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杨军娥
Unit 1 Changes in the Way We Live
I. Time Allotment: six periods
II. Teaching Objectives and Requirements
Students will be able to:
1. grasp the main idea – tolerance for solitude and energy made it possible for the writer‘s family to enjoy their pleasant but sometimes harsh country life; 2. appreciate the various techniques employed by the writer – comparison and
contrast, topic sentences followed by detail sentences, use of transitional devices, etc.;
3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listing, speaking and writing activities related to the theme of the unit.
III. Key Points and Difficult Points in Teaching
1. Practice the usage of words and expressions to train students‘ application ability;
2. Finish the task of discussing to train the students‘ speaking and writing ability;
3. Study the writing strategy of comparison and contrast;
4. Understand the difficult sentences;
5. Grasp the main idea and structure of the unit.
6. How to help the students talk in English about the topic related to the unit; 7. How to help the students master the words and expressions;
8. How to help the students finish the task of writing;
9. How to help the students master some knowledge of transitional devices. IV. Teaching Methods and Means
1. Discussion before reading to make the students interested in what they will read; 2. Talking and practicing to make the students master the words and expressions in this unit;
3. Fast reading to get a general idea of the unit;
4. Careful reading to get the detailed information;
5. Translation to understand some difficult points;
6. Learner-centered teaching to train students to teach themselves after class; 7. Individual, pair or group work to make the students finish each exercise; 8. Translation to make the students understand each sentence. V. Teaching Process
I). Pre-reading tasks
Step 1. Warm-up
1. Before discussion (Culture Notes)
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a. the countryside
b. Individual Retirement Account
c. Buying Insurance
2. Please break into small groups and discuss one of the following questions and then the teacher may want to ask some of you to report the result of your group to the class. Finally the teacher shows all the main points on the blackboard and add something.
Q1. Why do so many migrant workers move from the country to the city?
) or any other old towns Q2. Why are tours of Zhou Zhuang (周庄), Li Jiang (丽江
so popular?
Q3. Where do you prefer to live, in the country or in the city? Why? Step 2. Words and expressions
1. get by: be good enough but not very good; manage to live or do things in a satisfactory way
e.g. My parents managed to get by on a small amount of money.
We can get by with four computers at the moment, but we'll need a couple more when the new staff members arrive.
2. .... when it was 30 below: Here the Celsius scale is used instead of the Fahrenheit scale. (see Cultural Notes)
3. haul:
1) transport, as with a truck, cart, etc.
e.g. The farmers haul vegetables to the market on a truck every morning. 2) pull or drag sth. with effort or force
e.g. Rescue workers hauled passengers out of the crashed train. 4. improvement: the act or an instance of improving or being improved
e.g. Internet service providers should develop security improvement services for their customers.
5. supplement: add to sth. in order to improve it (followed by with)
e.g. Peter does occasional freelance work to supplement his income. 6. indoor: situated or used inside a building
e.g. Indoor pollution has been found to be as much as five to ten times higher inside some skyscrapers than outside.
7. spray: force out liquid in small drops upon (followed by with)
e.g. I'll have to spray the roses with insecticide to get rid of the greenfly. 8. pursue: follow
e.g. After graduation Martin chose to pursue the same career as his father as a minister.
9. stack: make into a pile
e.g. Once the last few people had left the hall, the caretakers began stacking the chairs.
10. wicked: evil or bad
e.g. I would rather starve in a ditch than accept the fortune upon such wicked terms. 11. get through: come successfully to the end
e.g. The local government has taken some measures to ensure that all the people
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will get through the winter.
12. at that point: at that very moment, right then
e.g. The train was now only a couple of yards from the kids on the track. At that very point, Anthony threw himself forward and pulled them clear.
13. on balance: with all things considered
e.g. I think, on balance, I didn't treat you unfairly.
14. illustrate: provide with visual features; clarify by use of examples, etc.
e.g. Let me use another example to illustrate this difficult point. 15. I'm not making anywhere near as much money as I did ...: I am not earning as
much money as I did ...
16. generate: bring into existence, produce
e.g. The widespread use of Spanish in some American cities has generated a public debate over language use in the country.
17. insurance: a guarantee that you will receive money if something is lost or damaged, or have repairs paid for, by a financial company in return for regular payments you make to them
e.g. Many nations have some form of compulsory unemployment insurance. 18. pick up: be ready to pay
e.g. If he loses the case, Michael will have to pick up the bill for legal costs. 19. minor: lesser or smaller in amount or importance, etc.
e.g. The Ford Company made only minor changes to the Model T for nearly two decades.
20. premium: a sum of money that you pay regularly to an insurance company for an insurance policy
e.g. The employers make the employees pay for a large portion of their health insurance premium.
21. aside from: except for; in addition to (more usual in American English; same as apart from)
e.g. Aside from an occasional game of tennis, he doesn't take any exercise. 22. cut back: reduce in size or amount (used in the patterns: cut back sth.; cut back on sth.)
e.g. There is a growing movement to cut back the government's role in agriculture and to reduce subsidies paid to farmers.
23. lower: make or become smaller in amount, degree, etc.
e.g. Governments may raise or lower taxes to achieve social and economic objectives.
24. dine out: eat a meal away from home (usu. in a restaurant)
e.g. With the improvement of living standards, more people dine out at weekends. 25. patronize: go to as a customer
e.g. They no longer patronize the local department store because of its poor service. 26. Extravagant Christmases are a memory, and we combine vacations with story assignments.: We no longer have extravagant Christmases, and when a magazine sends me somewhere to write an article, I will take my family along. By doing so, we can save some money.
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27. suspect: believe to be true, likely or probable; feel doubt about (used in the patterns: suspect sb./sth. of sth.; suspect that)
e.g. Scientists realized that Mars' evolution had been more complex and fascinating than they had suspected.
28. budget: any plan that a person, organization or government has that shows how they will raise money and how they will spend the money they have
e.g. The personal or family budget is a financial plan that helps individuals to
balance income and expenses.
29. requirement: sth. needed or asked for
e.g. Many schools have tightened their requirements, and test scores for admission have been rising.
30. scale: a relative level or degree (usu. used in the phrase on a... scale)
e.g. We tested our new teaching methods on a small scale. Indeed only six classes were involved in it.
31. resist: keep from giving in to or enjoying (used in the patterns: resist sth.; resist doing sth.)
e.g. We couldn't resist laughing at him in those funny clothes.
32. temptation: the feeling of being tempted to do sth. that you know might be wrong or harmful; the thing you want to have (uncount or count)
e.g. In my view students should resist the temptation to take part-time jobs in their first two years at college.
33. device: a piece of equipment designed to serve a special purpose
e.g. They suspected that an explosive device had been left somewhere inside the building.
The rescuers used a special device for finding people trapped in the coalmine. 34. profit: an advantageous gain or return
e.g. He makes a big profit from selling waste material to textile companies. 35. invest: commit (money or capital) in order to gain a financial return (used in the patterns: invest money; invest money in sth.; invest in sth.)
e.g. We have invested most of the money in shares in British companies.
My parents intend to invest in stocks and bonds.
36. primarily: mainly
e.g. We are primarily concerned with improving our working conditions. Step 3. Homework
1. Learn the words and expressions by heart.
2. Preview this unit.
II) While-reading tasks
Step 4. Fast reading and summing up main idea of each part
Part I. 1). Questions: What are the two things that the writer has always wanted to do? / Why does
the writer think that the writer think that his life in the country is of the self-reliant
type and satisfying?
2). Main Idea: The writer views his life in the country as a self-reliant and
satisfying one.
Part II. 1). Questions: What was their first winter like? / What happened when the first spring
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came? / What do the two floods refer to?
2). Main Idea: Life in the country is good yet sometimes very hard. Part III. 1). Questions: What decision did the writer make in the following year? / What does the
writer have to do in order to writer his stories? / How do the Dohertys cope with the
problem of insurance? / How do the writer and his family manage to live on a
comparatively low income in the country?
2). Main Idea: After quitting his job, the writer’s income was reduced, but he
and his family can manage to get by.
Part IV. 1). Questions: What does the writer think are the special qualities necessary for leading a
life the way they do? / How does the writer think he and his family will feel when
they have to leave the farm some day? / What did the writer and his family choose to
live in the country for?
2). Main Idea: A tolerance for solitude and a lot of energy have made it possible
for the family to enjoy their life in the country.
Step 5. Careful reading and summing up each Para
Para 1: There two things I have always wanted to do.
Para 2: It is a self-reliant sort of life.
Para 3: It‘s a satisfying life too.
Para 4-5: Every family member would do some work.
Para 6: They got through the first winter by their hard work.
Para 7: It brought two floods in the first spring.
Para 8: The author quitted his job.
Para 9: The author had to do something in order to write stories. Para 10-11: The family managed to cope with some problems after the income was
reduced.
Para 12-13: There are two special qualities for leading a such life. Para 14-15: They are satisfied with the life.
Step 6. Deal with some difficult sentences
VI. Reflection Questions and Assignment
Step 7. Summary
All through the text, the writer tells about both the happiness and hardships the family have experienced in the country. The peaceful and relaxing scene in the country is what the writer has dreamed of for a long time. But living in the country involves the tough time. Those who are ready to live in the country must have two special qualities—tolerance for solitude and a lot of energy.
Step 8. Homework
After class the students are asked to prepare all the exercises of this unit. Step 9.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation
Step 10. The Addition of structure
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Step 11.Writing
VII. Major Reference College English Integrated Course 3 Teacher‘s Book VIII. Teaching Journal
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Unit 2 Civil Rights Heroes
I. Time Allotment: six periods
II. Teaching Objectives and Requirements
Students will be able to:
1. understand the main idea – early civil-rights struggles in the US, esp. the Underground Railroad
2. learn to use library resources and other resources for information; 3. grasp the key language points and grammatical structures in the text; 4. conduct a series of reading, listing, speaking and writing activities related to the theme of the unit.
III. Key Points and Difficult Points in Teaching
1. Practice the usage of words and expressions to train students‘ application ability;
2. Finish the task of discussing to train the students‘ speaking and writing ability;
3. Study the ways of writing strategy;
4. Understand the difficult sentences;
5. Grasp the main idea and structure of the unit.
6. How to help the students talk in English about the topic related to interview; 7. How to help the students master the words and expressions;
8. How to help the students finish the task of writing;
9. How to help the students master some knowledge of writing strategy.
IV. Teaching Methods and Means
1. Discussion before reading to make the students interested in what they will read; 2. Talking and practicing to make the students master the words and expressions in this unit;
3. Fast reading to get a general idea of the unit;
4. Careful reading to get the detailed information;
5. Translation to understand some difficult points;
6. Learner-centered teaching to train students to teach themselves after class; 7. Individual, pair or group work to make the students finish each exercise; 8. Translation to make the students understand each sentence.
V. Teaching Process
I) Pre-reading tasks
Step 1. Words and expressions
1. slender: (of people) slim; not very wide but comparatively long or high
e.g. Although her face was quite plain, she had long, slender expressive hands, like a concert pianist.
