第一单元
I. Warm-up activities
1．Pre-reading activities (Questions and answers)
1.-Why was Gaston?s friend, Gouvernail, stayin g at the plantation?
Because he was exhausted and run down by too much work, and he came here just to seek a short rest from over work.
2.-What did Mrs. Baroda think of Gouvernail?
At first, in the eyes of Mrs. Baroda, Gouvernail, puzzling and boring, was far from a man of wit as her husband used to tell her. But one night on her plantation, her conversation with him changed her attitude toward him from dislike to desire for an intimacy with him.
3.-Why did Mrs. Baroda leave the plantation?
Mrs. Baroda chose to leave the plantation, because Mrs. Baroda was surprised and shocked to feel a strong temptation and desire her husband?s friend created in her, and, as a respectable married woman, she did not want that temptation to go out of control.
2．Temptation
Now that temptation has found its way into every facet of our life and no one is immune to its attacks, it is wise of us to get to its root. In general, temptation stems from three major sources: lust for sensual pleasures, desire for material comfort and zeal for domination of others. As seen in extreme cases, burning thirst for sensual enjoyment tempts you to drain yourself of every shame; undue hunger for material wealth leads you to deprive your life of anything more vital than money; and unbridled ambition for power drives you to stop at nothing in climbing to it. So it can be concluded that none of us can escape from the clutches of temptation, just as no one can take fire
in his/her bosom without his clothes being burned. The problem is how to prevent such a fire from running wild in our hearts. My way out of its clutches is to map out in mind a set of principles as a guide to every conduct in life. Then all that needs to be done is to act upon the principles of conduct, within which boundaries, for example, beauty, no matter how alluring, is not for abuse but for appreciation. In sum, if we remain as true to our principles as ever, temptation can do nothing with us.
II. Drills of important phrases in the text
1. 得知······而不快/高兴/惊讶/痛心be annoyed/delighted/surprised/distressed to learn that (L. 1)
2. 和以前一样不了解某人understand sb. no better than at first (L. 4)
3. 执意陪伴着他impose her company upon him (L. 6)
4. 试图做某事press one?s attempt to do sth. (L. 6)
5. 就我而言for my part (L. 9)
6. 没有给某人添麻烦give sb. no trouble (L. 11)
7. 为某事做一些安排plan somewhat for sth. (L. 12) 8. 让人吃惊be full of surprises (L. 17) 9. 料想；指望count upon (L. 18) 10. 认真对待某人/某事take sb./sth. seriously (L. 20)
11. 对······大惊小怪make a fuss about… (L. 20)
12. 某人最不希望的事情the last thing sb. would desire or expect (L. 21)
13. （使）筋疲力尽run down (L. 24)
14. 明确感觉有必要做某事the feeling of a distinct necessity to do sth. (L. 32)
15. 丝毫不曾怀疑······without a suspicion/doubt that… (L. 35)
16. 反对某事object to sth. (L. 35) 17. 陶醉于······drink in… (L. 51)
18. 很想做某事be greatly tempted to do sth. (L. 57)
19. 没有抵挡住诱惑yield to the temptation (L. 58)
20. 从她家中离开be gone from under her roof (L. 24)
III. Organization of the text (main idea, developing devices)
1.Main idea of the text
At fir st, Mrs. Baroda didn?t like her husband?s friend, Gouvernail, whom she found far from a man of wit but a dull man hard to read. One night, however, a conversation between them opened up and revealed his true personality, which proved to be a strong temptation to her, a respectable
woman. But in the end, she withstood and overcame that temptation.
2.How is the text organized?
This reading passage is made up of several episodes organized according to time sequence, with the episodes centered on the narration, through cause-and-effect, of the changes in Mrs. Baroda?s emotion and attitude concerning her husband?s friend, Gouvernail. The whole process undergoes several distinct stages.
-Mrs. Baroda?s strong dislike for the man Paras. 1-10
-Her inner desire to get close to the man Paras. 11-18
-Her sensible resolve to move away from him Paras. 19-20
-Her further struggle against the temptation Para. 21
-Victory of her reason over the temptation Paras. 22-24
3.Text analysis
Part 1: Para 1-2 Main idea : Mrs. Baroda?s annoyance to have her husband?s friend at her home. Part 2: Para 3-10 Main idea: The talk between Mr. And Mrs. Baroda about Gouvernail.
