Unit 3 Time to Stop Excuses for Lateness
Teaching Objectives:
1. Topic: Employment and careers
2. Grammar points: Constructions with while/as / when… clause
3. Vocabulary: Expressions about employment and careers; unwarranted, justify, untrustworthy, discard, once in a blue moon, give credence to, inferior to, break…habit, disregard…as, guilty of, a matter of
Teaching contents
1. P 1 listening and Speaking Activities
2.P2 Reading Comprehension and Language Activities
3. P3 Extended Activities
Important & Difficult points: 1. Understanding the text
2.learning how to use the new words and expressions Teaching methods: Teaching and practicing
Teaching aids: a tape- recorder and a computer
Teaching procedures:
Warm-up:
Step 1. P 1 listening and Speaking Activities
1. Brainstorming
2. A good cop’s story
3. Your own future
4. Making a decision
Step 2.P2 Reading Comprehension and Language Activities
Pre-rending task
Why is punctuality a necessity in all public affairs in a civilized society?
Have you ever noticed the difference in people’s attitudes toward the keeping of time in the rural and urban areas?
Optional activities:
1. Dictation
. Read the script to the class and have them work out the gist first.
. Have them listen again and take notes while listening.
. Have them recover the full text through pair work.
. Demonstrate the original script for correction
2. Read more
. Have the students read the passage individually.
. Have them complete the task of true \ false\ not mentioned.
3. Grammar work
. Present the example sentence on blackboard.
. Highlight the structure of relative clauses.
. Have the students work in pairs to complete the excercises.
. Check the answers.
Assignment: 6. Translation
Reflection: (to be written immediately after the lesson)
References:
Integrated Skills of English (students’ book)高等教育出版社
Integrated Skills of English (teachers’ book)高等教育出版社
Longman Dictionary of Contemporary English 商务印书馆Students: Grade 2004, English Department of Suihua University
Lesson duration: 45 minutes
Unit 4 Hummingbird Winter
Periods: 6 (per week)
Teaching Objectives: 1. Topic: Human beings and animals
2. Grammar points: Inversion for emphasis
3. Vocabulary:Expressions for human-animal relationships; dazzling,
entice, in bloom, feasible, squeaky, chirping, balance, in
sheer disbelief, cock, tilt, strengthen the bond, hover,
frost-bitten, make one’s move, trail, couldn’t believe
one’s eyes, capture one’s heart, make it, in anticipation
of, get the nerve to do
Teaching contents: 1. P 1 listening and Speaking Activities
2.P2 Reading Comprehension and Language Activities
3. P3 Extended Activities
Important & Difficult points: 1. Understanding the text
2.learning how to use the new words and expressions Teaching methods: Teaching and practicing
Teaching aids: a tape- recorder and a computer
Teaching procedures:
Warm-up:
Step 1. P 1 listening and Speaking Activities
1. Brainstorming
2. Communication between man and animal
3. Animal stories
4. Speak other tongues
5. Debate on animal
Step 2.P2 Reading Comprehension and Language Activities
.1. Pre-rending task
a. Have you ever heard of hummingbirds? What is special about a hummingbird?
Learning the text
3. Language points: Expressions for human-animal relationships; dazzling, entice, in bloom, feasible, squeaky, chirping, balance, in sheer disbelief, cock, tilt, strengthen the bond, hover, frost-bitten, make one’s move, trail, couldn’t believe one’s eyes, capture one’s heart, make it, in anticipation of, get the nerve to do
Step 3 Doing exercise
Language work
Get the right words
Close
word study
Optional activities and assignments:
Optional activities:
1. Dictation
. Read the script to the class and have them work out the gist first.
. Have them listen again and take notes while listening.
. Have them recover the full text through pair work.
. Demonstrate the original script for correction
2. Read more
. Have the students read the passage individually.
. Have them complete the task of true \ false\ not mentioned.
3. Grammar work
. Present the example sentence on blackboard.
. Highlight the structure of relative clauses.
. Have the students work in pairs to complete the excercises.
. Check the answers.
Assignment: 6. Translation
Reflection: (to be written immediately after the lesson)
Unit 5 The Power of a Good Name
Background information:
Students: Grade 2004, English Department of Suihua University
Lesson duration: 45 minutes
Topic: Unit 11. The Power of a Good Name
Periods: 6 (per week)
Teaching objectives:1. Grammar points: Further passive structures
2. Vocabulary: cynical, abuse, bestow, weathered, disintegrate, vanish,
pervasive, sustain, nothing better than, give somebody initiative, propel,
have a stake in, keep... straight, on credit
3. Writing:Understanding education: What is the best school? Teaching contents: Part 1. Listening and Speaking Activities
Part 2. Reading Comprehension and Language Activities
Part 3. Extended Activities
Important & Difficult points: the text and the exercises
Teaching methods: teaching and learning
Teaching aids: some names from the internet
Teaching procedures:
Warm-up: Talk about the topic: lessons from life (School of life, education of the young)
Step 1 Part 1 Listening and Speaking Activities
1. Brainstorming
1. Expressions of cleverness (positive):
intelligent, smart, sharp, keen, perceptive, wise, understanding, mindful, brainy, bright, quick-witted, brilliant
2. Expressions of cleverness (negative):
cunning, sly, artful, wily, shifty, tricky, scheming, foxy, calculating
3. Expressions of positive attitudes toward other people:
polite, respect, respectful, think well / highly of, hold sb. in esteem / in high regards, see sb in
a good light, speak well of sb, like / love sb
4. Expressions of negative attitudes towards other people:
look down upon, despise, belittle, loathe, abhor, cannot bear, shrink from
5. Expressions of positive qualities in a person:
honest, sincere, trustworthy, kind-hearted, good-natured, warm-hearted, man of integrity, a brave soul, a generous spirit, a compassionate soul
6. Expressions of teaching children:
teach, inspire students to academic excellence, imbue them with right attitudes towards life, instill moral truths in their minds, draw out their potential, encourage them to think, stimulate them to use their imagination, encourage them to ask questions, teach them the spirit of fair
competition, teach them how to win / lose
2. Listening Activities
Topic: Education otherwise
Teaching steps:
Put some difficult words on BB.
Play the tape without pause in order to let Ss grasp the main idea
Explain some useful or difficult phrases
Design some comprehensive questions and guide Ss to get specific information.
Encourage Ss to finish the questions in the box.
Play the tape from beginning to end again.
3.Speaking Activities
1. School of life
Ss are given an opportunity to share their own life experiences and the lessons that have helped them mature into adults.
2. Discovering yourself
Ss are asked to talk about what self-knowledge they possess and what their real aspiration is in life.
Step 2 Part 2 Reading Comprehension and Language Activities
1. Preview work:
Aims: This is the most demanding activity of Part 2. It can improve Ss’ ability to find and solve the problems in their English study by themselves.