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2. settlement: a place where people have come to settle
e.g. Manhattan was the site of the original Dutch settlement of New Amsterdam. 3. confident: feeling or showing trust in oneself or one's ability (usu. followed by about/of/that clause)
e.g. Michael was confident that he would be enrolled by Harvard University.
The soccer team is quite confident of being able to win this important game. 4. give up: abandon an attempt to do sth.
e.g. He's given up smoking since his illness.
The rescue team had given up all hope of finding the two divers alive. 5. ironically: it seems ironic (that)
e.g. Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems.
Ironically it is often the poorer people who give the most. 6. racial: relating to a person's race, or to different races of people
e.g. Slavery is closely associated with racial prejudice, the belief that one race is superior to another.
Mandela was elected President in South Africa's first multi-racial elections, held in 1994.
7. stand up (for sb./sth.): speak, work, etc. in favour of sb./sth.; support sb./sth.
e.g. You have to be prepared to stand up for the things you believe in.
Don't be afraid to stand up for yourself.
8. historic: famous or important in history
e.g. More money is needed for the preservation of historic buildings and monuments.
Cf.: historical
e.g. Historical people, situations, or things existed in the past and are considered to be a part of history.
Many historical documents were destroyed when the library was bombed. 9. site: place where a building, town, etc. was, is, or will be situated
e.g. The local government hasn't yet chosen the site for the new skyscraper. 10. mission: particular task or duty undertaken by an individual or a group
e.g. The five young people have been on a mission to help the Cambodians. 11. forge: (fig) create by means of much hard work
e.g. The two countries agreed to forge closer economic ties.
She forged a new career for herself as a singer.
12. underground: in or into secrecy or hiding
e.g. His mother took him to Hong Kong where she worked in the underground communist movement.
13. web: network of fine threads spun by a spider or some other spinning creature; complex series or network
e.g. The little boy was frightened by the spider's web in the window. 14. liberate: set free
e.g. The new Afghan government is trying to liberate its people from poverty with international help.
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15. authorize: give approval or permission for (sth.); give authority to
e.g. The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power.
16. exploit: brave or adventurous deed or action
e.g. The general's wartime exploits were later made into a film and a television series.
17. be intent on doing sth.: be eager and determined to do sth.
e.g. Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records.
18. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.)
e.g. Stephen had been peering at a computer printout that made no sense at all. 19. decade: period of ten years
e.g. Education budgets have been increased over the last decade in China. 20. on the side: as an additional job or source of income; secretly
e.g. Some teachers have to find ways of making some money on the side. 21. capture: capturing or being captured
e.g. Rebel forces captured the city after a week-long battle.
Some of the terrorists who were involved in the 9.11 event were captured by the FBI.
22. close in (on/around): come near to, esp. in order to attack from several directions; surround
e.g. At one time Peter took part in the capture of three thieves.
Vt.
Hitler committed suicide as Soviet forces were closing in on Berlin. 23. painful: causing pain; hurting
e.g. The old photograph brought back painful memories of bis childhood. 24. religious: of religion
e.g. The local government wants to increase the amount of religious education in schools.
25. conviction: firm opinion or belief
e.g. The old woman had a firm conviction that there would be a better life after death.
It is her personal conviction that all corruption should be exposed and dealt with according to relevant laws.
26. terminal: (building at the) end of a railway line, bus route, etc.; a piece of equipment, usu. consisting of a keyboard and a screen, that connects the user with a computer system
e.g. Most large airports have shops, restaurants, and banks in the terminal building, plus special lounges for departing passengers.
27. impose: 1) place a (penalty, tax, etc.) officially on sb./sth.
e.g. The government has made a decision to impose a further tax on wines and spirits.
2) try to make sb. accept (an opinion or a belief)
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e.g. I wouldn't want to impose my religious convictions on anyone.
It may not be wise for parents to impose their own tastes on their children. 28. as for: with regard to
e.g. As for your request for a free sample, we will send it to you in about ten days. 29. transport: take sth./sb, from one place to another in a vehicle
e.g. Reducing the costs of transporting natural resources to production sites is one of the key factors in economic competition.
30. disguise: give sb./sth, a false appearance (used in the pattern disguise sb./sth, as)
e.g. She disguised herself as a man so she could fight on the battlefield. 31. abolish: end the existence of (a law, custom, system, etc.)
e.g. Slavery was not finally abolished in the British Empire until 1833. 32. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you can
e.g. I know it's cold and raining but we're here now, so let's just make the best of it. 33. compel: make (sb.) do sth.; force
e.g. In the past children were frequently compelled to work from an early age. 34. at risk: threatened by the possibility of loss, failure, etc.; in danger
e.g. It is reported that some areas in the west are at high risk of desertification. 35. starve: (cause a person or an animal to) suffer severely or die from hunger
e.g. Some people starved to death during the long drought.
36. in the eyes of: in the opinion of
e.g. In the eyes of his students, Richard is a sensible and reliable teacher.
In the eyes of my parent, I am still a young person although I am already in my thirties.
37. pass for: appear like; be accepted or looked upon as (same as pass as)
e.g. He speaks American English well enough to pass for an American. Step 2. Points for discussion
1. Before discussion (Culture Notes)
a. Freedom and rights
b. the civil rights movement
c. the Underground Railroad
2. Please break into small groups and discuss one of the following questions and
then the teacher may want to ask some of you to report the result of your group to
the class. Finally the teacher shows all the main points on the blackboard and adds
something.
Q1. What are the special contributions of Abraham, John and Martin to the
Americans?
Q2. What are the reasons for American Civil War?
Q3. Do you know some stories related slavery? Talk about it.
Step 3. Homework
1. Learn the words and expressions by heart.
2. Preview this unit.
II) While-reading tasks
Step 4. Fast reading and summing up main idea of each part
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Part I. 1). Questions: In what way was Josiah Henson different from Uncle Tom? /
Why was Henson called an African-American Moses? / What was the
Underground Railroad? Who forged it? / Why did the author want to tell
the readers the stories of the heroes of the Underground Railroad?
It is high time to honor the heroes who helped liberate slaves 2). Main Idea:
by forging the Underground Railroad in the early civil-rights struggles in
America.
Part II. 1). Questions: How did John Parker win his freedom? / Why did some people
try to capture John Parker? / Why did Levi Coffin, a white man, help
black slaves to freedom? / What risks did Coffin run while helping slaves?
/ What difficulties did the slaves have in traveling the Underground
Railroad to freedom? / Why did many slaves go to Canada? / Why did
Henson decide to escape? / What help did the Hensons received on the
way to safety and freedom?
2). Main Idea: By citing examples the author praises the exploits of
civil-rights heroes who helped slaves travel the Underground Railroad to
freedom.
Step 5. Careful reading and summing up each Para
Para 1: Barbara Carter spoke proudly of her great-great-grandfather. Para 2: Henson was a man of principle.
Para 3: Henson was called an African-American Moses
Para 4-5: Many people forged the Underground Railroad. They should be
remembered.
Para 6-10: After winning his own freedom from slavery, John Parker helped other
slaves to escape north to Canada to get freedom.
Para 11-15: Supported by a strong religious conviction, the white man Levi Coffin
helped black slaves to escape at huge risk.
Para 16-23: By traveling in the Underground Railroad, Josiah Henson reached his
destination and became free at last.
Step 6.Deal with some difficult sentences
VI. Reflection Questions and Assignment
Step 7. Summary.
The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous ―conductor‖. Levi Coffin is a brave white ―conductor‖, who helped to bring many
black men out of slavery; Josiah Henson is a slave who got through all kinds of difficulty and struggled his way to freedom with the help pf the Underground Railroad.
Through the three stories, the author gives a vivid picture of the black‘s
campaign for freedom.
Step 8. Homework
After class the students are asked to prepare all the exercises of this unit;
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Prepare to retell the stories in the text.
Step 9.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation Step 10. The Addition of structure Step 11.Writing
VII. Major Reference
College English Integrated Course 3 Teacher‘s Book
VIII. Teaching Journal
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熊敏莹
Teaching Plan
College English Integrated Course
Unit 3. Security (Passage A. The Land of the Lock)
I. Brief Statements Based on the Unit
Years ago in America, it was customary for families to leave their doors unlocked, day and night. However, today the people are growing more concerned about their security. It is reported that the crime rate is soaring. People no longer trust each other and have to resort to elaborate security systems to protect themselves and their possessions. And many people own handguns. The author shows his point of view here. This unit conducts a lot of practice of listening, speaking, reading and writing centering on the topic of Security and teacher should lets students master all the knowledge about them.
II. Teaching Objectives and Requirements
1. Grasp the main idea and structure of the text.
2. Learn to use comparison and contrast in writing and to use keywords for
efficient reading.
3. Master the usage of the words and expressions and grammars in this unit
4. Conduct a series of reading, listening, speaking and writing activities related
to the theme of the unit.
? . Teaching Time: College English Integrated Course Six periods
?. Teaching Methods:
1. Discussion before reading to make the students interested in what they will read. 2. Talking and practicing to make the students master the words and expressions in
this unit
3. Fast reading to get a general idea of the unit
4. Careful reading to get the detailed information.
5. Translation to understand some difficult points.
6. Learner-centered teaching to train students to teach themselves after class 7. Individual, pair or group work to make the students finish each exercise 8. Translation to make the students understand each sentence.
?. Teaching Important Points:
10. Practice the usage of words and expressions to train students‘ application ability
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11. Finish the task of discussing to train the students‘ speaking and writing ability
12. Understand the difficult sentences
13. Grasp the main idea and structure of the unit
?.Teaching Difficult Points:
1. How to help the students talk in English about the topic related to security. 2. How to help the students master the words and expressions.
3. How to help the students learn the structure of the text.
4. How to help the students learn to use comparison and contrast in writing and to
use key words for efficient reading.
?. Teaching Procedures:
Step 1. Words and expressions
1. on the latch: (of a door) closed but not locked
e.g: Let yourself in; the door is on the latch.
Don't forget to leave the front door on the latch if you go to bed before I
come back.
2. vulnerable: exposed to danger or attack; unprotected
e.g: Intruders are developing techniques to harness the power of hundreds of
thousands of vulnerable systems on the Internet.
Compared with Saudi Arabian soccer team, the Chinese team is more
vulnerable.
Museums in the developing world often have fewer security measures and
thus remain more vulnerable to thefts.
3. tranquil: calm, quite and undisturbed
e.g: The hospice aims to bring peace and comfort to the dying by offering expert
care and a tranquil atmosphere.
Visitors like to stay in this hotel because it is beautiful and located in a
tranquil lake area.
4. build in/into: make (sth.) as part of the structure
e.g: The cupboards in the kitchen are all built in.
We are having shelves built into the wall over the bed.
5. premise: 1) (pl) all the buildings and land that an institution occupies on one site
e.g: There is a kitchen on the premises.
The shop sells food but doesn't allow it to be eaten on the premises.
The company is looking for new premises.
2) sth. that you accept as true and use as a basis for another idea or way
of thinking (usu. followed by that clause)
e.g: The corporation operates on the premises that family life directly affects business results.
The program started from the premise that men and women are on equal terms in this society.