Part 3: Para 11-18 Main idea: The emotional change of Mrs. Baroda towards Gouvernail.
Part 4: Para 19-20 Mai n idea: Mrs. Baroda?s leaving home early the next morning.
Part 5: Para 21-24 Main idea: Mrs. Baroda?s change of attitudes towards inviting Gouvernail to revisit them.
IV. key words and expressions
A. Expressions
1.Mrs. Baroda was a little annoyed to learn …
be a little annoyed to do …做…有点恼火(= be a bit angry to do …)
eg：---- He was a little annoyed to lose such a chance.
---- I was a bit annoyed, for I forgot to put your name on. 我忘了把你的名字添上去，我感到有点恼火。
2.…for the most part, alone together …
for the most part 大部分时间，通常，总的来讲；（= usually / in general）
eg：---- For the most part, he is honest.
---- He is ，for the most part ，a well-behaved child. 他在大多数情况下是个乖孩子。
3.… she impose her company upon him …
impose one?s company / oneself upon/on sb. 硬缠着某人(=force one?s com pany / oneself on sb.) eg：---- Don?t impose your company / yourself on people who don?t like you.
4.… accompanying him in his idle walks to the mill…
accompany sb. to some place 陪某人去某地（= go with sb. to some place）
eg：--- I am very happy to accompany you to our new campus. 我很高兴陪你去我们的新校园。
5.For my part, I find him a terrible nuisance. for my part 就我而言
Synonym(同义词)：
as for me in my eye in my opinion as far as I am concerned
eg：---- For my part, I was excited to see the Big Ben in London. 就我而言，看到伦敦的大本钟很兴奋。---- I think he is innocent, for my part. 在我看来，他是无辜的。
6. But the poor fellow is run down by too much work now.
run down: 筋疲力尽；衰退；贬低
eg：--- His health ran down to a dangerous levels. --- She is always running down her friends. CET-4补充：
run across碰见，撞见run into遭遇；撞在…上run off 跑掉，逃掉
run out(of sth.) 用完，耗尽run over浏览；在…上驶过run through挥霍；贯穿
run to 达到run up积欠（账款、债务等）run up against 遭遇，遇到（困难等）7. …
7. in no sense a shy man. in no sense 一点不；根本不；决不( = not at all )
eg：---- His mind was in no sense brilliant. 他一点也不聪明。
---- In no sense can the issue be said be resolved. 据说这事根本没有解决。
B. Patterns used as models
1.Typical patterns for an undesired result:
1) Sb. did sth. only to find/see/notice/realize (that)… 某人做了某事, 结果却发现/明白/注意到/意识到······
应用：这个新手把该问题处理了两个星期，结果意识到他用了一个错误的原理。
The green hand has been tackling the problem for two weeks, only to realize that he had applied a wrong principle.
2). Sb. did sth. (in order/in an effort ) to do sth. else. But it hardly worked. 为了达到某个目的，某人做了某事，但不奏效/收效甚微。
应用：为了取悦他懊恼的妻子，这位男士连续几天给她买很昂贵的玫瑰花，但仍不奏效。To please his annoyed wife, the gentleman bought her expensive roses for days on end. But it hardly worked.
2. Typical patterns for no-other choice:
All there is left with sb. is to do sth./a desire to do sth./a hope for sth. 某人只求/只想/只希望做某事。
应用: 这个有钱人生意兴隆，财源滚滚。现在，他只想送他那被宠坏的儿子上大学。
The rich man?s business flourishes, with money rolling in. Now, all there is left with him is a desire to send his spoiled son to college.
3. Typical patterns for detailed argumentation
There is some/frequent talk of/argument about sth. That is, some desire sth./believe that…; but their desire/belief… 有时/经常谈到/争论某事。也就是说，有人渴望某事/认为······，但······应用：人们经常议论核能问题。也就是说，有人认为核能太危险；但这种观点顶不住全球范围内对能源的巨大需求。
There is frequent argument about the problem of nuclear energy. That is, some believe it is too dangerous; but their belief yields to the worldwide enormous demand for energy.