Teacher’s demands:
Listen to the tape of the text. Pay attention to the sense-group, liaison, sentence stress etc. Look up the new words in the English-English dictionary.
Prepare the comprehensive work and language activities.
Find the important and difficult sentences and try to solve them.
Read the text until you can read it correctly and fluently.
2. Discuss the pre-reading tasks
Teaching steps:
Ask Ss to discuss the two questions in small groups.
Allow each group to select a representative.
Encourage Ss to report what they discuss voluntarily. (5-6 Ss)
3. Language points
1. wire and fencing: materials for building up a fence.
2. getting behind the wheel of our Chevy pick-up: driving our small Chevy truck.
3. a damper on my spirits: something that makes me low in spirits, damper: a person,
or thing, or situation that gets people down.
4. ask for credit: The boy had to ask the store owner to let him have the goods now
but pay later, since his father gave him no money.
5. good for it: a colloquialism meaning being trustworthy. The storeowner believed that tile boy's father would pay him when he had the money.
6. the register: a machine in a shop etc. with a drawer for money, recording every transaction of the sale, totaling receipts etc.
7. weathered man: The man's face was wrinkled by constant exposure to the
weather.
8. bestow a capital of good will of immense value: A good name gives one a great deal of good will of great value.
9. compromising it: damaging or weakening it, especially by misconduct.
10. had a stake in one another --- and in ourselves: (I and my siblings) share a strong interest in each other's well-being.
11. General Colin Powell: former army general who commanded the U.S. forces during the 1991 Gulf War.
12. restore a sense of shame in its neighborhoods: make people once again feel shame when they
do something wrong or when they lie and cheat, etc.
13. keeps families and neighborhood straight: (Pride) keeps people and
neighborhoods honest and respectful of the law.
14. a sense of shame is the reverse side of that coin: A sense of shame produces the
same effect from the opposite direction.
15. pregnant out of wedlock: to be pregnant when not married.
16. dealing drugs: buying and selling illegal drugs.
17. respect goes to the most violent: Violent people are often portrayed as heroes in the movies and on television.
18. the pervasive profanity: widespread use of disrespectful, rude and vulgar
language.
19. don't think twice: an idiomatic expression which means to give no consideration
or thought before acting or speaking,
20. came to know of my success in the world: became aware of my success in the
world.
21. his passing: a euphemism which means his death.
4. Language work
Ex.1 In other words
Ex.2 Work with sentences
Ex.3 Word study
Ex.1 and Ex.2 are designed to give Ss an opportunity to revisit the text and refresh the knowledge of language points. Ex.1 requires Ss to fill in the blanks with a word from the text that is closest in meaning to the word or expression in the brackets. Ex.2 requires Ss to rewrite the sentences with the expressions in the box. Ex.3 can improve Ss’ ability to use the given prompts to produce sentence s
Teaching steps:
Encourage Ss to read the sentences clearly.
Require Ss to translate the sentences into Chinese.
Correct Ss’ mistakes in class when necessary.
Step 3 Part 3 Extended Activities
1.Dictation
Aims: Train Ss how to write down the short paragraph in the limited time and improve their listening skills.
Teaching steps:
Write some difficult words on the blackboard.
Read the short paragraph three times.
Encourage Ss to grasp the main ideas in the first time.
Allow Ss to take notes while they are listening to it in the second & third time.
Give Ss enough time to write down what they hear.
Read it again to let Ss check their work by themselves.
Ask Ss to hand in their exercise-books.
2. Read more
Title: Judgment in the Cornfield
Main ideas: The writer’s Grandpa has a special way of teaching the children. He teaches the young children through acts of love, care and trust. For instance, when the child was daydreaming and not working in the cornfield, Grandpa tried to teach the kid the sense of responsibility by transferring the blame on the hoe.
Teaching steps:
Ask Ss to read the article. (Individual work)
Encourage Ss to work out some difficult and useful words in English.
Require Ss to list the cases mentioned in the article and discuss their protections. Guide Ss to answer the three questions.
3.Grammar work
Micro-lecture about the pattern Subj + be + Ved +inf.
It’s +n. /a. + (for/of phrase)+ to do
4.Work with words
This activity is designed to improve Ss’ reading ability: guess the meanings of words in certain language context and select appropriate words to finish the article.
5. Translation
Teaching steps:
Encourage Ss to work out the difficult words and phrases.
Emphasize the sentence structure and tense.
Ask Ss to write their sentences on BB.
Guide Ss to correct the mistakes in class when necessary.
Optional activities and assignments:
Optional activities: Discuss the following questions:
1.What is the best school?
2.Do people learn only through educational institutions like schools, colleges and
universities? Why and why not?
Assignments: Let the students talk about their own experience of education.
Reflection: Most students talked the topics actively, and they can give their own view of the topics.
References:
Integrated Skills of English主编：邹为城高等教育出版社2005，4
牛津初级英汉双解词典
牛津高阶英汉双解词典
朗文多功能分类字典
Unit 6 Chinese food
Periods: 6 (per week)
Teaching Objectives: 1. Topic: Health issues
2. Grammar points: Further infinitive structures
3. Vocabulary:Expressions for talking about health issues; elusive,
bedecked with, ecstasy, harmony, ubiquitous, sage,
derive, attend to, come about, part and parcel, at the
root, conform to, be indifferent to, proceed with, with
regard to
Teaching contents: 1. P 1 listening and Speaking Activities
2.P2 Reading Comprehension and Language Activities
3. P3 Extended Activities
Important & Difficult points: 1. Understanding the text
2.learning how to use the new words and expressions Teaching methods: Teaching and practicing
Teaching aids: a tape- recorder and a computer
Teaching procedures:
Warm-up:
Step 1. P 1 listening and Speaking Activities
1. Brainstorming
2. On magic in medicine
3. Staying fit
4. A sound body and music
5.Football mad, football crazy
Step 2.P2 Reading Comprehension and Language Activities
.1. Pre-rending task
Do you prefer Chinese food or Western food? What is your favorite dish?
Do you think cuisine reflects the cultural characteristics of a people?
Learning the text
3. Language points: Expressions for talking about health issues; elusive, bedecked with, ecstasy, harmony, ubiquitous, sage, derive, attend to, come about, part and parcel, at the root, conform to, be indifferent to, proceed with, with regard to
Step 3 Doing exercises
2. Language work
a. Get the right words
b. Work with sentences
Word study
Optional activities and assignments:
Optional activities:
1. Dictation
. Read the script to the class and have them work out the gist first.
. Have them listen again and take notes while listening.
. Have them recover the full text through pair work.
. Demonstrate the original script for correction
2. Read more
. Have the students read the passage individually.