6. put up: build or erect
e.g: He put up a new fence around his house.
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Most of the old buildings were pulled down so that blocks of apartments
could be put up.
7. barricade: a barrier of large objects, intended to stop an enemy; block with a
barricade
e.g: The rioters barricaded streets with piles of blazing tyres.
Protesters have been putting up barricades across a number of major streets. 8. hold/keep (sb.) at bay: prevent (an enemy, pursuers, etc.) from coming near
e.g: Eating oranges keeps colds at bay.
She left the light on at night to keep her fears at bay. 9. be bathed in: cover or envelop as if with liquid
e.g: The fields and woods were bathed in a golden light at sunrise.
He was interviewed in a room bathed in soft red light.
She bathed her feet in warm water to relieve the pain.
10. look back on: think about (sth.) in one's past
e.g: When you look back on your life, what moments would you cherish the
most?
In his speech the president looks back on the economic recovery and make
clear his desire to reduce the federal budget.
Step 2. Points for discussion
1. Before discussion (Culture Notes)
a. Crime prevention
b. Airport Security
2. Please break into small groups and discuss one of the following questions and
then the teacher may want to ask some of you to report the result of your group
to the class. Finally the teacher shows all the main points on the blackboard and
adds something.
Question 1. In our families, what do we do to try to prevent burglaries? / For
example, is there a burglary proof door at your apartment?
Question 2. In our contact with the outside world, what precautions do we take to
steer clear of danger? / For example, do we speak to strangers? Step 3. Homework
3. Learn the words and expressions by heart.
4. Preview this unit.
Step 4. Fast reading and summing up main idea of each part
Part One: 1). Questions: In the author‘s boyhood, did he have to carry keys with
him if he stayed out late at night? Do people nowadays keep up the
custom of leaving the front door on the latch at night?
2). Main Idea: In American, the era of leaving the front door on the
latch has drawn to a close.
Part Two: 1). Questions: What can be commonly seen pasted on the windows of
the most pleasant homes? What does the author think is the new
atmosphere of American life? What function do people think
electronic X-ray equipment can perform now at airport security?
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Why are businessmen buying new machines to analyze a telephone
caller‘s voice?
2). Main idea: A new atmosphere of fear and distrust has crept into
every aspect of daily life. As a result, security devices, in varied
forms, are put to use.
Part Three: 1). Questions: Under what excuse do people resort to all these means?
Does the author think they are justified in doing so? According to the
author, what may be the legacy we remember best when we recall
this era?
2). Main idea: By locking our fears out, we become prisoners of our
own making.
Step 5. Careful reading and summing up each Para
Para 1-Para 3: In American, the era of leaving the front door on the latch has drawn
to a close.
Para 4—Para8: The author thinks a new atmosphere of distrust and fear has been
formed in America.
Para 9—Para15: Security devices, in varied forms, have been put to use.
Para19: By locking our fears out, we become prisoners of our own Para 16—
making.
Step 6.Deal with some difficult sentences
Ask the students to point out.
Step 7. Summary
The author thinks America is deteriorating from ―the Land of the Free‖ into ―the
most insecure nation‖. He regrets that people no longer trust each other and have to resort to elaborate security systems to protect themselves and their possessions. However, by locking their fears out, they become prisoners of their own making. Step 8. Homework
After class the students are asked to prepare all the exercises of this unit. Step 9.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation
Step 10. The Addition of structure
Step 11.Writing (Using cause and effect in essay writing)
When writing a cause and effect paper, you can use ways as follows. 1. Chorological
A chronological organization means arranging the discussion by following the
time sequence in which actual events happened. This organization is effective for
topics that involve narrating how something happened through a period of time. 2. Order of importance.
In an analysis that involves multiple cause and effects, you can either arrange the
factors from the least important ones to the most important ones, or from the
most important to the least important ones.
17
3. Categorical
You can also group the various factors into different categories (political, social,
financial, personal, psychological, etc.) and arrange them accordingly. 4. Using Transitional Words and Phrases
Causes: because, since, as, for, because of, due to
Effects: consequently, thus, therefore, so, as a result, for this reason
Step 12. Homework (Write an essay entitled Why We Are for Gun Control or Why we
Are against Gun Control.
?.Lesson Summary
This unit is divided into six periods. Use the student-centered teaching approach. By asking the students to make sentences with the words and expressions in this unit, the students‘ ability of using languages is greatly improved. By discussing the topic, not only has the students‘ ability of listening, speaking and writing been improved, but also enlarge their vocabulary. By summing up the main idea of each Part and each Para, the students‘ ability of understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students‘
ability of autonomic learning is trained gradually. At last, the students‘ ability of
comprehensive usage has been improved.
Unit 4. Extraterrestrials (Passage A. The Watery Place)
III. Brief Statements Based on the Unit
Men are curious about the universe. They are eager to know things on other planets. And especially they expect there are living beings on the planets and these extraterrestrials can contact people on the earth. This unit is arranged around the topic—extraterrestrials. The author in this unit shows us an imaginative story- two Venusians came to the earth and wanted to establish relations with the earth and was refused due to a stupid error by a sheriff. This unit conducts a lot of practice of listening, speaking, reading and writing centering on the topic of Security and teacher should lets students master all the knowledge about them.
IV. Teaching Objectives and Requirements
1. Talk about extraterrestrials.
2. Grasp the main idea and structure of the text.
3. Master the usage of the words and expressions and grammars in this unit
4. Conduct a series of reading, listening, speaking and writing activities related
to the theme of the unit.
? . Teaching Time: College English Integrated Course Six periods
?. Teaching Methods:
1. Discussion before reading to make the students interested in what they will read. 2. Talking and practicing to make the students master the words and expressions in
this unit
18
3. Fast reading to get a general idea of the unit
4. Careful reading to get the detailed information.
5. Translation to understand some difficult points.
6. Learner-centered teaching to train students to teach themselves after class 7. Individual, pair or group work to make the students finish each exercise 8. Translation to make the students understand each sentence.
?. Teaching Important Points:
1. Practice the usage of words and expressions to train students‘ application ability
Finish the task of discussing to train the students‘ speaking and writing ability 2.
3. Study the ways of writing an expository essay.
4. Understand the difficult sentences
5. Grasp the main idea and structure of the unit
?.Teaching Difficult Points:
1. How to help the students talk in English about the topic related to
extraterrestrials. .
2. How to help the students master the words and expressions.
3. How to help the students finish the task of writing.
4. How to help the students learn to memorize words in association.
?. Teaching Procedures:
Step 1. Words and expressions
1. on account of : (fml) because of
e.g: The house isn't really suitable for an old person on account of all those stairs.
The president declined to deliver the speech himself on account of a sore
throat.
2. deputy: the second most important person in a particular organization
e.g: A deputy was appointed in case the manager became ill.
After several years' hard work he was promoted to deputy manager. 3. veteran: person with much or long experience, esp. as a soldier
e.g: By 1955 more than 2 million veterans of World War II had used the
government financial aid to go to college.
Veterans Day was originally established to honor Americans who had
served in World War I.
4. By April 14, he isn't approachable. : He is so busy by April 14 that he will not
have anything to do with anybody. April 15 is the deadline for tax forms to be
mailed. On April 14 some people stay up late trying to finish all the tax forms. 5. hit the sack: (infml) go to bed
e.g: Time to hit the sack; lights out!
Louise was so tired that he hit the sack soon after supper. 6. go over: examine the details of; check; study carefully
e.g: Go over the textbook before you take the examination.
The guards go over every passenger at the airport to prevent possible
19
terrorist attacks.
7. isolate: set apart; cut off from others
e.g: When I'm angry, I find it best to isolate myself from other people for a little
while.
In the early decades of its history, the United States was relatively isolated
from Europe and other parts of the world.
It would certainly be unnatural for someone to totally isolate themselves. 8. blink: shut and open the eyes quickly; flash on and off
e.g: Staring for hours at a computer screen dries out the eyes as people blink less.
We could see lights blinking on the ships out in the bay. 9. come around: visit someone at their house
e.g: Halfway through the party, a neighbor came around to complain about the
noise.
Why didn't you come around while you were in Beijing on business? 10. knock down: 1) cause someone to fall to the ground by pushing or hitting them
e.g: The old man died in hospital after being knocked down by a car.
The driver was in serious trouble for knocking down a pedestrian on a
pedestrian crossing.
2) destroy and remove sth.
e.g: The house is being knocked down to make way for a new road.
We're planning to knock the dividing wall down so as to make one large
room.
Step 2. Points for discussion
3. Before discussion (Culture Notes)
a. Venus
b. Extraterrestrial life
c. Income tax
4. Please break into small groups and discuss one of the following questions and
then the teacher may want to ask some of you to report the result of your group
to the class. Finally the teacher shows all the main points on the blackboard and
adds something.
Question 1. Imagine where, when, and how you met an E.T. and what happened
during the encounter. A group secretary takes notes.
2. Based on the notes, a group writer writers a story of about 100
words, and another is asked to draw a few pictures to illustrate the
story.
3. Other group members make revisions.
4. Each group sends a speaker to another group, telling the latter their
story with the help of the illustrations.
Step 3. Homework
5. Learn the words and expressions by heart.
6. Preview this unit.
Step 4. Fast reading and summing up main idea of each part
20
Part One: Main Idea: The narrator claims that no extraterrestrials will ever land on
earth.
Part Two: 1). Question: Why is Bart Cameron not approachable by April 14? /How
did Bart respond to the arrival of the two strangers? /According to the two
visitors, why did they choose Twin Gulch as their first contact? / What
was the main purpose of the extraterrestrials‘ trip? / What was ―the stupid
error‖ made by Bart?
2). Main idea: The narrator gives an account of his encounter with
extraterrestrials, making it clear why he claims that they will return no
more.
Step 5. Careful reading and summing up each Para
Para 1: The narrator claims that no extraterrestrials will ever land on earth.
Para 4—Para 5: Bart got quite irritable because of his complicated tax form.
Para 6---Para11: The narrator was shocked at the sight of a flying saucer, while Bart
didn‘t notice it at all.
Para 12 –Para 34: Bart ?s conversation with the two Venusians ended with the
Venusians‘ promise of not coming back.
Para 48: Bart didn‘t realize his stupid error until it was too late. Para 35—
Step 6.Deal with some difficult sentences
Ask the students to point out.
Step 7. Summary
The author shows an imaginative story- two Venusians came to the earth and wanted to establish relations with the earth. At that time Bart-a sheriff- was busy working up his income tax. He mistook the two Venusians as Italians and was refused their request, which was a stupid error and also means that the earth is never going to have another visitor from space. That was a
Step 8. Homework
After class the students are asked to prepare all the exercises of this unit. Step 9.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3: Cloze
Exercise 4: Translation
Step 10. The Addition of structure
Step 11.Writing (How to write an expository essay)
When writing an expository essay, you can use ways as follows. 1. Prepare Enough Material
It is advisable to prepare enough material to help your explanation. Readers
often find abstract discussion hard to follow if they are not illustrated by
concrete examples. Moreover, good exposition is often both instructive and
interesting.
