentences through imitating their structures or the teacher asks them to translate Chinese sentences to English. This is a group activity. The students work in groups to fulfill the task and each group shares their sentences with the class.
1) (see exercises 7, 8)
2) As his name is, so is he.
3) Naturally, the name change didn’t cause Debbie / Lynne’s professional achievement --- but it surely helped if only by adding a bit of self-confidence to her talents.
4) Throughout history, names have not merely identified people but also described them.
5) Names become attached to specific images, as anyone who’s been called “a plain Jane” or “just an average Joe” can show.
5. Vocabulary Exercises
23. Homework: Section B, Section C
Stage 3: Listen and Talk or Writing Exercises (1 hour)
Writing:
Step One: Ask the students to have a close look at the Text Structure Analysis sample on Page 158. The teachers can make some comments on this kind of writing skills.
Step Two: Ask the students to do the writing exercise on Page 159 in pairs but they just need to make an outline of the topics listed on Page 159. They can also think of some other topics. Then ask five groups of students to present their outlines.
Note: The students will be given 15 minutes to do this exercise. And the teachers can encourage them to think of as many details and reasons as possible. At the same time, the teachers should guide the students to select the appropriate details and reasons to support the General Statement.
口语教案
Unit Eleven What does he look like?
Teaching objective:
Students will be able to:
3. Review the words of describing someone by classifying them into height, age, hair, looks and fashions.
4. Appreciate the communicative skills of asking about what someone looks like and describing what someone looks like.
5. Build the knowledge of differences and similarities of fashions in different cultures.
Step one: a warm-up discussion
1) A group work: The teacher asks students to brainstorm as many words as they know about describing someone by following the classifications such as height, age, hair, looks, fashions on the blackboard.
Step two: a role play
1) a role play: the teacher asks students to play the role in the following the situations.
Situation: In a hotel’s lobby
Roles: A hotel receptionist, Mr. Smith
What to do: Mr. Smith is looking for his friend by having a conversation with the receptionist
The receptionists asks questions for describing people
Mr. Smith describes his friends
2) The teacher asks two pairs to perform for us and asks for students’ comments and corrections of mistakes
Step three : a game
1). A game to identify people: the teacher divides students into several groups with 6 or 7 members.
What to do: a group chooses one of the members and describes his/her looks for us
The groups asks the class to guess who is described and checks out the right one.
Step four: reading and comparing
1) the teacher gives students a handout of introducing thirty years of fashion in the U.S.A and have a discussion based on the questions given.
2) The teacher asks students to compare the differences and similarities among different cultures in the world by asking partners questions.
3) The teacher invites some students to make a report based on their discussions.
Unit Twelve
It really works
Teaching objective:
Students will be able to:
1. Review the words of sicknesses, medicines and remedies
2. Appreciate the communicative skills of asking and giving suggestions.
3. Build the knowledge of differences and similarities of dealing with a minor health problem in western countries and China.
Step one: a warm-up discussion
1) A pair work: The teacher asks students to have a free discussion about the questions of their own recent health problems given on the snapshot
Step two: a role play
1) a role play: the teacher asks students to play the role in the following the situations.
Situation: in a drugstore
Roles: a pharmacist and Mrs. webb
What to do: Mrs. Webb is asking some suggestions from a pharmacist for her cough and ready to buy some medicines
The pharmacist gives some suggestions about her cough and medicines
2) The teacher asks two pairs to perform for us and ask for students’ comments and corrections of mistakes
Step three: a group work
1). The teacher divides students into several groups with 4 or 5 members
What to do: one member in the group is to be chosen to play as a talk show host. Give advice to some callers
Other members play as callers to talk about their different health problems and asks for suggestions from the host
Step four: reading and comparing
1) The teacher gives students a handout of introducing some very interesting home remedies in America and have a discussion about the questions relevant.
2) The teacher asks students to compare the differences and similarities dealing with a minor health problem in western countries and China.
3) The teacher invites some students to make a report based on their discussions.
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