. Have them complete the task of true \ false\ not mentioned.
3. Grammar work
. Present the example sentence on blackboard.
. Highlight the structure of relative clauses.
. Have the students work in pairs to complete the excercises.
. Check the answers.
Assignment: 6. Translation
Reflection: (to be written immediately after the lesson)
Unit 7 They Will Not Be Forgotten
Background information:
Students: Grade 2004, English Department of Suihua University
Lesson duration: 45 minutes
Topic: Unit 14. They Will Not Be Forgotten
Periods: 6 (per week)
Teaching objectives:1. Grammar points: Further usage of should
2. Vocabulary:Expressions about history; sweep over, be engulfed in, in
one's face, carve out, strike a chord with / in, on the periphery of, under
way, outrage, fare, paralyse, stuff, a trickle of, a great river of, dump, give
weight to, reduced to, meticulously, in one's mind's eye, supplant,
encounter, plight, trigger, conjure
3. Writing:Discussion of the importance of history
Teaching contents:Part 1. Listening and Speaking Activities
Part 2. Reading Comprehension and Language Activities
Part 3. Extended Activities
Important & Difficult points: the vocabulary and the instruction of the text
Teaching methods: teaching and learning
Teaching aids: some pictures from the internet
Teaching procedures:
Warm-up: Discuss the topic: history
Step 1 Part 1 Listening and Speaking Activities
1. Brainstorming
1. Prepositional phrases denoting the past:
in the Tang Dynasty, during the Second World War, at the Battle of Gettysburg, of Roman history, after the Nanking Massacre, from ancient Athens, until Song Dynasty, by 1914, from time immemorial, since long ago, since the world was young, some time ago, ages ago, in times past, in the old days, during the reign of Wu Ti
2. Some common patterns for expressing past events / acts:
(It) happened a long time ago, They had done ... by the end of the century, In the past, (he) would go.., dated back to.., originated from
3. Adjectives evaluating past events / acts:
negative: atrocious, bestial, dark, barbaric, uncivilised, savage, cruel, turbulent, cold-blooded, harsh, unmerciful
positive: prosperous, enlightened, beneficial, patriotic, benevolent, humane, humanitarian, gallant, civil, chivalrous
4. Expressions of forgetting:
forget, loss of memory, absent-minded, lapse of memory, fall into oblivion, pass out of public consciousness, unable to recall, suffer from amnesia, have a mental block
5. Expressions of remembrance:
memorise, remember, recall, remind, something brought back a lot of memories, made somebody think of the past days, bring somebody back to childhood / sweet memory of one's childhood, get lost / be deep in memory, call to mind, bear in mind, look back, dig into the past, become nostalgic, reminisce
2. Listening Activities
Topic: Historical mindedness of Chinese people
Teaching steps:
Put some difficult words on BB.
Play the tape without pause in order to let Ss grasp the main idea
Explain some useful or difficult phrases
Design some comprehensive questions and guide Ss to get specific information.
Encourage Ss to finish the exercises.
Play the tape from beginning to end again.
3.Speaking Activities
1. Importance of history
A. The help of studying history in one’s work and life.
B. The importance of history in the development of civilization.
C. The double blade sword of historical studies in the development of human society.
2. Making your history
A. The importance of studying one’s national history and one’s family history.
B. Where are we from? Where will we go tomorrow?
3. Everlasting memories
Require Ss to name three outstanding events in Chinese history.
Step 2 Part 2. Reading Comprehension and Language Activities
1. Preview work:
Aims: This is the most demanding activity of Part 2. I t can improve Ss’ ability to find and solve the problems by themselves.
Teach er’s demands:
Listen to the tape of the text. Pay attention to the sense-group, liaison, sentence stress etc. Look up the new words in the English-English dictionary.
Prepare the comprehensive work and language activities.
Find the important and difficult sentences and try to solve them.
Read the text until you can read it correctly and fluently.
2. Discuss the pre-reading tasks
Teaching steps:
Ask Ss to discuss the two questions in small groups.
Allow each group to select a representative.
Encourage Ss to report what they discuss voluntarily. (5-6 Ss)
3. Language points
l. Iris Chang: 张纯如女士,华裔美籍作家
2. Haunted by the past: She was obsessed with the horrors of the Nanking Massacre.
3. conjuring visions of terror, death and a river turned red: When Iris Chang first heard of the
Nanking Massacre there arose in her mind's eye scenes of terror, death, and a river filled with blood. Conjure up: evoke.
4. on tile carnage: about the slaughter of huge numbers of people, the Nanking Massacre.
5. earned her master's: earned the M,A. Degree (The Master of Arts Degree).
6. Nanking remained only on the periphery of her thoughts: The Nanking Massacre did not often occupy a central place in her thoughts.
7. the headlines from Nanking were supplanted by ominous events in Europe: Reports about the
Nanking Massacre were overshadowed by frightening events in Europe because Europe was also in the thick of file Second World War. So the Nanking Massacre was of lesser importance to the Western public.
8. everyday tare in the media: The horrors of World War II became everyday news in the papers.
9. the post-war West: the West after the Second World War.
10. turn Japan into a friendly economic bulwark: After the Second World War, the US was eager to
turn Japan into a friendly economic power. The aim was to build an anti-communism stronghold in the cold war.
11. tribunal: a court of justice.
12. in an instant: immediately.
13. a trickle of material: a meager supply of material on the Nanking Massacre.
14. a great river of 'documentation: She found a huge amount of documents.
15. New Haven: A city in the state of Connecticut.
16. National Archives: the place where the public documents of the United States are kept.
17. Chang culled her story from ...: She gathered her story from cables, letters, diaries, trial
testimony and interviews.
18. in the annals of human butchery: in the recorded history of human killing.
19. In one instance: In one incident.
20. reduced to weeping: She couldn't help crying out in front of her word processor.
21. a small island of sanity: a small safety zone where no bloody, insane events occurred.
22. carved out: create / set aside (a small place from a larger area) with difficulty. A 2 1/2 square
mile area was declared an International Safety Zone.
23. give weight to his protests: give force to / emphasise the importance of his protests.
24. wade into scenes: He walked through scenes (of rapes, beatings, and killings).
25. was interrogated: He was questioned closely by the Nazis.
26. Gestpo: the German secret police under Nazi rule.
27. Japan had delivered its "lesson" to the subjugated Chinese: Notice the writer is being sarcastic
here. In the eyes of the Japanese they had taught the defeated Chinese a "lesson" by the Massacre.
28. Schindler: a German who saved the lives of many Jews during World War II. He is the main
character in the Hollywood movie: Schindler's List.
29. chronicle: a record of events in the order of their occurrences.
30. The Oskar Schindler of China: Rabe did for the Chinese what Schindler did for the Jews --
tried to save the lives of innocent victims.
