Unit 5
I PURPOSE
1.To grasp the important words and phrases and understand the text;
2.To grasp the writing skill--- double clue
3. To grasp the reading skill--- understanding idiomatic expressions.
II IMPORTANT AND DIFFICULT SPOTS
1.Words:
Section A
decay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, association
Section B
make oneself understood, on one?s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from
2.Sentences:
L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience.
L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide.
L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood.
L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done.
L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings.
L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare.
L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me.
B
L1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she?ll go on as she has—until some other germ comes along.
L3. I?ll tell you which choice I would make in this theoretical situation.
L4. Sometimes such a transparent decision is more difficult to come by.
L5. Let me sound one note of warning.
SECTION A Graceful Hands
PART ONE
(PRE-READING / WARM-UP / THINK ABOUT IT (LISTEN AND TALK))
If you were given this decision to assist in your family member?s death, what are the challenges you might face?
PART TWO
(A GENERAL PRACTICE ON THE PASSAGE)
Why was the word “graceful” used to describe the grandmother?
PART THREE A Detailed Study of the Passage
Part I
1. precede (para.1, line2) : be earlier than; come or go just in front of
eg. 1). The week that preceded May Day last year has seen days of heavy downpour in that country.
2). He came into the room preceded by a small dog.
2.reach for (para.1, line4) stretch one?s hand in
order to touch or take
eg. The shopkeeper reached for a packet of tea.
3. lie motionless (para. 3. line 1): lie belongs to a movement verb, often followed by an adj. participle. The verb like this are: come, go, stand, run, etc. “Stand still” (para7. L1)
eg. 1). He came running.
2). He went to bed tired and hungry
4. sunk (para.3, L4): (only before noun) having fallen into the bottom of the sea; built or placed at a lower level than the surrounding floor, grounds, etc.
sunken treasure 沉在海底的宝藏
sunken bath 低于地面的浴缸
sunken garden 低洼的花园
sunken cheeks/eyes 凹陷的双颊/双眼
5. feel for (para.4, line1): search with hands, feet, a
stick, etc. // feel sympathy for sb.
eg. 1) . He felt in his pocket for his key.
2). Blinded by the soap, he had to feel for his glasses.
3). I really feel for the parents of that little boy who was killed.
6. ease (para.4, line7): make a progress, easy 使容易, 使顺利
eg. This new drug can ease childbirth for women.
(Cf) with ease, at ease
7. manage to do (para.4, line10): try hard to do sth. difficult
eg. 1). The box is heavy, but I can manage to carry it upstairs.
2). John managed to accomplish his work in time.
Part II
8.go about (para.5, line1) : set about
eg. How shall we go about the job ?
9. provide for (para.5, line1) : prepare for
eg. 1) Can people provide for unexpected events ?
2) We did not provide for such a great increase in prices..
10. Not until I run my hand up over her knees do I feel any of the life-giving
warmth of blood. (para.5, line7)
eg. Not until the train started to move did Mary stop weeping.
Part III
11. mind reader (para.6, line5): someone who knows what someone else is thinking without being told. 能看透别人心思的人
eg. Mother is always my mind reader.
12. every last ounce of strength/ courage/ energy, etc. (para.6, L7): all the strength/courage/ energy that one has. (最后)全部的力量，勇气，力气…
Note: not an ounce of sense/ truth/ decency: no sense/ truth/ decency at all 毫无头脑/真实性/礼节
eg. 1). She hasn?t an ounce of common sense.
2). There isn?t an ounce of truth in his stories.
3).Heclung to the rock with every last ounce of strength in his body…紧抓着岩石
13. at/ in/ during/ between interval (s) (para.8, line1) : happening regularly
eg. 1) He is likely to need to rest at frequent intervals, a brief period between the parts of performance.
2) I like to eat ice cream in the interval.
14. swell (para.8, line 4): an increase in amount, degree or force, etc. / a wave of sth.
eg. 1). There was a swell of emotion in her for the poor old man. 她心里勇气一股感情，为那可怜的老人感到难过。
2). There was a swell in population in that country.