2. Dramatizing the Issue
Good writing gets the reader‘s attention quickly. If you are writing about the
problem of pollution, you could start by listing the statistics on pollution in the
21
world today. But the facts alone may not attract your reader‘s attention. A more
effective way of presenting this problem would be to tell the story of one
polluted village. This would dramatically illustrate the problem and draw the
reader into your exposition.
Step 12. Homework (Write an essay entitled Pressing Problem on Our Planet I Wish
to Discuss with Extraterrestrials.)
?.Lesson Summary
This unit is divided into six periods. Use the student-centered teaching approach. By asking the students to make sentences with the words and expressions in this unit, the students‘ ability of using languages is greatly improved. By discussing the topic, not only has the students‘ ability of listening, speaking and writing been improved, but also enlarge vocabulary. By summing up the main idea of each Part and each Para, the students‘ ability of understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students‘
ability of autonomic learning is trained gradually. At last, the students‘ ability of
comprehensive usage has been improved.
22
叶瑞芬
Teaching Plan
College English Integrated Course
Unit 5. Overcoming Obstacles (Passage A.True Height)
V. Brief Statements Based on the Unit
Those who have read this story will probably agree that its most striking feature is the closing line. As we read on, our admiration for Michael is building up until we believe that, when Michael broke both national and international records, we have reached the climax. However, the real climax is in the last sentence. When we find that out, what a great impact is has on us!
The text title, True Height, itself has more than one meaning. ―If You Want It,
Work For It‖. This sentence is the main idea of the text. It can encourage all the people to rack their brains to achieve their goals by reading the whole text.
And by studying this unit, students also know how to use some important words and expressions. This unit conducts a lot of practice of listening , speaking, reading and writing centering on the topic and teacher should let students master all
23
knowledge about them.
VI. Teaching Objectives and Requirements
1. grasp the main idea (dreaming and hard work helped Michael Stone on his way
to success) and the structure of the text (narration with a flashback); 2. appreciate the narrative skills (using details to bring out a character; a surprising
ending; use of puns);
3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the
theme of the unit.
? . Teaching Time:
st1 period: pre-reading; while-reading (text organization; language points) nd2 period: while-reading (language points)
rd3 period: while-reading (closing line; usage of ―work‖; details)
th4 period: post-reading (play on the meaning of words; exercises); check on students‘
home reading (Text B)
th5 period: Theme-Related Language Learning Tasks
?. Teaching Methods:
1. Discussion before reading to make the students interested in what they will
read.
2. Talking and practicing to make the students master the words and expressions in
this unit
3. Fast reading to get a general idea of the unit
4. Careful reading to get the detailed information.
5. Translation to understand some difficult points.
6. Learner-centered teaching to train students to teach themselves after class 7. Individual, pair or group work to make the students finish each exercise 8. Translation to make the students understand each sentence.
?. Teaching Important Points:
14. Practice the usage of words and expressions to train students‘ application ability
15. Finish the task of discussing to train the students‘ speaking and writing ability
16. Understand the difficult sentences
17. Grasp the main idea and structure of the unit
?.Teaching Difficult Points:
5. How to help the students talk in English about the topic .
6. How to help the students master the words and expressions.
7. How to help the students finish the task of writing.
8. How to help the students master some knowledge of Omission
24
?. Teaching Procedures:
Step 1. Words and expressions
1. . bear out: prove that sth. is true
e.g. The evidence that the US Central Intelligence Agency has obtained bears out their claims that Bin Laden is closely related to the September 11 terrorist attacks in the USA.
The witnesses will bear you out in court.
2. fantasy: imagination, esp. when it has no connection at all with reality. e.g. I still have the fantasy that one day I will win the National Lottery.
Having watched so many animated cartoons, some children can‘t tell fantasy from
reality.
3. coincide: 1)happen at the same time (followed by with)
e.g. His arrival in Tokyo coincided with the beginning of the war.
th The art exhibition coincide with the 50 anniversary of his death.
2) be in agreement with
e.g. He gave great encouragement to his students, especially if their passions
happened to coincide with his own.
100 degrees centigrade coincides with 212 degrees Fahrenheit.
Our interests coincide.
4. alternate: every other or second; happening by turns
e.g. He experienced alternate bouts of depression and cheerfulness within one day.
We spend alternate Sundays with my husband‘s parents.
5. on one/ two/ several occasion(s): once/ twice/ several times in the past e.g. On several occasions, I attempted to talk with my parents about my taking a part-time job, but my mother instantly interrupted me by asking me questions about my studies.
He drinks far too much. On occasion I saw him drink a whole bottle of vodka. 6. startle: give a sudden shock or surprise to
e.g. You startled me-----I didn‘t hear you come in.
Goodness, how you startled me appearing out of nowhere like that! 7. intensity: the state of being intense
e.g. In order to finish the job in time, we have to work with greater intensity.
Looking at her with intensity, the man said: ―Would you please marry me?‖
The mayor didn‘t realize the intensity of people‘s feelings on the housing issue.
8. stretch out: hold a part of your body straight out in front of you e.g. She stretched out a hand and lifted the glass to her lips.
There were beggars everywhere, pathetically stretching their hands out to passers-by.
9. bring (sb.) back to earth: cause (sb.) to stop day-dreaming; cause (sb.) to return to
reality
e.g. Emily‘s voice brought him back to earth.
Jack had been spending all his time chatting on line with his key-pals until his
parents had a
word with him and brought him back to earth.
25
10. in one‘s mind‘s eye: in one‘s imagination; in one‘s memory
e.g. In his mind‘s eye, she is still a shy girl.
In my mind‘s eye, I can still see the house where I was born.
Step 2. Points for discussion
5. Before discussion (Culture Notes)
1. ) Sports: Sports play an important part in American life. Professional baseball
and (American) football games attract large crowds, and many people watch
games on television. Although many parents complain about their children being
couch potatoes (=people who spend a lot of time watching television), there are
sports sessions at school for all ages. College students are usually also required to
take physical education classes to complete their studies.
2. ) Olympics:
The Olympic Games are the most important international sports event in the world held every four years.
The ancient Olympic Games were held in Olympia every four years from 776 B.C. to 392 A.D. The modern Games were first held in 1896 in Greece and, with the exception of three games not held because of the two world wars, have been held in various cities of the world at regular 4-year intervals. Since 1924, a separate program
thof winter sports has been added to the Games. In 2008 Beijing will host the 29
Olympic Games.
The Olympic symbol----five interlocking red, blue, yellow, black, and green circles on a white field-----represents the continents of the world joined in friendship.
The Olympic motto is Citius—Altius—Fortius. These words mean ―Swifter,
Higher, Stronger‖.
The Olympic Games are organized and governed by the International Olympic Committee (IOC). It has offices in Lausanne, Switzerland. The Committee has made many decisions that affect the modern Olympics. For example, in 1912, the Committee decided to allow women to compete in the Games.
6. Please break into small groups and discuss one of the following questions and
then the teacher may want to ask some of you to report the result of your group
to the class. Finally the teacher shows all the main points on the blackboard and
adds something.
Question 1. How did dreaming and hard work contribute to Michael‘s success?
Question 2. Michael is blind. Why do you think the author wants to keep quiet about this important detail until the very end of the story?
Question 3. How do you understand the title ―True Height‖?
Step 3. Homework
7. Learn the words and expressions by heart.
8. Preview this unit.
Step 4. Fast reading and summing up main idea of each part
Part One (Paras1-2): Michael faced the most challenging competition in his
pole-vaulting career.
Part Two ( Paras 3-5): Michael‘s childhood was marked with dreams and tough
26
training.
Part Three( Paras 6-12): Michael topped his personal best, won the championship
and set a new world record.
Part Four ( Para 13): What was most unusual about Michael‘s victory was that he
was blind.
Step 5.Deal with some difficult sentences
Ask the students to point out.
Step 6. Text Analysis
Those who have read this story will probably agree that its most striking feature is the closing line. As we read on, our admiration for Michael is building up until we believe that, when Michael broke both national and international records, we have reached the climax. However, the real climax is in the last sentence. When we find that out, what a great impact is has on us!
The text plays on words on more than one occasion. The text title, True Height,
itself has more than one meaning. We may understand it as the new bar heights that Michael cleared one after another, or we may view it as the tremendous obstacles Michael had overcome in attaining his goal. The word ―hot‖ in the first paragraph also
plays on two different meanings, one literal, the other figurative.
We will also notice how the author uses details skillfully. How so we know that Michael‘s success at pole-vaulting is especially significant? We know it by inferring, because even ―Bert ?If You Want It, Work For It‘ Stone was crying like a baby in his
wife‘s arms. He was crying harder than Mildred has ever seen before‖. How do we
conclude that Michael is a highly motivated person with a passion for detail? Because the author told us in detail how he had followed a rigid training program, as well as how he appeared unmoved by his own success and going on doggedly to scale a new height, not once forgetting ―his routine of three finger-tipped push-ups‖
Step 7. Homework
After class the students are asked to prepare all the exercises of this unit. Step 8.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation
Step 9. The Addition of structure
Step 10.Writing
Write a character sketch of Michael Stone in about two hundred words.
Step 11. Homework
?.Lesson Summary
This unit is divided into five periods. Use the student-centered teaching approach. By asking the students to make sentences with the words and expressions in this unit, the students‘ ability of using languages is greatly improved. By discussing the topic, not only has the students‘ ability of listening, speaking and writing been improved,
27
but also enlarge vocabulary. By summing up the main idea of each Part and each Para, the students‘ ability of understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students‘
ability of autonomic learning is trained gradually. At last, the students‘ ability of
comprehensive usage has been improved.
Teaching Plan
College English Integrated Course
Unit 6. Women, Half the Sky (Passage A. I’m Going to Buy the Brooklyn
Bridge)
I. Brief Statements Based on the Unit
Weather you like it or not, women in many cases have to take up more responsibilities than men. That‘s why the author of Text A, Adrienne Popper, writes:
―Men have generally been assured that achieving their heart‘s desires would be a
piece of cake. Women, of course, have always believed that we can‘t have our cake
and eat it too. ‖What she means is that men are encouraged to achieve their goals in life, but women know that they can only achieve some goals at the expense of other goals. However, there are superwomen in the real world who are capable of great deeds as well as enjoying life. It is they who give the average women the courage to go on. By studying this unit, students, especially for the girl students, can obtain confidence in their studies and in their lives in the future. Meanwhile, they can know how to use some important words and expressions in this unit. This unit conducts a lot of practice of listening , speaking, reading and writing centering on the topic and teacher should let students master all knowledge about them.
II.Teaching Objectives and Requirements
1. grasp the main idea (the belief in superwomen encourages average women to
achieve their goals) and structure of the text ;
2. appreciate how the author achieves coherence for her essay;
3. master key language points and grammatical structures in the text;
conduct a series of reading, listening, speaking and writing activities related to the
theme of the unit.
? . Teaching Time: College English Integrated Course Six periods
?. Teaching Methods:
1. Discussion before reading to make the students interested in what they will read. 2. Talking and practicing to make the students master the words and expressions in
this unit
3. Fast reading to get a general idea of the unit
28
4. Careful reading to get the detailed information.
5. Translation to understand some difficult points.
6. Learner-centered teaching to train students to teach themselves after class 7. Individual, pair or group work to make the students finish each exercise 8. Translation to make the students understand each sentence.