31. A complex and ultimately ambiguous figure: Rabe, as a German and a member of the Nazi
party, would, with reason, be considered an enemy, but what he did was obviously to the
contrary. Thus he was difficult to be classified as a friend or an enemy.
32. to rescue the victims from oblivion: to bring to the attention of the world the victims of the
Nanking Massacre so that they will not bc forgotten.
33. struck a chord with Chinese communities: Her book aroused strong emotional reaction in the Chinese communities ... To strike / touch a chord: arouse a feeling of emotion, especially pity, sympathy or enthusiasm. For example, Her music struck a chord of sympathy in the listeners. 34. civilization itself is tissue-thin: Human civilization is itself very fragile and easily gives way to
barbarism.
35. Some quirk in human nature allows.., no personal threat: There is something bizarre in human
nature that makes us quickly dismiss the most atrocious evil acts as commonplace as long as we are at a safe distance from them.
4. Language work
A. Get the right words.
B. Find synonyms.
C. In other words.
D. Work with sentences.
These tasks are designed to give Ss an opportunity to revisit the text and refresh the knowledge of language points.
Teaching steps:
Encourage Ss to read the sentences clearly and correctly.
Require Ss to translate the sentences into Chinese.
Correct Ss’ mistakes in class when necessary.
Step 3 Part 3 Extended Activities
1.Dictation
Aims: Train Ss how to write down the short paragraph in the limited time and improve their listening skills.
Teaching steps:
Write some difficult words on the blackboard.
Read the short paragraph three times.
Encourage Ss to grasp the main ideas in the first time.
Allow Ss to take notes while they are listening to it in the second & third time.
Give Ss enough time to write down what they hear.
Read it again to let Ss check their work by themselves.
Ask Ss to hand in their exercise-books.
2. Read more
Title: The Hiding Place
Finish Exercise for words.
Guide Ss to answer the three questions.
3.Grammar work
Micro-lecture about should
Finish Ex. A and B
4.Work with words
This activity is designed to improve Ss’ reading ability: guess the meanings of words in certain language context and select appropriate words to finish the article.
5. Translation
Teaching steps:
Encourage Ss to work out the difficult words and phrases.
Emphasize the sentence structure and tense.
Ask Ss to write their sentences on BB.
Guide Ss to correct the mistakes in class when necessary.
Optional activities and assignments:
Optional activities: Discuss the topic: The Chinese history
Assignments: Make the retell the text.
Reflection: Some students were not very active, and the teacher should think of more ways to make them interested in the lesson.
References:
Integrated Skills of English主编：邹为城高等教育出版社2005，4
牛津初级英汉双解词典
牛津高阶英汉双解词典
Unit 9 In a Manner of Speaking
Background information:
Students: Grade 2004, English Department of Suihua University
Lesson duration: 45 minutes
Topic: Unit 15 In a Manner of Speaking
Periods: 6 (per week)
Teaching objectives: 1. Topic: Cross-cultural communication
2. Grammar points: Unfulfilled intentions, wishes, hopes
3. Vocabulary:Expressions for use in cross-cultural communication;
startling, intricacies, misleading, idiosyncratic, appal, offspring, pitfall,
telling, muddled, have.., in common, take pleasure / delight in doing
something., date back to / from
4.Writing:Explaining cultural differences
Teaching contents:Part 1. Listening and Speaking Activities
Part 2. Reading Comprehension and Language Activities
Part 3. Extended Activities
Important & Difficult points: Brainstorming and the text
Teaching methods: Teaching and learning
Teaching procedures:
Warm-up:Let the students talk about the cultural differences between China and a foreign country. Try to make them find as many differences as possible.
Step 1 Part 1 Listening and Speaking Activities
1. Brainstorming
1. Expressions of being common and average:
typical, conventional, ordinary, normal, usual, common, regular, customary, standard, everyday, general, commonplace, prevailing, conformist
2. Expressions of being unconventional:
queer, strange, queer, quaint, eccentric, unusual, nonconformist, bohemian,
maverick unorthodox, misfit, odd, singular, peculiar, oddball, odd fellow
3. Expressions of making cultural mistakes:
faux pas, mistake, blunder, embarrassing mistake, misjudgment, misinterpretation,
misunderstanding, misconception, slip up, inexact, fallacies, incorrect, incorrect
4. Expressions of cultural conflicts:
cultural shock, clash, disagreement, friction, differences, division, dispute, controversy
5. Expressions for showing sympathy in cross cultural communication:
give somebody fool's license, pardon somebody for ignorance, try to improve / enhance mutual understanding, try to correct cultural bias / prejudice, be tolerant about differences, be open-minded, forgive / overlook unintentional transgressions, be sympathetic towards .., view ... with indulgence
2. Listening Activities
3.Speaking Activities
1. How are they different from us?
Ask the students to express their views and attitudes towards foreigners. The teacher can share with them his/her views about / impressions of foreigners.
2. Learning from each other
The teacher can ask the students to discuss not only economic and scientific issues but also cultural, philosophical, and sociological aspects.
Step 2 Part 2. Reading Comprehension and Language Activities
1. Preview work:
Aims: This is the most demanding activity of Part 2. It can improve Ss’ ability to find and solve the problems by themselves.
Teach er’s demands:
Listen to the tape of the text. Pay attention to the sense-group, liaison, sentence stress etc. Look up the new words in the English-English dictionary.
Prepare the comprehensive work and language activities.
Find the important and difficult sentences and try to solve them.
Read the text until you can read it correctly and fluently.
2. Discuss the pre-reading tasks
Teaching steps:
Ask Ss to discuss the two questions in small groups.
Allow each group to select a representative.
Encourage Ss to report what they discuss voluntarily. (5-6 Ss)
3. Language points
1. not up to dealing with: not capable of dealing with.
2. the intricacies of the English language: the complexity of the language.
3. as practiced in the British Isles: as spoken and written in the British lsles.
4. an unsettling experience: a disturbing experience.
5. the most innocuous encounters: the most harmless encounters.
6. become charged with the possibility of confusion: are very likely for confusion to occur.
7. to consult a small glass case: to look at a small glass case in order to find out what varieties of
sandwiches are available,
8. I was with him this far: l was able to understand him up to this point.
9. a small sense of foreboding: with a little fear that some trouble was ill the air.
10. a wise guy: a troublemaker.
11. red around the edges: the edges of his face were getting red, which indicated that he was
beginning to lose his patience.
12. too tasty: To combine ham and cheese would probably taste too good; said in a humorous
manner.
13. Oscar Wilde: ~1854-1900) an Irish playwright best known for his play The Importance of
Being Earnest and his novel The Picture o~ Dorian Gray. His sharp wit and humour are still admired by modem readers.