15. spare (para.8, line 8): do without , dispense with 用不着，免去，省去；afford to give 让给腾出, 拔出
eg. 1). Can you spare me ten minutes to have a talk ?
2). Mary stood up for me at the meeting, sparing me some embarrassment.
16. be equipped to do sth. (para.8, line8-9) : be repaired to deal with a particular situation
eg. 1). I am not really equipped to discuss international affairs.
2). Our hospital is equipped to handle any emergency case.
PART FOUR Text Analysis
Main idea
When a world with human clones was suddenly within reach, people?s reactions to it were strong and varied. They puzzled over a number of questions about the legal and moral implications that had arisen from cloning.
Structure
Part I (Paras. 1-4)
I attend to a dying patient, who is very thin. Even, she has no enough strength to swallow some water.
Part II (Para. 5)
The patient is seriously ill, too weak for anything.
Part III (Paras. 6-7)
Driven by my thoughts, I exchange with the patient, who is able to utter only broken sentences. Though, I begin to see what a kind and considerate grandmother she is.
Part IV (Para. 8)
The patient dies. And the author seems to have a better understanding of the patient. Mrs. Clark spares her family from seeing her die and the author feels it a privilege to be there with the patient.
Part V (Para. 9)
It is only two days after Mrs. Clark?s death that the author comes to learn more about her from the newspaper
Part VI (Para. 10)
Mrs. Clark is really graceful.
Section B
Part I (Paras.1-5)
The author gave a hypothesis--- you are faced with a dilemma about your mother?s life and death.
Part II (Paras.6-12)Two opposite examples given by the doctors.
Part III (Paras.13-17)The doctor?s opinions on who should make the
life-death decision.
SECTION B Decisions of the Heart
PURPOSE
1.To grasp the important words and phrases and understand the text;
2. To grasp the reading skills---Understanding idiomatic expressions
PART ONE A General Discussion
1. Did the eighty-year-old woman (with cancer of lung) die in pain? (para.9)
2. What d isease does the doctor?s third patient suffer? (para.10)
3. Who usually make decisions about a patient?s treatment plan? (par a.14)
PART TWO (A GENERAL PRACTICE ON THE PASSAGE)
1. Does the author agree with the involvement of the third party such as lawyers and government officials? (para.16-17)
2. What skill does the author use to describe his argument? (illustration or example skill)
PART Three Detailed study of passages
1. make oneself understood/ make oneself done(para.1 line3)：
do sth. To make others understand, hear, etc.
His English is not good enough to make himself understood.
He spoke loud in case he couldn?t make himself heard.
2. one one?s own(para.2 line3) : alone ; without help, by oneself
John lives all on his own.
I need some time on my own.
She is old enough to do it on her own.
3. come along (para.4 line2): arrive , appear , turn up 来到出现发生
Is your daughter married yet ?
No, she is still waiting for Mr. Right to come
along.
“没有，她还在等她的白马王子出现。”
4. deny(para.4 line3) : refuse to give , prevent from having
The wider community (广大社区居民) is denied the opportunity to deal with the issue openly.
Her response was to deny me everything and tell my father to stop my allowance.
5. condemn（注定）sb. to sth. (para.5 line2) : make sb. take or accept sth. unpleasant 迫使使注定
His broken leg condemned him to a wheelchair.
His laziness condemned him to a life of poverty.
CF: The whole town condemned the girl for wild behavior.
6. let nature take its course(para.6 line3): allow events to happen and develop naturally.
Here of course, …nature? refers to “the life of your mother”. Therefore, the implied meaning of the phrase is “let your mother?s life come to natural end” or “let your mother die in her own”.
take/ run its course （事物）自然发展（至结束）；顺其自然
we have to let the illness run its course.
7. fight off (para.6 line3): use violence to keep someone or something away；try hard to get rid of sth. 击退竭力摆脱战胜
The firm had to fight off a lot of competitors to win the contract.