V. Assignment
Meditations Derived from an Occurrence
简述某一故事/事故/经历分析其意义/原因/影响提出合理的建议（夹叙夹议类）1) The story/accident/occurrence took place one day when… 2) As…, … so… that... 3) But… in time to…4) The enlightenment/insight gleaned from the occurrence—… —holds much significance for our reality (意义分析). 5) With an ever-surging wave of change, as we all know, our life is now being exposed to more… than ever. 6）Although…, for example, you still…7) Much evidence shows that many of us, dazzled with…, tend to…, only to…8) So the best way out of such a dilemma is…9) To achieve that/make it, ho wever, there is much that must be done about… 10) The first thing of the first is…(建议I) 11) Then all there is left with us is… (建议II) 12) As long as…, nothing will distract us away from…(结论句)
(附加) 4) The lesson learned from the accident is so distressing, but the most pressing for us now is to get to its root. (原因分析) 5) The primary cause for it, in my opinion, is… 6) Another
cause rests with…7) And above all, … 8) So the best way to prevent such a tragedy is…
Meditations Derived from Mrs. Baroda’s St ory
1) 简述巴罗达太太的故事。
2) 分析其现实意义。
3) 我们怎样应对诱惑？
1) Mrs. Baroda?s passion for her husband?s friend cropped up one night when she had a conversation with him under an oak tree on her plantation. 2) As he opened up his mind and unfolded his true personality before her, she felt his attraction so strong that she was eager to reach out her hand and touch him. 3) But she put an effective brake on her desire in time to keep it from getting out of hand.4) The insight derived from this story—triumph of reason over passion—holds much significance for our reality, especially for our marital life. 5) With an ever-surging wave of change, as we all know, marriage is now being exposed to more temptations than ever. 6) Although bathed in the warmth of your love nest, for example, you still can find a person, wrapped in an air of mystery, more charming than your spouse or a style of life more exciting than yours, which is no longer as appealing to you as it was during the early years of your marriage. 7) So many of us, dazzled with these inducements, tend to act on impulse, only to reap nothing but regret or bitter fruit. 8) So the best way out of such a dilemma is to keep your emotions under the control of your senses all the time. 9) To achieve that, however, there is much that must be done about our psychology in advance. 10) The first thing of the first is to draw up a set of principles as a guide to all of our social conducts.(建议I) 11) Then all there is left with us is to cling to the well-thought-out principles in our social life. (建议II) 12) As long as we remain true to them, no temptation will distract us away from the right course of life. (结论句)
第二单元
I.Pre-reading activities
Give students several minutes to preview the text and prepare to analyze the structure. Get familiar with new words.
II.Reading skills
Reading Between the Lines
Now, in Unit 7, Book 1 we talked about reading between the lines, which means making inferences about the author?s ideas from what is written and from what is not written. In making inferences we go beyond surface details and “read between the lines” and use hints to re ach information logically. Factual details in what we read provide the basis of our knowledge. But not every bit of information is apparent or clearly stated. Authors don?t always express all their thoughts openly, either as a matter of style, or because they assume we know and share their opinions—or because they aren?t sure how to express themselves. We may have to build upon our own knowledge and experience in order to understand something fully. Because information is not always stated in exact terms, we must get information from details or ideas that are only suggested by the author. We can?t always be certain that what we understand is absolutely right.
But if we follow hunches (直觉) that are based on evidence, we can be fairly sure about some things, even if they are only hinted at.
To make inferences about the author?s ideas you have to do the following.
1) Make use of context clues, your common sense and your knowledge of the world.
2) Connect ideas and draw conclusions from the reading passage.
3) Form and test what you have understood between the lines. The reading act is a two-way communication between the reader and the writer; it involves understanding, forming ideas, testing your ideas during the reading of the passage, correcting or changing your ideas and understanding, until finally you are able to get what the writer is driving at.
Now here are some examples.
Example 1:
His words became a meaningless succession of verbs, nouns, adverbs, and adjectives… (Para. 17, Passage A, Unit 1)
Question: Why did his words become a meaningless succession of verbs, nouns, adverbs, and adjectives?
Possible answer: Mrs. Baroda was distracted and thinking of something else.