?. Teaching Important Points:
18. Practice the usage of words and expressions to train students‘ application ability
19. Finish the task of discussing to train the students‘ speaking and writing ability
20. Understand the difficult sentences
21. Grasp the main idea and structure of the unit
?.Teaching Difficult Points:
9. How to help the students talk in English about the topic related to this unit.
How to help the students master the words and expressions. 10.
11.How to help the students finish the task of writing.
12.How to help the students master some knowledge of Omission
?. Teaching Procedures:
Step 1. Words and expressions
1) undo: a. disturb/ upset
e.g. The sight of the animal‘s suffering undid me.
b. untie/ open
e.g. Would you please undo this knot for me?
2) hit/strike home: have the intended effect.
e.g. His criticism hit home. I was really selfish.
I could see from her expression that his comments had hit home. 3) incredible=unbelievable: that can‘t be believed
e.g.—It seemed incredible that people would still want to play soccer during a war.
--- The boy runs at an incredible speed –even faster than many adults.
4) skeptical: (sceptical, Br.E)-----be skeptical about/of
e.g. --- Some professors are sceptical of/about his findings. 5) But like a dieter who devours… occasionally: But like a dieter who eats quickly a whole box of cookies when his determination to go on a diet was not firm, I sometimes found my resolove was not firm either.
6) consume: a) eat or drink
e.g.---The children consumed lots of chocolate.
b) use up
e.g.--- If consumers don‘t consume, then workers don‘t work.
7) client: a person who buys goods or service
e.g. Our company is CITI Bank‘s most valued client.
8) reproach=scold, denounce, condemn: criticize sb. For failing to do sth.(reproach sb.
For…)
e.g.--- She loved her boyfriend so much that she didn‘t reproach him for breaking
29
his promise.
9) theory: the Theory of Relativity, the Theory of Evolution, Quantum Theory 10) by nature=innately
11) get one‘s act together: organize oneself and one‘s activities so that one does things
in an effective way.
e.g. Steve will have to get his act together if he is going to pass the exam. He can‘t just sit about doing nothing all day.
12) put pencil to paper: start to write
e.g. The instant he put pencil to paper, his four-year-old son would sit beside him quietly.
13) remainder: the remaining time, people or things
e.g. Having finished the work, I spent the remainder of the day reading novels and listening to music.
14) at intervals: a. sth. that happens at intervals happens occasionally
e.g. The interview continued, with Smith breaking off at intervals to consult his notes.
b. used to state the precise gap in time or distance between things
e.g. She woke him for his medicines at intervals throughout the night. 15) set aside: put (time or money ) away for a special purpose
e.g. My husband set aside half an hour every morning to do sports. 16)…a Martian bank: It refers to a bank which is alien to shop assistants.
17) race the clock: do sth. quickly in order to finish it in the available time e.g. The semester is coming to an end. We have to race the clock every day to prepare for our final exams.
18) bide one‘s time: wait patiently for a chance
e.g. She bided her time, planning revenge.
19) take in: cheat( usu. passive)
e.g. She was so smart that she couldn‘t be taken in by her colleagues.
20) have sth./little/much/nothing to do with: have some/little/much connection with e.g. His decision to move overseas has a lot to do with his financial problem. 21) achieve/have one‘s heart‘s desire(s): get sb/sth you want vey much
e.g. He was making great efforts to achieve his heart‘s desires.
22) sophisticated: a. worldly-wise
e.g. Richard was still young, but he was sophisticated enough to know when people were not telling the truth.
b. advanced or complicated
e.g. The development of computers and other sophisticated machines has made industry much more efficient.
23) move on to: stop doing one thing and begin dealing with the next e.g. She ran this shop for ten years before deciding to move on to the real estate business.
Step 2. Points for discussion
7. Before discussion (Culture Notes)
30
1) Feminism: In the 1960s feminism (=the belief that women and men are
equal in abilities and should have equal rights and opportunities) became
the subject of intense debate when the women‘s liberation movement
encouraged women to reject their traditioal supporting role and to demand
equal status and equal rights with men in areas such as employment and
pay.
Since then the gender gap between the sexes has been reduced. However,
the battle between feminist and traditional views of a woman‘s role continues.
It is widely accepted by younger people that women should, if they wish, be
allowed to develop their careers and not give up work when they have a
family.
Feminism has brought about many changes in the English language.
Many words for job titles that included ―man‖ have been replaced, for
example ―police officer‖ is used instead of ―policeman‖ and ―chairperson‖ for
―chairman‖. ―He‖ is now rarely used to refer to a person when the person
could be either a man or a woman. The title ―Ms‖ is used for women instead
of ―Miss‖ or ―Mrs‖, since it does not show whether a woman is married or
not.
2) the Brooklyn Bridge: the bridge over the East River in New York City that connects Manhattan with Brooklyn. It was opened in 1883 and has a length o f1595 feet (486 meters). The expression selling the Brooklyn Bridge to somebody means
tricking them in a deal.
8. T asks Ss the following questions on the song I Am Woman.Please break into
small groups and discuss one of the following questions and then the teacher
may want to ask some of you to report the result of your group to the class.
Finally the teacher shows all the main points on the blackboard and adds
something.
Question 1. Why can‘t women be ignored?
(because of their huge numbers)
Question 2. What happens to women if you try to break their will?
(You can bend them but you can never break them . It only serves to
make them more determined to achieve their final goal.)
Step 3. Homework
9. Learn the words and expressions by heart.
10. Preview this unit.
Step 4. Fast reading and summing up main idea of each part
1.) T guides Ss to do Text Organization 1 to know the structure of the text.
Part I (Paras 1-3): Despite her friend‘s advice, the author, unable to resist the
temptation, falls for superwomen stories again.
Part II (Paras 4-7): Her encounter with a superwoman and its impact on her. Part III (Paras 8-11): She tells about what prevents her from beoming a
31
superwoman herself.
Part IV (Paras 12-14): She analyzes why she is still fascinated by modern superwomen tales.
Part V (Paras 15): She comes to the conclusion that to her, admiring a heroine is
something worth doing.
2). Main idea: The belief in superwomen encourages average women to
achieve their goals.
Step 5.Deal with some difficult sentences
Ask the students to point out.
Step 6. Discourse comprehension:
a. T asks several ss to speculate on the meaning of title of Text A. b. Ss read the first two paras to understand why a friend said that ― if I believed everything in the report, she had a bridge in Brooklyn she‘d like to sell me.‖
c. T invites some Ss to give alternative terms for ―a bridge in Brooklyn‖.
( an incredible story, sth. impossible etc.)
d .Ss scan the text and underline sentences containing the word ―bridge‖.
(Para 12: Despite my friend‘s…she mentioned.)
(Para 15: Then I‘ll tell her …after all.)
e. T explains the two sentences to Ss.
(Para 12: Although my friend had warned me not to believe in the stories
about any incredibly successful woman, I am still willing to believe that
they are true.
Para 15: Then I will tell her about myself: how I believed in superwomen
tales and how this belief had encouraged me to attain my own goal.) f . The key sentences of this text (Para 13).
Whether you like it or not, women in many cases have to take up more reponsibilities than men. That‘s why the author of Text A, Adrienne Popper, writes: “Men have generally been assured that achieving their heart’s desires would be a
piece of cake. Women, of courese, have always believed that we can’t have our cake
and eat it too.” What she means is that men are encouraged to achieve their goals in life, but women know that they can only achieve some goals at the expense of other goals. However, there are superwomen in the real world who are capable of great deeds as well as enjoying life. It is they who give the average woman the courage to go on.
g. to study the main writing technique used in this text----coherence
three main devices of coherence: (the use of transitional words and phrases like
however, but, therefore, thus, first(ly), what’s more, as to, and in terms of,
repetition of key words and phrases as superwoman, in one’s spare time, etc. in
Text A, and the use of parallel structure as Kevin 1990, Kevin 2020, etc. in Unit
32
8, book 1..)
h. to find out the words and phrases related to food in Text A and understand the
objectives of the author:
Interestingly, the author uses many words and phrases related to food. For
example, a piece of cake, you can’t eat the cake and have it too, strawberry jam, a
whole box of cookies, soup, juice, tea, a dieter, a diet without treats, the old
low-dream diet (note that it was coined on the basis of ―low-fat diet‖), to devour,
to bake cakes.
objective: use those expressions to reflect the traditional role of women as food-providers
Step 7. Homework
After class the students are asked to prepare all the exercises of this unit. Step 8.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation
Step 9. The Addition of structure
Step 10.Writing
Write a short essay entitled Women Hold Up Half the Sky in about 150 words.
Step 11. Homework
?.Lesson Summary
This unit is divided into six periods. Use the student-centered teaching approach. By asking the students to make sentences with the words and expressions in this unit, the students‘ ability of using languages is greatly improved. By discussing the topic, not only has the students‘ ability of listening, speaking and writing been improved, but also enlarge vocabulary. By summing up the main idea of each Part and each Para, the students‘ ability of understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students‘
ability of autonomic learning is trained gradually. At last, the students‘ ability of
comprehensive usage has been improved.
33
柴阳玉
Teaching Plan for College English Integrated Course 3
Unit 7 Making a Living
I. Brief Statements Based on These Two Units
In this world, every one is making a living in some way. Some people take up high-tech jobs, some do the management, some are officials, and others do physical labor. No matter what kind of job you take up, you are great if you try your best and show your interest in it. If you can realize your value of life and your dream in that way, it is a good way of making a living. This unit is arranged around the topic—Making a Living. Making a living as a door-to-door salesman demands a thick skin, both to protect against the weather and against constantly having the door shut in your face. Text A tells us that Bill Porter puts up with all this and much and much more. After learning this text, students will know what are the basic qualities of a good salesperson and which is essential. They are courage, physical fitness, imagination, pleasing tone of voice and hard work. Among them, courage is the most important. And by studying this unit, students also know how to write a synopsis and the usage of some important words and expressions. This unit conducts a lot of practice of listening, speaking, reading and writing centering on the topic of Making a living and the teacher should let students master all the knowledge.
II. Teaching Objectives and Requirements
1. Talk about how to be a good salesperson what quality is essential and why.
2. Appreciate the characteristics of journalistic writing.
3. Grasp the main idea and structure of the text.
4. Master the usage of the words and expressions and grammars in this unit.
5. Conduct a series of reading, listening, speaking and writing activities related to
the theme of the unit.
III. Teaching Time
Six periods (50 minutes each)
IV. Teaching Methods
1. Discussion before reading to make the students interested in what they will
read.
2. Talking and practicing to make the students master the words and expressions
in this unit.
3. Fast reading to get a general idea of the unit.
4. Careful reading to get the detailed information.
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5. Translation to understand some difficult points.
6. Learner-centered teaching to train students to teach themselves after class.
7. Individual, pair or group work to make the students finish each exercise.
8. Translation to make the students understand each sentence.
V. Teaching Important Points
1. Practice the usage of words and expressions to train students‘ application
ability.