I must wear warm clothes, as I am fighting off this cold.
8. go down a road (para.7 line1): follow a particular course of action 按某方法做事
Here “gone down this road with patients” refers to the process making the choice mentioned in the previous paragraphs, “Don?t give her anything to fight the infection”
9. in vain (para.7 line2): unsuccessfully , uselessly , fruitlessly
Our efforts were not in vain and the situation began to improve.
Her voice was beginning to rise and she tried in vain to control it.
10. slip away (para.8 line3) : move smoothly , secretly , or unnoticedly
Time?s slipping away. 时间悄悄地过去了。
Tom slipped away from the room when his mother was sleeping.
11. come by (para.10 line2) : obtain , get , usu. by effort
Do you come by that money honestly ?
Jobs are hard to come by with so many people out of work.
12. The chances are ( that ) (para.11 line5) : It is likely that …
Chances are that she?ll marry the man who is now her boss.
Chances are he won?t come back when he get s there.
13. be confronted with (para.13 line1): be faced with
The new company was confronted with many difficulties at the start.
14. come down to : be reduced to , be able to be concluded as 归结为
it comes down to 归根到底
All the conflicts eventually came down to one, who could get custody of the child ?
15. sound (para.16 line1): produce sound/ signal; announce
sound a warning: announce a message which warns about sth.
The teacher sounded a warning in class: “It would be considered cheating if students read their notes at the exam.”
The soldier in duty sounded the whistle for lunch.
16. bring sb. in (para.16 line2): allow or invite someone to become involved in a discussion, investigation, etc. 使（某人）参加把（某人）找来
It all became very serious and the police were brought in.
17. bar … from (para.17 line3-4): prevent from doing
If I were in charge, I would bar tourists from getting into the wildlife reserve.
PART FOUR Text Analysis
1.Main idea：
This story deals more with the clinical aspects of letting the patient die peacefully or in pain. The decision should and must be made by the family for they alone have their loved ones at heart.
2. Structure
Part I (Paras.1-5)
The author gave a hypothesis--- you are faced with a dilemma about your mother?s life and death.
Part II (Paras.6-12)Two opposite examples given by the doctors. Part III (Paras.13-17)The doctor?s opinions on who should make the life-death decision.
III PROCEDURE AND TIME NEEDED
1. Section A 90?
1) Lead-in 5?
2) Preview inspection of words and the text 15?
3) Text study 50?
4) Topic discussion 10?
5) Answering questions about the text 8?
6) Assignments 2?
2. Exercises in Section A 45?
3. Section B 45?
1) Lead-in 5?
2) Preview inspection of words and the text 15?
3) Text study 22?
4) Assignments 3?
Teaching Planning & Teaching Lectures New Horizon College English IV Unit 5 1.教学目标及基本要求： Objectives: Students will be able to: 1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 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. 2. 教学重点及难点： Important language points in the text: 3. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 4. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 5. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading (Paras 1-5) 3rd period: while-reading (Paras 6-13) 4th period: while-reading (Paras 6-13 continued, Para 14) 5th period: post-reading activities (Debate; Exercises) 6th period: Check on students’ home reading (Text B); Theme- Related Language Learning Tasks)
人教版必修一unit5语法：定语从句强化训练题 一.课文原句感知 1．The time_______I first met Nelson Mandela was a very difficult period of my life. 2．It was in 1952 and Mandela was the black lawyer____________I went for advice. 3．He was generous with his time，_______I was grateful. 4．The school_________I studied for only two years was three kilometres away. 5．However，this was a time_______one had got to have a passbook to live in Johannesburg. 6．The day__________Nelson Mandela helped me was one of my happiest. 7．...，until today we have reached a stage________we have almost no rights at all. 8．The parts of town_________they had to live were decided by white people. 9．The places outside the towns__________ they were sent to live were the poorest parts of South Africa. 10．...we were put into a position___________we had either to accept we were less important，or fight the government. 二.单句语法填空 1．This is his work________which he devoted all the energy. 2．He had a son________whom he took pride. 3．She has three children，all of________are at school. 4．He bought a book yesterday，the author_______which is a teacher. 5．He is always ready to help others，_______which everyone around him is grateful. 6．This is the theatre________we’ll vis it a well-known pianist. 7．I still remember the night__________she left the house. 8．The room_________we took pictures is dusty.