14. he couldn't have been more right: an emphatic way of saying he was right.
15. practically unwitting: quite unintentional.
16. a cricket match: Cricket is one of the most popular sports in Britain. The writer means here
that it is difficult to understand the language of sports commentators who are covering a cricket match live.
17. nonsense verse: the poetry that seems to be meaningless, The writer is referring to limericks,
which are humorous poems.
18. off-the-wall humor: crazy, absurd and outlandish humor.
19. a constitutional form of government but no written constitution: The British have no written
constitution. Their constitutional form of government and constitutional practice is based on Magnabarons. The Charter has been upheld by members of the parliament as a fundamental statement of civil rights.
20. why they celebrate the Queen's birthday in June ... in April: The Queen's birthday is the
national day of the United Kingdom. So the date is set by tradition, not by the actual birthday of the present queen.
21. as ineffably illogical and idiosyncratic: as unutterably illogical, peculiar and eccentric.
22. as if it had an "r" in it: The word colonel would sound like coronal.
23. they had spawned a nation: They had created a nation.
24. across the sea: across the Atlantic Ocean.
25. among much else: Many other examples exist.
26. resurrect: bring back to life.
27. King George III: King of Great Britain and Ireland between 1760 and 1820. The author's point
is that the English spoken at his time was similar to the American variety of English.
28. fizzy linctus that has never seen a lemon in its life: an effervescent syrupy medicine. That is
what he received and not the lemon juice (lemonade) he ordered. Linctus means a kind of soft drink in American English.
29. they took to doing odd and unexpected things with their vowels and consonants: They
gradually changed the way they pronounced vowels and consonants.
30. at least half a beat behind in almost any conversation: half a beat too slow in following a
conversation because the Americans are trying to figure out what the British speakers are talking about.
31. an ultimately surreal discussion: an utterly strange and bizarre conversation.
32. Peoria: a city in central Illinois, a state in the center of America. The narrator means that if he
had married a girl who is very American, he would not have had so many problems with his English.
33. taken suddenly ill: became ill suddenly.
34. merely muddled: The British want us to be confused.
35. to make a tally: to make a record of amounts. Here, to keep a record of the number of words
that are different in meaning.
36. restroom: a public toilet or lavatory.
37. telling feature: the feature that can reveal something significant.
38. make a game stab: have a try as if playing a game.
39. Benjamin Disraeli: British statesman of Italian-Jewish descent (1804-1881 ); Prime Minister,
1868 and 1874-1880. He was also a novelist of some distinction in his early life.
40. this quintessential British gift: that is, the feature that the British never quite say what they
mean.
41. an unsolicited manuscript: not asked for; the manuscript was sent to Disraeli voluntarily.
42. an aspiring author: the person who sent the manuscript had a strong desire or ambition to be an
author.
43. I shall lose no time in reading it: This sentence is ambiguous in that it could mean 'Tll read it
right away" or "I won't waste my time in reading it".
44. This studied ambiguity: intentional ambiguity, carefully designed. The author thinks that the
British take pains, try hard to be ambiguous.
45. a flight from literalness: a sudden move away from using words in their usual or primary
senses. English discourse: English speech and writing.
47. make gaffes: make embarrassing mistakes.
48. nuances: a subtle difference in shades of meaning, feeling, colour, etc..
49. fathom their linguistic ways: try to understand their language.
50. table a motion: suggest or put forward a proposal for discussion.
51. zucchini: a small green variety of vegetable marrow which is like a cucumber.
52. likening me to an inert building material: comparing me to a lifeless brick.
53. Bob's your uncle: a colloquialism, used to assure the listener that things will be fine, and the
result will come out quickly and easily. Usually used after the speaker finishes explaining or describing an action.
54. presto: music played quickly. But here it means the sentence (Bob's your uncle) is spoken
rather quickly because of frequent use.
https://www.doczj.com/doc/496517019.html,nguage work
Ex.1 Filling out blanks
Ex.2 Work with sentences
Ex.3 Word study
Ex.1 -2 are designed to give Ss an opportunity to revisit the text and refresh the knowledge of language points. Ex.3 can improve Ss’ ability to use the given prompts to produce sentences Teaching steps:
Encourage Ss to read the sentences clearly and correctly.
Require Ss to translate the sentences into Chinese.
Correct Ss’ mistakes in class when necessary.
Step 3 Part 3 Extended Activities
1.Dictation
Aims: Train Ss how to write down the short paragraph in the limited time and improve their listening skills.
Teaching steps:
W rite some difficult words on the blackboard.
R ead the short paragraph three times.
E ncourage Ss to grasp the main ideas in the first time.
A llow Ss to take notes while they are listening to it in the second & third time.
G ive Ss enough time to write what they hear.
R ead it again to let Ss check their work by themselves.
A sk Ss to hand in their exercise-books
2. Read more
Teaching steps:
Ask Ss to read the article. (Individual work)
Encourage Ss to work out some difficult and useful words in English.
Require Ss to list the cases mentioned in the article and discuss their protections.
Guide Ss to answer the three questions.
3.Grammar work
Micro-lecture about unfulfilled or suspended intentions or arrangements in dialogues.
Finish Ex. A and B.
4.Work with words
This activity is designed to improve Ss’ reading ability: guess the meanings of words in cer tain language context and select appropriate words to finish the article.
5. Translation
Teaching steps:
Encourage Ss to work out the difficult words and phrases.
Emphasize the sentence structure and tense.
Ask Ss to write their sentences on BB.
Guide Ss to correct the mistakes in class when necessary.
6. Writing
Write an article of 250-300 words to explain the cultural differences between China
and a foreign country you have noticed.
Optional activities and assignments:
Optional activities: Let the students have a discussion about the main idea of the text.. Assignments: Make the students give a summary of the text.
Reflection: Most students can follow the teacher, and understand most part of the lesson, but some can not, so the teacher should put it easier.
References:
Integrated Skills of English主编：邹为城高等教育出版社2005，4
牛津初级英汉双解词典
牛津高阶英汉双解词典
Unit 10 The Dream of an Hour
Teaching objectives:
(1) Topic: Dilemma of life
(2) Ability: Analyze the theme of the text
(3) Exercise: Language work and extended activities
Teaching contents:
(1) Grammatical point: Cleft sentences (statements and questions); it as formal object
(2) Vocabulary: elusive, bespeak, veil, composedly, exalt, forestall, self-assertion, die of,
be afflicted with, abandon, count for, implore, impose on strive to do
Important & Difficult points:
Vocabulary learning and text reading
Teaching methods:
Teaching and learning
Teaching aids:
Tape-recorder
Time:Eight periods
Procedures:(1) Listening and Speaking Activities
(2) Reading Comprehension and Language Activities
(3) Extended Activities
Part 1 Listening and Speaking Activities
1. Brainstorming
This activity is designed as a vocabulary preparation for the listening and speaking activities. The method is to proceed from known words / expressions to new ones. First , put the students into small groups, telling them to think of as many expressions in a particular category as possible. Then, ask one group representative to put their findings on the blackboard. The teacher can make comments on the list and add new expressions if necessary.