2. Finish the task of discussing to train the students‘ speaking and writing ability.
3. Learn how to write a synopsis.
4. Understand the difficult sentences.
5. Grasp the main idea and structure of the unit
VI. Teaching Difficult Points
1. How to help the students talk in English about the topic related to making a
living.
2. How to help the students master the words and expressions.
3. How to help the students finish the task of writing.
4. How to help the students master some knowledge of Flashbacks.
VII. Teaching Procedures
Step 1. Words and expressions
1. linger:
1) spend a long time doing sth.
e.g. My daughter used to linger long over her meal.
There will be no time to linger-the press conference will begin in a few
minutes.
2) stay for a long time, esp. because one does not want to leave
e.g. It is a dreary little town where few people would choose to linger.
He was still lingering around the stadium long after the game was over.
After my lecture, some students lingered about.
2. cripple:
1) cause to become unable to move or walk properly
e.g. At the beginning of the year 2000 crippled children were on state lists to
receive care.
Peter's father was crippled by a stroke.
2) damage or harm (sb. / sth.) seriously
e.g. Shootings and robberies of tourists over the past several years had crippled
the tourist industry in Miami.
The terrorists' attack has not crippled the US economy.
n. a lame person
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3. betray: show a lack of loyalty to; give or show (sb./ sth.) to an enemy
betray sth./sb. to sb
e.g. His wife betrays him.
He was accused of betraying his country during the war.
It turned out that he betrayed my plan to the opponent.
4. gain on: come closer to, esp. a rival or sth. pursued
e.g. Hurry up- they are gaining on us!
She was gaining on her opponents throughout the race, but only overtook
them at the very end.
usage: gain on/upon (no passive form)
5. kick up:
1) remove sth by kicking
e.g. A horse kicked up a dust while running.
2) (cause to)rise, cause, inspire
e.g. She is always kicking up a fuss.
?kick about=kick around: object, detest; treat sb roughly)
kick off: begin(a game, speech, etc.)
e.g. What time do we kick off?
The lecturer kicked off with a few jokes.
kick about,around: put aside without being used ; throw away
e.g. That old type-writer has been kicking about the house for years.
―Where‘s my cap?‖ Oh，it‘s kicked around somewhere.‖
kick against,at sth.: oppose, rebel
e.g. At school he always kicked against authority.
kick on
kick sb. out:drop out of (school, home, etc.)
6. lean: (cause to) be in a sloping position; bend
e.g. He leaned his bike against the wall.
She leaned over the bridge to look at the boats passing beneath it.
a. producing little of value; containing little or no fat
e.g. The company has apparently recovered from several lean years.
The recession and lean state budgets continued to trouble school officials.
We like to eat very lean and tender meat.
He is such a lean boy and has to put on weight(
distinguish: lean，thin，slim and slender: lean?thin, lacking fat e.g. a lean horse;
thin?the antonym of fat, caused by hunger or disease e.g. a thin man; slim and
slender ?referred to a good stature/figure e.g. a slim,slender girl
lean against,on sth; lean sth. against,on sth.; lean over; lean to((去掉)=have
the tendency/ bend
7. delivery:
1) the process of birth
e.g. Women who do manual work have easy deliveries.
In the end, it was an easy delivery: a fine baby boy.
2) the delivering of letters, goods, etc.
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e.g. Federal Express Corporation provide rapid delivery of packages, letters, and
other shipments within the United States and worldwide.
Most newspapers offer home delivery.
usage: take delivery(of sth.): receive
on delivery: when the goods arrive; on goods‘ arriving
e.g. Can I pay it on delivery?
make deliveries to: provide goods for sb
8. disorder: n. disturbance of the normal working of the body or mind; lack of
order
e.g. Severe vitamin and mineral deficiencies can lead to mental disorders.
Acupuncture is an ancient Chinese practice that treats disorders by inserting
needles under the skin.
The school authorities took immediate action to stop campus violence and
disorder.
in disorder; disorderly a.; fall into disorder
9. transfer: move from one place to another
transferable a.; transferability n. transference n.; transferred a.
transfer sth.,sb.from…to…
10. apply for: make a formal request for
e.g. I applied for five jobs before I was offered this one.
According to the school regulations students will have to apply for
permission to study abroad.
Excellent students can apply to the college for scholarship.
I have applied for a library card of Zhejiang Library.
They applied to the government for financial help.
usage: apply oneself to: devote oneself to apply to sb.for sth.
apply...to...
e.g. The scientists applied the recent discovery to practical use.
application?application letter/form
11. literature:
1) printed material used to advertise or promote a product
e.g. My friend is sending me literature from two other companies that provide a
similar service.
There is quite a lot of literature available on the history of computers.
He is searching for literature on Chinese history.
Have you got any literature on the new car?
2) writing that are valued as works of art
e.g. The graduate school offers master's or doctoral degree programs for
advanced study in such liberal arts and science fields as history, physics,
and literature.
I am interested in the classical literature of France.
He devoted all his life to children‘s literature and was respected by
generations of children.
literary adj. literate a. n.; illiterate a. n.
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12. pledge: a solemn promise
e.g. They made a pledge to accomplish the task.
The boy made a pledge to get straight A's at the end of the semester.
vt.
1) To offer or guarantee by a solemn binding promise
2) To deposit as security; pawn
e.g. Member nations of the UN pledge to settle their disputes peacefully and to
refrain from using force.
They have pledged not to dump hazardous wastes into the river.
distinguish: pledge and promise
pledge sth.to sb.,sth.; pledge sb.,oneself(to sth.,to do sth.); under pledge of;
sign the pledge=take the pledge, vow; keep,break a pledge; make/ give a
pledge to do sth.
13. strain: injure (the body or the part of it) or make it weak by too much effort
e.g. Swimming does not strain joints and connective tissue as much as many
other forms of exercise.
He strained his back when he removed the piano with his friends.
n. a severe demand on mental or physical strength, resources, abilities, etc.
(followed by on)
e.g. Some young white collar workers are complaining about their job strain.
She has been under terrible strain since her company was bankrupted.
The vast expansion in college education is putting an enormous strain on the
system.
usage: at(full)strain: make efforts to do, try one‘s best; strain oneself
14. off balance: in an unsteady position or about to fall
e.g. The motorcycle knocked him off balance and he fell down on the ground.
The sudden pull threw me off balance.
lose balance
on balance: generally speaking
15. off one's feet: no longer standing
e.g. After the operation the old man had to stay off his feet.
The doctor checked his leg foot carefully and said he would have to stay off
his feet for about two weeks.
be on one‘s feet: standing; stand on one‘s own feet: do independently; keep one‘s
feet ?on one‘s feet
16. surgery:
n.1) the branch of medicine that deals with the diagnosis and treatment of injury,
deformity, and disease by manual and instrumental means.
e.g. He underwent open-heart surgery.
2) an operating room or a laboratory of a surgeon or of a hospital's surgical staff.
e.g. I would never like the feeling of staying in a surgery.
surgical a.; surgeon n.
17. be laid up (with): stay in bed, be unable to work, etc.
e.g. Our math teacher has been laid up in bed with acute flu for a week.
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The football player was laid up with a twisted knee.
18. commission
n.1)[C]group of people officially set up to make an inquiry and write a report
e.g. The government has set up a commission to investigate the problem of drug
abuse.
2)[C,U]A fee or percentage allowed to a sales representative or an agent for
services rendered.
e.g. I can get a commission for bringing in new clients.
commissioner n.
in commission: used at any time;
on commission : by means of commission
out of commission
19. go off:
1) (of electric power, a light, etc.)stop functioning or operating: put out ; go out
e.g. The electricity went off at 12 p.m. 1ast night.
2) explode
e.g. A bomb went off in a shopping center.
3)lack of interest in
e.g. It seems that Mary is going off wine.
4) turn bad
e.g. The milk will easily go off.
5) leave, start off
e.g. He went off without saying goodbye.
She got angry and went off.
go at: drive at; start to do; at(full)strain
go by: go nearby; according to; drop in
go over: review; change; investigate thoroughly
go under: die; fail; give in; go bankrupt
go with: accompany; match with; make friends with
go off with...: leave taking sth; elope
go off well,badly: get along well…
Step 2. Role play
1. Before the role play (Culture Notes)
a. Salesmanship
b. Sales promotion
c. Four stages in promoting a product
2. One student will act as a salesperson. All other students will act as his/her
potential customers. He/She will have ten minutes to persuade others to buy
his/her goods. One of them can buy from the salesperson. All others must come
up with an excuse not to buy. Some hints : brand name, presentation, labeling,
packaging, instructions, reliability , after-sales service and so forth.
Useful expressions: This is our (model). It costs (price). It‘s suitable for
(purpose). We can deliver (from stock). It‘s available in (color) and (size). We
can offer a discount of (%).
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Step 3. Homework
1. Learn the words and expressions by heart.
2. Preview this unit.
Step 4. Fast reading and summing up main idea of each part
Part One: (Paras1-7) time of the day: early morning; Bill‘s activities: preparation
for the day‘s work
Part Two: (Paras8-25) time of the day: mid-morning; Bill‘s activities: on his way
to work
Part Three: (Paras26-62) time of the day: day; Bill‘s activities: door-to-door
selling
Part Four: (Paras63-84) time of the day: evening; Bill‘s activities: paper work
Step 5. Careful reading and difficult sentences
1. Content questions:(on page231)
2. Further understanding
1) For Part One: true or false
2) For Part Two: multiple choice
3) For Part Three: blank filling
4) For Part Four: group discussion
a. Why did he have to sell his house?
b. What is Bill‘s home like? What kind of life does he lead?
c. Does Bill feel sorry for himself? Why or why not?
3. Flashbacks of past events and experiences:
1) (Paras11-20) his disability, his schooling, and his hard struggle to make a living for himself.
2) (Paras71) his back surgery and the selling of his house. Step 6. Group discussion
1. What has Bill Porter been struggling for all his life? Do you think it is worth his efforts?
2. How do you feel toward Bill Porter? Why,
3. How does the author succeed in combining in-depth reporting with skillful writing to produce an inspiring and enduring profile of the salesman Bill Porter?
Step 7. Summary
The text is a description of a typical day in the life of Bill Porter and also a portrayal of his whole life. The author divides the day into four periods of time and depicts Bill Porter‘s activities in each one. What‘s more, the writer skillfully
inserts flashbacks of past events and experiences in at least two places. Step 8. Homework
After class the students are asked to prepare all the exercises of this unit. Step 9.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation
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Step 10. The usage of ellipsis and word family
Step 11.Writing( How to write a synopsis)
A synopsis is a summary of a longer piece of writing. A synopsis should keep
in mind the following requirements:
1. His synopsis should not be longer than a third of the length of the original
passage.
2. His synopsis does not express his but someone else‘s ideas.
3. It should be faithful to the original with no change in facts and views.
4. All the important points in the original should be included whereas all the
details can be omitted.