Unit 5 I PURPOSE 1.To grasp the important words and phrases and understand the text; 2.To grasp the writing skill--- double clue 3. To grasp the reading skill--- understanding idiomatic expressions. II IMPORTANT AND DIFFICULT SPOTS 1.Words: Section A decay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, association Section B make oneself understood, on one?s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from 2.Sentences: L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience. L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide. L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood. L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done. L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings. L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare. L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me. B L1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she?ll go on as she has—until some other germ comes along. L3. I?ll tell you which choice I would make in this theoretical situation. L4. Sometimes such a transparent decision is more difficult to come by. L5. Let me sound one note of warning. SECTION A Graceful Hands
1.generously This is the school to which your farther subscribed generously in the past. 这就是你父亲生前为之慷慨捐助的学校。 ①慷慨的，大方的 +doing sth/with sth be generous to sb with sth The boss is generous to the poor students with their education. ② 宽宏大量的，宽厚的+to sb I belive he was generously enough after your contradicting him. 2.quality n.质量；品质；性质 (1).His action speaks well for his good quality. 他的举止表明他具有良好的品质。 (2).In no case can we cheapen the quality of products. 在任何情况下我们都不能降低产品质量。 high quality高品质 product quality产品质量 quality control质量控制，质量管理 quality management质量管理 quality first质量第一 quality of life生活质量；基本生活条件 quality education素质教育；优质教育 3.active adj. 积极地；活跃的 (1).Mr. Jack was once active in the church, but he has backslidden. 杰克先生一度在教会里很活跃，但他已变得不虔诚了。 (2).Peace and stability in the world need the active involvement of China.
《新视野大学英语﹒读写教程》第四册教案 课程名称：大学英语读写课 授课对象：二年级全校公共课学生 授课教师： 职称： 教材版本：《新视野大学英语﹒读写教程》第四册 参考资料：教学光盘，教学参考书（外语教学与研究出版社） 教学方法：计算机辅助多媒体教学手段授课。（大班上课，小班辅导，上机自主学习）交际法与翻译法。 教学周次：4x18 教学手段：多媒体教室，电子备课材料（移动硬盘），教材 教学目标及要求： 1.掌握每一单元的Section A中心思想、了解篇章结构，写作特点、 文化背景知识。 2.掌握并背诵每一单元的Section A的核心词汇和短语、核心句型。 并能举一反三，熟练运用。写出较通顺的短文。 3．自学Section B 和Section C 的内容。 4．课后自己做《新视野大学英语﹒综合练习》第四册
新视野大学英语教案 Unit One (Book Four) 一、教学内容（Content of the Course） Section A. The Temptation of a Respectable Woman （精讲） Section B. The Obligations and Responsibilities to Marriage（略讲） Section C. The Positive Meanings of Love （泛读） 二、教学对象（Audience） 三、教学时间（Teaching Span） 6-7学时 四、教学目的（Teaching Aims） 1．Appreciate the text to know sth. about what happened between Mrs. Baroda and her husband’s friend. 2. Learn to use some important words, expressions and sentence patterns. 3. Practice listening, speaking, reading and writing. 4. Learn some translation skills 五、教学任务及步骤（Instruction Objectives &. Teaching Procedures） Step One Pre-reading Activities (导入) 文章主题（Themes）10 minutes 课文A向我们讲述了一位女性与她丈夫的一位生性沉默的朋友一起度过的一段时间，描写了她对这位朋友在感情上发生的变化。因为这位特殊的朋友首先令她吃惊不已，然后又深深地吸引了她。 课文B讨论的是两种不同的家庭：基于浪漫基础之上的“情爱家庭”和基于婚姻基础上的家庭。 课文C探讨了“爱”这一概念的方方面面。同时也探讨了婚姻伴侣的行为是如何影响其他人的感情和个人发展的。 Step Two While-reading Activities Language Points ( 语言知识) 140 minutes 1、重点单词及短语( Key words &. Expressions) idle penetrate impose presence keen nonsense deserve propose for the most part count on/upon make a fuss about run down object to a succession of yield to