(1). Expressions of ability / inability to do something:
Unit One Growing up Text A Writing for Myself Language study 1. off and on: adv. In an intermittent manner: slept off and on last night. 2. take hold: to start to have an effect The fever was beginning to take hold. 3. associate: To connect or join together; combine; To connect in the mind or imagination associate one thing with another We associate China with the Greet Wall. What do you associate with such a heavy snow? 4. turn out: a. to shut off: turned out the lights. b. to arrive or assemble, as for a public event or entertainment: A large group of protesters have turned out. c. To produce, as by a manufacturing process; make: an assembly line turning out cars. d. To be found to be, as after experience or trial: The rookie turned out to be the best hitter on the team. e. To end up; result: The cake turned out beautifully. f. To equip; outfit: troops that were turned out beautifully. g. Informal To get out of bed. h. To evict; expel: The tenants were turned out. 5. agony: The suffering of intense physical or mental pain. His last agony was over. 他临死的挣扎已经过去了。 He was in an agony of remorse. 他处于极端悔恨之中 be in agony 苦恼不安 death agony (=agony of death)临死时的痛苦, 垂死的挣扎 in agony of pain在痛苦的挣扎中 in an agony of处在极端...状态中 6. assign: a. To set apart for a particular purpose; designate. 分派为某一特定目的分开；指派 b. To select for a duty or office; appoint. 选派为某项任务或工作选派；委派 c. To give out as a task; allot. 作为任务分出；分配 d. To ascribe; attribut e. 归于；归属 be assigned to a new post 被派到新的工作岗位 assign a day for a meeting 确定开会日期 assign property to another 把财产转让给别人 assign one's failure to idleness 将失败归因于懒惰 assign homework 留家庭作业 7. anticipate: To act in advance so as to prevent; forestall. To foresee and fulfill in advance. We anticipate great pleasure from our visit to London. We anticipate hearing from you again. We anticipated our competitors by getting our products onto the market first. ardently anticipate殷切地期望
Unit One Honesty Teaching Objective:listening , reading , writing , translation Teaching focus:reading , writing , translation Teaching difficulties: reading , translation Teaching Procedures: daily report, lead-in, listening, reading, translation, writing, homework Stage1 Daily Report Ask the student on duty to make a daily report, encouraging him or her to speak more about honesty. While listening, the students make some notes. Then ask some students to retell what the reporter said. Stage2 Lead in Step1 Culture background The teacher would offer some background information about creativity, so as to help the students to better understand the text. Honesty refers to a series of rules or expectancy that people should follow. To be honest means we should respect the fact and behave consistently with the contexts and situations. It means that we should be rational when giving choices or making decisions Honesty and trust is not just an idea, a political or moral teaching, but a way of living. It is an issue that matters to almost everybody. It’s important to be honest. But honesty is not always the best policy. Sometimes we don’t want to hurt others’ feelings, so we have to tell white lies. Women are better liars than men, particularly when telling “a white lie”. For example, when a woman at a party tells another woman that she likes her dress when she really thinks it looks awful. Men, on the other hand, are more likely to tell more serious lies, such as making a promise which they have no intention of fulfilling at all. This is the kind of lies that politicians and businessmen are particularly skilled at. By telling such lies the liars hope to get profit. Step2Topics for discussion 1. Get the students to go through the topics in the Lead-in of Text A on the textbook. And then they can choose any topic at will to have a discussion among their group members. 2. Show their work Let each group share their opinions with others. While listening, the listeners should take some notes, then retell and share. 3. Summarize The teacher summarizes the Ss’ job, making some comments. Then write down the useful words and expressions needed. Stage3 Listening Step1 Activity 1 Spot dictation 1. Listen to the statements less than three times and fill in each blank with the words
《综合英语4》教学大纲 一、课程基本信息 课程代码： 课程名称：综合英语4 课程英文名称：Comprehensive English4 开课部门：外国语学院 课程面向专业：英语 课程类型：学科基础课 学分：6学分 总学时：96学时 二、课程简介 本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。 三、教学目的、要求与方法 （一）教学目的 本课程以课文为中心，侧重阅读和写作技能训练，但也不偏废听、说训练。在该课程的教学过程中对语言的控制逐步减少，而对学生创造力的发挥不断加强。本课程通过语言基础训练、相关文化背景知识介绍、语篇讲解以及各种文体的写作方法与技巧分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达和特点，扩大词汇量，具备基本的口头与笔头表达能力。 （二）教学要求 学生通过积极参与各种语言交际活动，获得基本的交际技能，了解基础阶段所需掌握的基本词汇、短语、修辞以及语法知识，达到本阶段应有的听、说、读、写、译等技能的要求。 四、学时分配
五、教学环节与教学要求 本课程在讲授过程中采用启发式、讨论式、发现式和研究式的教学方法，同时加强基础训练。 六、课程考核 1、平时成绩（包括课堂表现、课外作业）占 20% 2、期末考试占 80% 七、教材及主要参考资料 （一）建议教材 何兆熊主编，《综合教程》学生用书（4），上海：上海外语教育出版社（选用最新版本）。（二）主要参考资料 何兆熊主编，《综合教程》教师用书（4），上海：上海外语教育出版社，（选用最新版本）。 朗文出版公司编，《朗文当代英语辞典》，北京：外语教学与研究出版社，1997。 霍恩比著，《牛津高阶英汉双解词典》第四版增补本，北京：商务印书馆，2002。
本科课程教案 2017-2018学年(第 1 学期 ) 课程名称：大学英语 CI 课程性质：□通识必修课□大类基础课□专业核心课 □专业拓展课□通识限选课□通识任选课 授课班级：17 产品设计 1 班(32 人）、环境设计七班（ 30 人）学生数：共 62 人 授课教师：庞海才 学分 / 学时：6/75 学时分配：理论讲授学时，课堂讨论学时 实验 / 课内实践学时，在线学习学时 课程设计( 周) 系（教研室）负责人（签名）：
审核通过日期：年月日 《大学英语 CI 》是教授英语语言知识和英语学习策略，培养学生外语综 合应用能力和跨文化交际为主要内容的必修课，教学对象是艺术专业大一学 生。课程以外语教学理论为指导，以“课堂教学+计算机和网络的自主学 习”模式为主，集多种教学模式和教学手段为一体，旨在培养学生的英语 课程简介综合应用能力，尤其是听说能力；同时，提高他们的自主学习的能力和综合 文化素养，以适应我国社会发展的需要和国际交流的需要。 该课程采用形成性评估和终结性评估两种形式来评估学生学习效果。形成 性评估包括课堂活动记录、课后任务记录等形式。终结性评估包括期中测评、 期末总评。 教材名称、新编大学基础英语综合教程1、 2 高等教育出版社 出版社、出版新视野大学英语（第三版）视听说教程1、 2 时间、版次新编大学基础英语训练与自测1、 2高等教育出版社 （含中英文教 材） （含参考书目、案例材料、阅读材料，网络教学资源等） 新编大学基础英语训练与自测1、 2 新视野大学英语（第三版）长篇阅读1、 2 参考书目 及文献（或 网络教学资源） 形成性评估：平时作业、网络学习、课堂表现、期中考试、期末考试考试考核方式 （含期中考试、 小测验、作业）