Step 12. Homework
1. Read a given passage and write a synopsis.
2. Write a synopsis of Text A in about 200 words.
VIII. Lesson Summary
This unit is divided into six periods. Use the student-centered teaching approach. By role play, the students‘ application of language to practice is strengthened. By asking the students to make sentences with the words and expressions in this unit, the students‘ ability of using languages is greatly improved. By discussing the topic, not only has the students‘ ability of listening, speaking and writing been improved, but also enlarge vocabulary. By summing up the main idea of each part, the students‘
ability of understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students‘ ability of
autonomic learning is trained gradually. At last, the students‘ ability of comprehensive
usage has been improved.
Teaching Plan for College English
Listening and Speaking Course 3
(Unit 13 The Universe, Unit 14 Genetic Engineering)
I. Brief Statements Based on the Unit
The universe is boundless and full of many wonders. Man has been interested in and been exploring it. Unit 13 The Universe will tell you more knowledge about the universe and the history of space exploration. It will be taught in one period. Part A will deal with speaking ( Questions for Discussion.). Part B, and Part C give students listening practice. In addition, there are speaking tasks following the listening task of Part B. After doing this, the students‘ ability to listen and to speak will be improved.
Then we will go on with Unit 14 Genetic Engineering. Genetic engineering is a very important science that affects humans, plants, animals and the environment. However, there are advantages and disadvantages. Hence people should have a right attitude
41
towards genetic engineering. This unit will be arranged in one period. The first step
arranges some discussion questions about genetic engineering. After that, do some listening practice about the topic. Furthermore, there are some debates centered on it.
After doing this, the students‘ ability to listen and to speak will be improved II. Teaching Objectives and Requirements
1. Train the ability of listening and speaking
2. Understand the topic and master the skill of listening
3. Be able to analyze and sum up the material of listening
4. Master some new words and expressions
5. Do a lot of speaking, after listening
III. Teaching Time
Two periods (each 50 minutes)
IV. Teaching Methods
Communicative / functional/ notional approach
V. Teaching Important Points
1. Train the students‘ listening ability by listening practice
2. Train the students‘ speaking ability by talking about memory and wealth
VI. Teaching Difficult Points
1. How to improve the students‘ listening ability.
2. How to help the students finish the task of speaking.
VII. Teaching Procedures
Unit 13. The Universe
Step 1. Questions for discussion
1. Are you interested in astronomy? Why or why not?
2. How big is the universe? What is its color?
3. Do you know anything about the origin of the universe? Did it have anything to
do with a big explosion?
4. Who was the first astronaut to enter space? What do you know about the event?
5. When did humans first land on the moon? Who were the astronauts?
6. What do you think of space travel for non-astronauts? Would you like to be a
space traveler?
Step 2. Listen to Part B
Text 1
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Text 2
1. Retell some important sentences
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2. Retell the main idea
3. Exercise 1 and Exercise 2
Step 3. Reflections and debates
Step 4. Listen to Part C and do exercises of Part C
Step 5. Summary
The universe is limitless and wonderful. There are different theories on the origin of the universe. According to these, people put forward possible future of the universe. During the process, astronomers‘ work plays an important role.
Further space exploration will help us to understand the universe. Step 6. Homework (Listen to Part D)
Unit 14. Genetic Engineering
Step 1. Questions for discussion
1. What are genes?
2. What is genetic engineering? What are some of its uses?
3. Have you ever tried any genetically engineered fruit or vegetable? If you have, how did it taste?
4. Is it harmful for people to eat them?
5. What advantages or disadvantages do some genetically engineered plants have? 6. Are you for or against genetically engineered foods?
Step 2. Listen to Part B
Text 1
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Text 2
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Step 3. Reflections and debates
Step 4. Listen to Part C and do exercises of Part C
Step 5. Summary
Genetic engineering is a scientific breakthrough. However, there may be unforeseen consequences from it. In terms of advantages and disadvantages of it, we had better make full use its good points and improve it only to get rid of its disadvantages. We should have confidence in this new and developing science. Its prospects are bright.
Step 6. Homework (Listen to Part D)
Teaching Plan for College English Integrated Course 3
Unit 8 Cloning
I. Brief Statements Based on the Unit
On July 5, 1996, at 5: 00 p. m., a cloned lamb, Dolly, was born. Its birth has
43
made cloning a reality and human cloning a possibility. It is well-known that any science is a two-edged sword. Cloning technology can benefit people in more than one way. However, it brings about the ethical problems of human cloning. This unit is arranged around the topic—Cloning. Cloning offers the possibility of making exact copies of ourselves. Should this be allowed? What benefits and dangers may cloning
Text A states the significance of the birth of Dolly and its side effects and then bring,
tells us its good points such as medicine. After learning this text, students will know how to look upon the scientific technology-cloning and what are our correct attitudes towards it. And by studying this unit, students also know how to write a persuasive essay and the usage of some important words and expressions. This unit conducts a lot of practice of listening, speaking, reading and writing centering on the topic of Cloning and the teacher should let students master all the knowledge.
II. Teaching Objectives and Requirements
1. Talk about the history of the scientific research into cloning.
2. Appreciate the writing strategies employed by the author.
3. Grasp the main idea and structure of the text.
4. Master the usage of the words and expressions and grammars in this unit.
5. Conduct a series of reading, listening, speaking and writing activities related to
the theme of the unit.
III. Teaching Time
Six periods (50 minutes each)
IV. Teaching Methods
1. Discussion before reading to make the students interested in what they will
read.
2. Talking and practicing to make the students master the words and expressions
in this unit.
3. Fast reading to get a general idea of the unit.
4. Careful reading to get the detailed information.
5. Translation to understand some difficult points.
6. Learner-centered teaching to train students to teach themselves after class.
7. Individual, pair or group work to make the students finish each exercise.
8. Translation to make the students understand each sentence.
V. Teaching Important Points
1. Practice the usage of words and expressions to train students‘ application
ability.
2. Finish the task of discussing to train the students‘ speaking and writing ability.
44
3. Learn how to write a persuasive essay.
4. Understand the difficult sentences.
5. Grasp the main idea and structure of the unit
VI. Teaching Difficult Points
1. How to help the students talk in English about the topic related to cloning.
2. How to help the students master the words and expressions.
3. How to help the students finish the task of writing.
4. How to help the students master some knowledge of a piece of journalistic
writing.
VII. Teaching Procedures
Step 1. Words and expressions
1. clone: any of a group of plants or animals produced from the cells of a single
ancestor and therefore exactly the same as it is
e.g. Researchers produced clones from adult mice in 1998.
Although two clones are identical genetically, they may develop in different
ways.
v.
e.g. Researchers in Japan have cloned eight calves from the cells of a single adult
cow.
The idea of cloning extinct life forms still belongs to science fiction.
Experiments to try to clone human embryos have met with hostility from
some sections of the public.
2. fuse: (cause to) join together (followed by with)
e.g. Nearly 50 percent of the cumulus cells that successfully fused with an egg
developed into an advanced embryo.
Genes determine how we develop from the moment the sperm fuses with the
egg.
3. give birth to: bring forth; create; originate; cause
e.g. The family were delighted that she gave birth to a son.
The cat gave birth to five mittens.
Chinese nations have given birth to many national heroes.
Their misunderstanding gave birth to a dispute.
distinguish: give birth to and be born (passive)
e.g. I was born in the 1970s.
4. for all the world
1) in every respect; exactly
e.g. He looked for all the world as if he were dead( 。
She‘s for all the world like a woman I knew 20 years ago(
2) at any rate
e.g. I won‘t give up for all the world.
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I wouldn‘t hurt her feelings for (all) the world.
5. dot
vt.
1) spread things or people in various separate places over an area
the lake was dotted with boats. e.g. On holidays，
Beads of sweat were beginning to dot his forehead.
2) write a dot on…
e.g. Be sure to dot your i‘s and j‘ s.
You‘ll have to make sure you dot your i‘s and cross your t‘s if you go to work
at that company.
n.
e.g. She marked the paper with a dot.
We watched the ship until it was a mere dot on the horizon.
collocation: be dotted with
6. take up
1) go and live; move into (a certain position); inhabit
e.g. The hunter took up his quarters in a hut.
As the crowed grew, riot police took up their positions.
UN peacekeeping forces are expected to take up positions along the
Afghanistan border.
2) undertake, start
e.g. She took up the piano as a child of seven.
He took up medicine after he graduated from college.
3) continue
e.g. Harry took up the tale at the point where John had left off/stopped.
4) start to deal with, talk about, tackle, etc.
e.g. The matter will be taken up at the next meeting.
His next lecture will take up the history of the English language.
5) occupy (time, space, attention, etc.)
e.g. This table takes up too much space; it‘s better to move it out of here(
Music takes up thirty percent of the broadcasting programs.
7. identical:;
1) exactly alike or equal
e.g. This knife is identical with mine.
The two girls didn‘t like to wear identical dresses.
2) the very same (followed by to)
e.g. That‘s the identical bag my mother lost.
This knife is identical to the one with which the murder was committed.
word formation: identity n(
e.g. The gentleman disclosed his own identity at the police station.
identify vt. distinguish ( the identity, etc.)
collocation: be identical with/to…
8. oppose v. resist; express strong disapproval with the aim of preventing or
changing a course of action
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e.g. To the stone wall of officialdom she is opposed with a will of iron(
The suggestions were bitterly opposed by the conservatives.
word formation: opposition n
opposite a. contrary
synonyms: resist, withstand
antonyms: support
be opposed to (doing) sth; object to(doing) sth (active)
e.g. Many people are opposed to building a new highway because of the great
cost.
She strongly objected to their plan.
9. in principle: as far as basic principles are concerned; in general
e.g. We object in principle to the plan.
We agree with you in principle but we have to discuss with each other about
some details.
synonyms: in general
antonyms: in detail
distinguish: principle和principal 。
principle: rule
principal adj. main; n headmaster(esp. a college or university)
10. compromise: a settlement in which each side gives up some demands
e.g. In order to reduce carbon monoxide emissions from motor vehicles but at the
same time develop the industry, a compromise was reached.
The two countries continued to have difficulties reaching a compromise on a
solution to the problem of acid rain.
This dispute between the two countries was solved by compromise.
I hope we shall come to a compromise.
collocation: reach,arrive at,come to a compromise
make a compromise with sb(on,over sth.
v. (used in the patterns: compromise with sb. over sth., compromise on sth.)
e.g. I would rather die than compromise(
If they agree to compromise，the strike will be ended(
The government has compromised with its critics over monetary policies.
Israel had originally wanted 1 billion dollar in aid, but compromised on the
650 million dollar.
11. tolerate: allow (sth.) that one does not like to happen or continue; put up with
e.g. We‘ll not tolerate interference in our home affairs.
How can you tolerate that rude fellow?
word formation: tolerance n.
e.g. Tolerance between the races of the world is a must(
tolerant adj.
intolerant adj.
distinguish: bear, stand, endure, tolerate
bear, stand referring to ordinarily, interchangeable.
e.g. She can‘t bear,stand the hot weather in Hangzhou.
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endure (undergoing a long time difficult or misfortune)
e.g. I had never endured anything like this before.
tolerate (forced to do…): tolerate (doing) sth
e.g. The school cannot tolerate cheating on exams(
12. inherit v.
e.g. You are my only relative，So when I die you will inherit.