课程名称新视野大学英语1 授课专业和班级 教师专业技术职务学时 授课内容 （题目、章、节） Unit1 Fresh Start 教学目的与要求1.To know the meaning and usage of some important words, phrases and patterns 2.To study Passage A and understand the main idea of the text 3.To understand the structure of the text and the devices for developing it 4.To talk about college education 教学重点及难点1.The structure of the whole passage discussed and the writing ways mentioned in this passage 2.The reading skills mentioned in this unit 3.Listening practicing related to the contents learned in this unit 4.Talking about college education. 5.Writing paragraphs with the structure “a general statement supported by details”. 6.Applying the phrases and patterns. 教学方法 教学过程、内容及时间分配 1. Warming-up activities for Section A (0.5 period) a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise.
Unit 5 Nelson Mandela——a modern hero
教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使 学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。 提示： 1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此， 教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。 2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和 积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。 3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？ 学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何 才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。 Teaching aims: 1. To arouse Ss’ interest in learning about heroes in history 2. To develop Ss’ listening and speaking ability. Teaching procedures: Step1 warming up
●Describe yourselves First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.) ●Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities. Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? ●Look at page 33 and then ask the Ss if these famous people are great people. ●Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman. A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person. Step2 language points: 1． devote vt oneself to 献身于、致力于。。。 devote one’s life/one’s time to….把生命、时间献给。。。 …to …把。。。用于。。。 E.g. He devoted his life to promoting world peace. He devoted his life to the promotion of world peace. devoted adj 忠实的, 深爱的 be devoted to 对…忠实, 对…深爱 a devoted friend She is devoted to her husband. 即学即练 The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D. for practising 2. fight for 为……而战 fight against 与……作斗争；与…作战
Book 2 Unit 4 College sweethearts 教学重点： 1.To talk about romantic love 2.To learn and apply the words and phrases of the text 3.Master the key language points and grammatical structures in the text 教学难点： 1.apply the phrases and patterns 2.to listen and discuss the importance of humanities 3.To critically think what makes wonder in their crisis-ridden marriage 教学过程： Task 1 Lead-in (Ss work in groups to discuss the following questions) 1.What are the modern dating practices? Tips: casual dating, formal dating, speed dating, online dating, double dating, group dating, blind date… 2. Do you think it’s a good idea to date someone at college? Why or why not? Tips: Yes, because: ? it’s an ideal place to fi nd someone who has the same aspirations. ?through years of studying together, students get to know each other well. ? college has more choices than the workplace. ? love starting on campus is romantic and pure. ? No, because students need to concentrate on study, not to waste time dating. 3. In your opinion, what are the important qualities an ideal date should possess? Tips: responsible, smart, honest, considerate, understanding, diligent, rich, good-looking, funny, having the same interest…… 4.Which is more important when it comes to marriage, one’s appearance or character? Why? Tips: Appearance, because I like to see someone who is good-looking. Character, because appearance will change as time goes by, while one’s character is essential to marriage. Task 2 Text study 1.Ss read the passage and discuss the following questions in groups a.How do you understand the sentence “In a way, love just happens when you least expect it”?