《综合英语》1教学大纲 一、课程说明 1.课程代码：1510112 2.课程中文名称：现代大学英语精读1 3.总学时数：64 4.学分：3 5.适用专业：英语本科专业一年级学生 7.先修课程：无 6.本课程的性质、地位、作用及要达到的培养目标： 本课程是英语专业学生必修的一门专业课。通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。 该课程的教学要在一个学期内完成。课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。 二、教学基本要求 1.本课程的目的、任务 综合英语课是整个专业课中的重中之重，贯穿着整个英语教学。教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。 2.本课程的教学要求 （1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和
Unit 1 Organization Teaching Objectives 1.To require students think what organization is. 2.To help students master the key language points and grammatical structures in the text. 3.To enrich students’ English for careers. 4.To improve students’ listenin g, speaking, reading and writing skills. Teaching focus https://www.doczj.com/doc/496517019.html,prehension of reading A. 2.Master the key language points and grammatical structures in the text. 3.Listening and writing skills. Teaching procedures Step1. Warming-up Students read warming-up Task1. Get students to look at the logos. Go through the pronunciation of any problematic word. Ask students to give the names of the countries. Give the answers. Step2. Background Information What is a logo? Company introduction Step3. Language points Step4 Reading A explanation a.Students read the passage and find out important events in the different periods of Google’s history on page 5. b.Ask students to divide this text into several parts and sum up the main ideas. c.Teachers explain the text in details one paragraph by one paragraph and give the translation Step5 Reading B Step6 Listening & Speaking Step 7 Writing How to write an envelope?
Unit Two Friendship 教学目标:通过本单元的学习,掌握英文书信的写作技巧和方法,在生活中学会珍惜友情. 教学重点:掌握单词;available estimate correspondence practically urge postpone reference reunion awful skip 掌握词组;be lost in or something go ahead not much of lose touch on one's mind come up hang out choke up 教学难点:1.to grasp the main idea (never delay expressing your true feelings to a friend) and structure of the text (developing a story around a letter); 2.to appreciate that spoken English is much more informal than written English; 3.to master key language points and grammatical structure in the text; 课时分配:1.Pre-Reading Tasks,New Words Explanation and Analysis 2学时 2.While-Reading Tasks and Analysis 4学时 3.Post-Reading Tasks and Exercises 1学时 4.Home-Reading Check up 1学时 课外练习:1.Vocabulary;PartI II III 2.Structure;PartI II 推荐读物:<<大学英语>>第一册第二课 教学过程:Study of the Text Culture Notes Halloween is celebrated annually. It is on the night of 31 October, when people once believed that ghosts could be seen. Now, in Britain and America, it is a time when children have parties, dress up as witches, make lanterns out of pumpkins from which the inside has been removed, and play "trick or treat'. Trick or treat is a traditional activity at Halloween. Children dress in costumes and visit houses. At each house they say "Trick or treat'. This means that they will play a "trick', or joke, on the people in the house unless they are given a "treat', e.g. sweets or money. Most people prefer to give treats rather than having tricks played on them. Pre-reading tasks 1.T asks Ss the following questions on the song That's What Friends are For; ---What is a fair weather friend?(one who is happy to stay with you when things are going well but leaves as soon as trouble arrives) ---According to the song, what are friends for?(for both good times and bad times) 2.Warm-up Questions
《新世纪英语专业综合教程》（Unit 9, Book 1）教案 Unit 9 Hollywood Teaching objectives: Students will be able to: Language knowledge (认知目标) 1.Grasp the main idea and general structure of Text A; 2.Master the key language points and learn how to use them in context. Language skills (技能目标) 1.Appreciate the expository writing skills demostrated in Text A (selection of details, coherence, etc.); 2.Express themselves more freely on the theme of Hollywood after doing a series of theme-related listening, reading, and speaking activities Culture awareness (文化目标) Understand the historical and cultural background of Hollywood Affects (情感目标) 1.Be encouraged to appreciate the splendid and glamourous impact of Hollywood; 2. Take a serious consideration of the development of the movie industry in China. Strategies （策略目标） 1.Memorize the meaning and use of key expressions through learning the lexical collocations and guessing the meaning in the context https://www.doczj.com/doc/496517019.html,municate and express themselves freely and smoothly in the relevant topic with the text by means of the communicative strategies. Teaching important and difficult points: 1. Important points: 1) Key words & Expressions 2) Sentence Interpretation 3) Summarization of the main ideas in each paragraphs 2.Difficult points: Firstly, how to make clear the main idea and the structure of the whole essay is one difficult point in my teaching. Secondly, how to paraphrase the key and difficult sentences is another one. Lastly, it can not be missed how to guide the Ss understand the meaning of the wole text comprehensively. Teaching Time Allotment: Pre-reading activities& Global reading (2课时） Detailed reading (4课时) Consolidation activities(4课时) Teaching Methods： Use task-based language teaching method, reading approach, communicative approach and total physical response method.