She inherits her large eyes from her mother.
word formation: inheritance n.
inheritor
collocation: inherit from…
inherit vi/vt vt (followed by a person or thing) the family estate; inherit his father
13. comment
v.
e.g. The critics commented favorably on his new book.
She commented that he was not much of a good pianist.
n.
e.g. He made several comments on the book.
Do you have any comments to make?
word formation: commentary
commentator n.
upon,about collocation: comment on,
synonyms: remark; criticism
14. genius n.
1) gift; (a person who has) exceptionally great creative ability
e.g. There was genius in the way the girl danced.
Rembrandt‘s self-portraits are works of genius.
2) a gifted person
e.g. Leonado da Vinci was a genius in many fields.
He was a mathematical genius.
collocation: have a genius for
antonyms: idiot
distinguish: gift, aptitude, genius and talent
gift: inherent …ability which can not be obtained through efforts
e.g. To be able to paint so well is a real gift.
aptitude: inherently having the ability of mastering some knowledge or skill,
mostly in academics, arts, etc.
e.g. She has a natural aptitude for dancing.
genius: in academics, arts, etc.
e.g. Einstein‘s genius was reflected in his theory of relativity.
talent:
e.g. The little boy seems to have a talent for designing beautiful clothes.
15. curiosity: a strong desire to know and learn (followed by about)
e.g. There are some who show great curiosity about other people‘s affairs.
The boy was dying of (a) curiosity to know what was in the box.
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A successful scientist is always full of curiosity.
As a youth Einstein showed a brilliant curiosity about nature and an ability to
understand difficult mathematical concepts.
My daughter showed an enthusiasm and curiosity about Chinese history.
word formation: curious adj.
e.g. Children are curious about everything.
collocation: out of curiosity
arouse curiosity
16. lash out at: make a sudden violent attack at with blows or words
e.g. He lashed out at them with his fists.
The horse lashed out at the boy with his rear leg.
The article lashed out at social injustice.
It seemed that he was going to lash out at her, but he controlled himself.
synonyms: attack at
17. immune
1) protected against through the body's natural resistance (followed by to)
e.g. The health of the body is dependent on the immune system's ability to
recognize and then destroy bacteria and viruses.
A health immune system protects the body against bacteria, viruses, and
other harmful agents.
It seemed for a while that infants were immune to Aids.
My brother seems to be immune to colds-he just never gets them.
2) not affected by sth. (followed by to)
e.g. Football is not immune to economic recession.
18. start out
1) originally intend to, had planned to do
e.g. They started out wanting (to want) a house，but eventually bought a flat.
2) set off, start off
e.g. He started out on a voyage around the world.
3) star to take up, employ, use, etc.
e.g. He started out as a salesman, but later became a company manager.
collocation: start out as…: begin with
start out doing,to do...: had planned to
Step 2. Out-of-class research project
1. The research project should be assigned at the end of the last unit. Ss form
groups to use library resources and Internet resources to get answers to the
following questions:
---- What is cloning?
---- Give a brief history of the scientific research into cloning.
---- What are the major pros and cons of human cloning?
---- During your research, what new vocabulary items have you come across that
are related to cloning?
2. Groups report to class. To save time and give presentation opportunities to
more groups, no one group need answer all the questions. A group member may
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write down new vocabulary items(in both English and Chinese) on the blackboard while another member is presenting.
Step 3. Homework
1. Learn the words and expressions by heart.
2. Preview this unit.
Step 4. Fast reading and summing up main idea of each part Part One: (Paras1-2) main idea: Dolly the sheep, a clone, was born. Part Two: (Paras3-6) main idea: Dolly‘s birth has made cloning a reality and
human cloning a possibility.
Part Three: (Paras7-11) main idea: People have to face the ethical problems of
human cloning.
Part Four: (Paras12-16) main idea: cloning technology could benefit people in
more than one way.
Step 5. Careful reading and difficult sentences
1. Content questions:(on page265-266)
2. Further understanding
1) For Part One:
: make a telephone call between Ian Wilmut and John Bracken to a. Role play
describe Dolly’s birth (when, where, weight) and the corresponding response at that time. Pay attention to the tone the two take in the telephone conversation. b. Questions and answers
a) Does a tense change take place and what‘s it?
b) What important role do beginning paragraphs play in journalistic writing? c) Why didn‘t the author start from the very beginning of cloning research, but start with the birth of Dolly?
2) For Part Two:
a. Word-web: find words and phrases related to the creation of Dolly in the 4th paragraph and describe it in your own words with the help of the list b. Group discussion
a) In what way is it different from other lambs?
b) What is the significance of Doll‘s birth?
c) What did scientists think of cloning decades ago?
d) Is human cloning possible now that Dolly was born?
e) What is Wilmut‘s attitude toward the cloning of humans?
3) For Part Three:
a. Further division
Paras7-9 Human cloning has given rise to the question of what implications the technology may have for mankind
Paras10-11 The making of the atomic bomb had a tremendous impact on scientists.
b. Group discussion
a) What is the message Linda Pastan‘s poem carries?
b) What does the old joke indicate?
c) What does the story of J. Robert Oppenheimer suggest?
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4) For Part Four: scanning
Scan this part and list the benefits of human cloning, esp. in terms of medicine.
3. The features of the text concerning the following points.
Style: journalistic writing
Theme : science and ethics
Introduction: eye-catching
Tone: objective
Step 6. Group discussion
1. Is science pure? Can it be divorced from its consequences? Why or why not? 2. What is good and what is evil? How much potential for evil can we tolerate to obtain something that might be good?
3. What do you think of the prospects of human cloning? Give reasons. Step 7. Summary
The text is a journalistic writing. Therefore, the writer uses an objective tone and an eye-catching introduction to describe this science and ethics theme-cloning.The ―father‖ of Dolly is levelheaded about his achievement, so is the author. She quotes Wilmut and Oppenheimer to show how science can be a double-edged sword. Before listing the many benefits of human cloning in Part 4, she first identifies the ethical problems involved in Part 3. In her article she asks many questions, to which she gives no answer so as to be objective. Step 8. Homework
After class the students are asked to prepare all the exercises of this unit. Step 9.Exercises of this unit
Exercise 1: Vocabulary
Exercise 2: Structure
Exercise 3:Cloze
Exercise 4: Translation
Step 10. The usage of apposition and what if
Step 11.Writing( How to write a persuasive essay)
Apart from some steps we should take to produce a good persuasive essay, we had better pay attention to the following advice:
1. Establish authority
2. Make concessions
Step 12. Homework
1. Useful sentence patterns in writing persuasive essays.
2. Write a persuasive essay entitled on cloning, based on the group debate and
the Chinese outline of each paragraph given.
VIII. Lesson Summary
This unit is divided into six periods. Use the student-centered teaching approach.
By out-of-class research project, the students can broaden their knowledge. By role
play, the students‘ application of language to practice is strengthened. By asking the
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students to make sentences with the words and expressions in this unit, the students‘
ability of using languages is greatly improved. By discussing the topic, not only has the students‘ ability of listening, speaking and writing been improved, but also enlarge vocabulary. By summing up the main idea of each part, the students‘ ability of
understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students‘ ability of autonomic learning
is trained gradually. At last, the students‘ ability of comprehensive usage has been
improved.
Teaching Plan for College English
Listening and Speaking Course 3
(Unit 15 Women, Unit 16 Dealing with a Crisis)
I. Brief Statements Based on These Two Units
It is true that women‘s position becomes higher and higher. Especially,
conditions for career women have improved greatly. But in reality there is still much inequality. Unit 15 Women is concerned with women‘s condition in society. It will be
taught in one period. Part A will deal with speaking ( Questions for Discussion.). Part B, and Part C give students listening practice. In addition, there are speaking tasks following the listening task of Part B. After doing this, the students‘ ability to listen
and to speak will be improved. Then we will go on with Unit 16 Dealing with a Crisis. A crisis is an upsetting and shocking event in a person‘s life. Everyone will encounter
different crises such as the loss of job, the loss of a loved one, the breakup of a relationship or marriage, a threat to personal safety or the safety of others in his or her life. How to handle them? The unit will tell us. It is arranged in one period. The first step arranges some discussion questions about crises. After that, do some listening practice about the topic. Furthermore, there are some debates centered on it. After doing this, the students‘ ability to listen and to speak will be improved
II. Teaching Objectives and Requirements
1. Train the ability of listening and speaking
2. Understand the topic and master the skill of listening
3. Be able to analyze and sum up the material of listening
4. Master some new words and expressions
5. Do a lot of speaking, after listening
III. Teaching Time
Two periods (each 50 minutes)
IV. Teaching Methods
Communicative / functional/ notional approach
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V. Teaching Important Points
1. Train the students‘ listening ability by listening practice
2. Train the students‘ speaking ability by talking about memory and wealth
VI. Teaching Difficult Points
1. How to improve the students‘ listening ability.
2. How to help the students finish the task of speaking.
VII. Teaching Procedures
Unit 15. Women
Step 1. Questions for discussion
1. Which sex tends to live a longer life, male or female?
2. What might be some of the reasons for this difference in the length of life between men and women?
3. Are women less intelligent, less capable, weaker than men? Why or why not? Give examples to illustrate your point.
4. What were the traditional roles of women? Do you think they were unfair to women?
5. Do women in the world receive equal treatment at present? What about women in China?
6. Do male and female graduates from your college have the same job opportunities? If not, why not?
Step 2. Listen to Part B
Text 1
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Text 2
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Step 3. Reflections and debates
Step 4. Listen to Part C and do exercises of Part C
Step 5. Summary
Yes, women‘s position has improved through many years‘ struggle. More and
more women take up a job after marriage and even after they give birth to a child. Nevertheless, unequal treatment still exists in many aspects, such as in education, employment, household and etc. So should go all out to get more equal chances for female. Women should have confidence in their abilities. To some extent, women are superior to men.
Step 6. Homework (Listen to Part D)
Unit 16. Dealing with a Crisis
Step 1. Questions for discussion
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1. What is a crisis? Can you give some examples of a crisis?
2. Have you experienced a crisis? If yes, what was it? How did it affect your life? 3. When faced with a crisis, what should one do?
4. What are people‘s common reactions to a crisis?
5. What are the usual causes of a breakup in a relationship?
6. How will a divorce change one‘s life?
7. How will a divorce affect children?
Step 2. Listen to Part B
Text 1
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Text 2
1. Retell some important sentences
2. Retell the main idea
3. Exercise 1 and Exercise 2
Step 3. Reflections and debates
Step 4. Listen to Part C and do exercises of Part C
Step 5. Summary
Crises can occur to almost anyone at any time. After experiencing a crisis, people may have recurring nightmares about the event and have difficulty in concentrating on anything. But learning to deal with a crisis can help a person become stronger, more mature, more capable of overcoming difficulties and more understanding of other people‘s sufferings. How to deal with a crisis? It‘s
important that we stay calm and think carefully before doing anything. The crisis is not frightening, we should face up to it, only to regain life and growth. Step 6. Homework (Listen to Part D)
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