Unit 1: brighter future for all 教学重点： 1. The structure of the whole passage discussed and the writing ways mentioned in this passage 2. The reading skills mentioned in this unit 3. listening practicing related to the contents learned in this unit 教学难点： 1.Talking about college education. 2.Writing paragraphs with the structure “a general statement supported by details”. 3.Applying the phrases and patterns. 教学过程： 1. Warming-up activities a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise. d. Listen to a short passage concerning college education and fill in the missing information. 2. Text study
教案2016 ～2017 学年度第一学期 课程名称大学英语 学时学分 70学时4.5学分专业班级 授课教师 系部外语系
本课程教学总体安排 课程名称：大学英语 课程性质与类型：公共必修课 总学时、学分：70学时，4.5学分 教学目的与要求： 1.通过本学期的学习，使学生进一步加强基础知识。 2.扩大词汇量，熟悉并掌握大学英语教学大纲中规定的单词、词组和结构的用法，达到大学英语一级的水平及要求。 3.进一步提高学生的听力、阅读及写作技巧。 4.进一步加强学生的语言实际应用能力，尤其是听说能力和篇章理解分析能力。 教材及参考书目： 1. 《新视野大学英语》（第三版）读写教程（第1册第1单元—第8单元）2．《新视野大学英语》（第三版）听说教程（第1册第1单元—第8单元） 3. 《新视野大学英语》（第三版）教师用书 4．《新视野大学英语》（第三版）配套光盘 5. 牛津英汉双解词典 考核方式及成绩计算方法： 综合成绩＝期末成绩*60％＋听力成绩*15%+读写成绩*10%+平时成绩*15%
课程教学日历 课程名称：大学英语授课学期：2016－2017学年第一学期
第一章教学安排的说明 章节题目：Book 1 Unit 1 Fresh start Text A Toward a brighter future for all 学时分配：8 本章教学目的与要求（分了解、熟悉、掌握三个层次）： 一、了解课文有关的背景知识 二、熟悉文章的中心思想和篇章结构 三、熟悉文中所体现的记叙技巧 四、掌握大学英语教学大纲中规定的单词和词组及其搭配 五、掌握文中所包含的主要语法结构： 其它： 课堂教学方案 课题名称、授课时数：大学英语、8课时 授课类型：理论课、技法课、习题课 教学方法与手段：讲授、讨论、指导、多媒体等 教学目的要求： Students should be able to 1. grasp he main idea and structure of the text; 2. give reasons when they do the ranking activities and make predictions; 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.
人教版必修一各单元知识点总结 Unit One Friendship 一、重点短语 1.go through 经历，经受get through 通过；完成；接通电话 2. set down 记下，放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚，黄昏时刻 7. face to face 面对面 8. fall in love 爱上9. join in 参加（某个活动）；take part in 参加（活动） join 加入（组织，团队，并成为其中一员） 10. calm down 冷静下来11. suffer from 遭受12. be/get tired of…对…感到厌倦 13. be concerned about 关心14. get on/along well with 与…相处融洽15. be good at/do well in 擅长于…16. find it + adj. to do sth. 发现做某事是…17. no longer / not …any longer 不再…18. too much 太多（后接不可数n.）much too 太…(后接adj.)19. not…until 直到…才20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为…make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念：直接引语：直接引述别人的原话。一般前后要加引号。 间接引语：用自己的话转述别人的话。间接引语在多数情况下可构成宾语从句且不要加引号。 例：Mr. Black said, “ I’m busy.” Mr. Black said that he was busy. 变化规则 （一）陈述句的变化规则 直接引语如果是陈述句，变为间接引语时，用连词that（可省略）引导，从句中的人称、时态、指示代词、时间状语、地点状语都要发生相应的变化。 人称的变化——人称的变化主要是要理解句子的意思 例：1. He said, “ I like it very much.”→He said that he liked it very much. 2. He said to me, “I’v left my book in your room.” →He told me that he had left his book in my room. 时态的变化
Book4 Unit 3 I. Teaching Objectives 1. To know the meaning and usage of some important words, phrases and patterns 2. To be familiar with the writing skills of the text and make use of it in writing 3. To improve Ss reading skills by studying section B 4. To respond and cooperate with classmates willingly 5. To participate actively 6. To read sentences and texts with proper intonation 7. To write smoothly and legibly II.Teaching Focus 1. Useful words, phrases and sentence structures; 2. Reading skill: Understanding Figurative Language; 3. Writing skill: Structured Writing (P 69) III .Main Teaching Methods and Techniques Use the CAI (PPT software) and group work; use task-based language teaching method, communicative approach and audio-visual method. V. Teaching Procedures Section A: Longing for a New Welfare System (Four Periods) Step 1: Pre-reading Activities: 1.1 Greetings Greet the whole class Review (1). Ask students some questions to review the last lesson（show them on the