一、课程性质及定位 本课程是应用英语和商务英语专业的一门岗位素质课，属于A类课程。本课程是应用、商务英语专业的专业基础课，也是英语专业基础阶段的综合技能课。它旨在发展学生听、说、读、写等语言单项技能的课程相辅相成，使学生在得到语言技能的分项训练的同时，得到全面、严格的听、说、读、写、译等语言基本技能的整合性训练，达到对英语基础语法和基本词汇的熟练掌握和正确运用，各种语言技能协调发展，从而获得语言实际运用的能力；它还致力于使学生通过阅读和语言材料的课堂讲解分析，打开独立思考的空间，使他们的批判思维能力得到发展，人文知识得到增长，人文素养得到提高，为进入高年级的专业知识课程和相关专业知识课程的学习打下扎实的专业基础。 二、本课程教学目标与任务 通过本课程的学习，学生应能掌握全面严格的基本语言技能。本课程的目的在于传授英语基础知识，对学生进行全面的、严格的基本技能训练，以精读课文为重点引导学生扎实掌握英语基础知识及常用语法知识，掌握相当的词汇量，培养学生正确的学习方法、较强的逻辑思维能力和独立工作能力，丰富学生的英美社会文化知识，增强学生对文化差异的敏感性，为学生学习高年级专业课程打下扎实的基础。 在具体的教学过程中，本课程秉承实用为主、够用为度的原则，一方面通过对精选的语言材料进行详细的讲解和分析，系统的向学生传授语音、词汇、语法、修辞和篇章等英语语言基础知识；另一方面，通过较多的师生互动和课内外练习，培养和提高学生听、说、读、写、译等方面的技能；此外，还应在整个教学过程中注意培养学生跨文化交际的能力和对英语语言学习的兴趣。同时使学生通过两年的综合英语学习，最终达到大学英语四、六级水平。 三、先修及后续课程 无 四、本课程教学内容及基本要求 Unit 1 Education 1. read what Bill Gates says about education 2. build up the students’ vocabulary relating to campus life 3. learn something from an ancient Greek educator 4. study different types of nouns 5. write an introduction of oneself Students are required to master: the plural form of nouns, the skill of self introduction, words and phrases concerning education. Unit 2 Friendship 1. read two stories about friendship 2. learn some frequently-used words and phrases to do with making friends 3. get to know different types of pronouns 4. write a personal letter to a pen-friend Students are required to master: different types of pronouns, words and phrases concerning making friends, the skill of writing a personal letter.
Unit 1 The Snake Bite Teaching Procedures: Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as: (1) It is annoying to do... (2) I am not pleased at all with... (3) John was very upset when his father cancelled the family trip to the beach. (4) Y ou wouldn’t believe it... (5) What a shame! (6)It sickened me to see how... (7)It really get on one’s nerves...
(8)It really get under one’s skin.. Annoy v.tr.（及物动词） To cause slight irritation to (another) by troublesome, often repeated acts. 使生气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气 To harass or disturb by repeated attacks.打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰v.intr.（不及物动词） To be annoying.招人讨厌，惹人烦恼 He looked annoyed.他好象不耐烦的样子。 We can annoy the enemy by raids.我们可以用空袭骚扰敌人。 Part 1 Comminicative activities 1.Interative listening and speaking A Students are asked to close their books and listen to the tape recorder without reading the new dialogue. B During the listening, students are asked to take some notes about some information of the dialogue. C After listening, Teacher will read the listening exercise on Page2 and students do the exercise with the help of the notes, which they have just taken down, and the memory of the listening. D Students talk about their feelings It sickened me to see how... It really get on one’s nerves... It really get under one’s skin.. E T ry to Speak More: Firstly, students will be asked to read the conversation by role-playing. Secondly, Teacher will explain some unfamiliar words or phrases in the conversation. Such as: sicken, bald and three chickens to one single cage. Thirdly, students will be asked to point out some expressions that express feelings of distress or annoyance in the conversation. Forthly, Teacher asks several students to read the expressions that they have already checked out. 2.Story time.Ask the students to work out a short story in pairs on the picture. 3.What are they for?& 4.More sentences Teacher will play the tape recorder to let students listen to more ways of expressing distress and annoyance. * After listening, students will be given a little time to match these expressions with the functions. * Teacher will read the Actual Words Spoken out one by one while students will read the responding functions. * Teacher will explain the meanings of some unfamiliar words such as: bugging, pestering and bragging. Bug: annoy; Pester: to annoy someone by repeatedly asking questions or making requests, especially when they are paying attention to something else. Brag: v.tr.（及物动词） To assert boastfully.夸耀地宣称 n.（名词） A boast.自夸
学会辨认物品的所有者； 1、学会根据场景询问物品的所属，以及英语中对应的表达法； 2、学会如何写寻物启事和失物招领。 活动过程 活动1、找主人：这是谁的┅┅？ 课前准备：教师收集一些学生物品：书、笔记本、手表、铅笔、钢笔、尺子、铅笔盒、橡皮、书包等 活动步骤： 1、把课前收集的物品展示给学生，问他们这些东西是谁的。 2、询问几个学生某些物品是谁的，然后把学生的名字填在表格里。 3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还他们。 完成任务所需要的语言结构： 1．Is this your book ? Yes, it is . It’s my book . 2．Is that your ruler? No, it isn’t. It’s her ruler .
介绍家人 课前准备：学生课下准备两三张全家福照片。 活动步骤： 1、把4-6个学生分成一组。 2、小组活动，让学生互相介绍自己的父母。、 3、每一组出一个学生向全班介绍自己组员的父母。 完成任务所需的语言结构： 1、This is my mother .Her name is … That is my father. His name is … 2、This is Jack’s father . His name is … That’s Jack’s mother .Her name is… 3、Is his name …? Is her name…?
寻物启事 Teacher: Have you ever lost anything ? How could you find it ? 活动步骤： 1、先想想，你曾经丢过东西吗？丢过什么？ 2、你通常如何寻找自己丢失的东西呢？ 3、写一份寻物启事，来寻找你丢失的东西。 4、四人一组，把你的寻物启事读给你同组的人听。 完成任务所需要的语言结构： 1. My book is … 2. My name is … 3. Please call …
牡丹江师范学院教案 教研室：教师姓名：授课时间:第周
教研室主任签字年月日 1 Unit 8 My Forever Valentine (Period one) 【Learning Objectives】： 1．Read the words and expressions in this unit. Pay attention to the correct pronunciation. 2．Find out the sentences with new words and expressions. Try to understand the meaning of these sentences. 3．Understand the type of writing and the structure of this passage. 4．Get the general information of the whole passage. 【Preparation before class】 1．Read the words and expressions in this unit and write down the ones that you don't know how to read correctly. 2. read the text 3 times before the class. 【Classroom activities】 1．Listening and speaking (1)Dictation:
2 (2). Father The father is often seen as an authority figure. A common observation among scholars is that the authority of the father and of the political leader are closely intertwined, that there is a symbolic identification between domestic authority and national political leadership.The fundamental common grounds between domestic and national authority, are the mechanisms of naming (exercise the authority in someone's name) and identification. In a patriarchal society, authority typically uses such rhetoric of fatherhood and family to i mplement their rule and advocate its legitimacy. In Western culture patriarchy and authority have been synonymous. In the 19th century Europe, the idea was common, among both traditionalist and revolutionaries, that the authority of the domestic father should e made omnipotent in the family so that it becomes less necessary in the state. In the second part of that century, there was an extension of the authority of the husband over his wife and the authority of the father over his children, including increased demands for absolute obedience of children to the father. 2．Preparation sharing Work in groups. Exchange the difficulties that you meet when preparing for this class.