B1U1-新视野大学英语第一册教案
U n i t1F r e s h S t a r t I.T e a c h i n g o b j e c t i v e s By the end of the class, the students are supposed to: Know something basic information about college education Further understand the text Apply the phrases and patterns Master the paragraph writing skill I I.T e a c h i n g m e t h o d:task-based approach I I I.T i m e a l l o t m e n t：4 hours I V.T e a c h i n g c o n t e n t: 1.B a c k g r o u n d I n f o r m a t i o n 1.1I n the United States, the choices students have after high school include going to college, going straight to the workforce, attending a two-year community college before applying to a university. 1.2M ajor criteria for university admission include: A student’s high school course of study; High school Grade Point Average (GPA); Participation in extracurricular activities; SAT or ACT exam scores, a written essay; A personal interview with a representative from the admissions office. 1.3 Extracurricular activities students can participate in include Scholastic clubs, athletic teams, student government, and philanthropic (慈善) clubs. Through their voluntary participation in these kinds of activities, they can learn valuable life lessons, such as teamwork, leadership, or civic (公民) responsibility. 1.4 Vera Wang Vera Ellen Want (王薇薇, 1949-) is a Chinese-American fashion designer. She was born and raised in New York City. While trained as a
Unit 5 Section A Spend or save — The student's dilemma 花钱还是存钱，学生进退维谷 1 Do you feel as confused and manipulated as I do with this question, "Should I spend or should I save?" I think that the messages we get from our environment seem to defy common sense and contradict each other. The government tells us to spend or we'll never get out of the recession. At the same time, they tell us that unless we save more, our country is in grave danger. Banks offer higher interest rates so we increase savings. Then the same banks send us credit card offers so we can spend more. 1 你是不是跟我一样对“我应该花钱还是存钱”这个问题感到困惑，且有被操纵的感觉？我觉得我们从生活的环境里所获得的信息似乎是有违常识、互相矛盾的。政府告诉我们要花钱，否则我们将永远走不出衰退；与此同时，他们又告诉我们，除非我们节省更多的钱，否则我们的国家会处于严重危险之中。银行提供较高的利率以增加储蓄。然后，同样是这些银行又提供信用卡让我们可以花更多的钱。 1 Do you feel as confused and manipulated as I do with this question, “Should I spend or should I save?” (Para. 1) Meaning: When asking yourself whether you should spend or save, do you feel puzzled and controlled as I do? Meaning beyond words: According to the conventional concept, we are the master or the boss of the money we have earned. It is up to us to decide how to use our money. However, the sentence gives us the hint that we are actually no longer in control of our money. 2 I think that the messages we get from our environment seem to defy common sense and contradict each other. (Para. 1) Meaning: In my opinion, the messages we get in our daily life about the question “Should I spend or should I save?” are against common sense and they often don’t agree with each other. Usage note: defy, deny defy和deny都是及物动词，词形相近，但实际上两者词义有别，用法也不同。 1 defy主要表示“违抗；反抗；蔑视”，后接名词；而deny主要表示“否认；拒绝承认”，后接名词或that引导的从句。 Nearly 11 thousand people have been arrested for defying the ban on street trading. 近一万一千人因违抗在街上交易的禁令而被捕。 The government has denied that the authorities have uncovered a plot to assassinate the president. 政府已否认当局发现了一个暗杀总统的阴谋。 2 defy后接动词不定式表示“挑战；刺激某人做某事”时，不能用动名词形式；deny表示“否