Example 2:
The stronger the desire grew to bring herself near him, the further, in fact, did she move away from him. (Para. 18, Passage A, Unit 1)
Question: Why did she move away from him when in fact she was attracted to him?
Possible answer: She was a respectable woman and she resisted the temptation as strongly as possible.
Example 3
There was some talk of having him back during the summer that followed. That is, Gaston greatly desired it; but this desire yielded to his honorable wife?s vigorous opposition. (Para. 21, Passage A, Unit 1)
Question: Why did the wife strongly oppose to Gouvernail?s coming to visit them again?
Possible answer: She was afraid that she would yield to her passion.
Example 4
“Oh,” she told him, laughingly, after pressing a long, tender kiss upon his lips, “I have overcome everything! You will see. This time I shall be very nice to him.” (Para. 24, Passage A, Unit 1)
Question: What do you think the wife had overcome?
Possible answer: She had overcome her affectionate passion for Gouvernail and she was ready to accept him as a friend and as a guest.
III.Text analysis
Part 1: Para 1-2 第一部分
Main idea 大意: A Basic social change of a family.
Part 2: Para 3-11 第二部分
Main idea 大意: What does the author think of the basic social change?
Part 3: Para 12 第三部分
Main idea 大意: Conclusion.
IV. Expressions
1. subject… to: (usu. passive) make sb. experience sth. unpleasant (常用被动形式) 使遭遇(不愉快之事)
2. take offense: feel upset or insulted 生气，见怪
3. look back on: think about or remember sth. that happened in the past 回顾，回忆
4. if anything: if anything definite can be said, this is it 如果有······的话，甚至于还
5. obligation: n. a duty; a law, a promise, an influence, etc. that makes it necessary for sb. to do sth. 义务，责任
6. hollow: a. (of situations, feelings or words) lacking value; not true or sincere 无价值的, 空洞的, 虚伪的having an empty space inside 中空的, 空心的
hollow, empty, blank, vacant
这四个词都可以表示“空的”。hollow意为里面有一个空洞，如：A hollow tree is one in which the inside has rotted away, leaving the trunk empty. empty指中间空无一人或一物，如：The house was empty when the fire broke out. blank指表面上空无一物或者一片空白，如：a blank page in a book. vacant侧重于表示里面没有人，未被人占用的，也可以指心灵空虚的，其反义词为occupied, 如：A vacant house is unoccupied, with no one living in it, though it may have furniture.
7. come apart: fail or stop working effectively; separate into pieces 破裂，崩溃，解体
8. in conjunction with: together with 连同9. at will: as one wishes 任意，随便
strong feeling
第三单元
I. Warm-up activities
1. Background information
Charlie Chaplin
Charles Spencer Chaplin was born on 16th April 1889 in Walworth, London, and lived a Dickensian childhood, shared with his brother, Sydney, that included extreme poverty, workhouses and seeing his mother?s mental de cline put her into an institution. Both his parents, though separated when he was very young, were music hall artists, his father quite famously so. But it was his mother that Charlie idolised and was inspired by during his visit of the backstage while she performed, to take up such a career for himself.
2.Questions and answers
1)-What disadvantages did Chaplin face early in his life and how did these perhaps help him later? Among the disadvantages Chaplin had to face early in his life, there were three standing out in my mind. First, he was born into an extremely poor family. Second, he had an unstable early family life. Third, his mother was mentally ill. All these, however, helped him create the famous character, “the Tramp.”
2)-When it came to relationships, what main problem did his personality have and what results did this have?
His personality combined a strong need to be loved with a contradictory distrust of people. And this may account for the failure in his early marriages.
3)-What important r ole did Oona O?Neill play in his life?
Oona O?Neill had the life skills to comfort Chaplin whenever there was a quarrel in their own large family, because she came from a large family and knew how to deal with the problems of its own and how to keep such a family together.
II. Drills of important phrases in the text
1. 使某人声名永驻give sb. permanent fame (L. 4)
2. 给予某人掌声和收益provide applause and profit where sb. is concerned (L. 6)
3. 永久地离开了某地quit a place for good (L. 7)
4. 不幸的是sad to say (L. 11)
5. 为······拍手喝彩clap for sth./sb. (L. 13)
6. 反抗/反感······revolt against/at/from sth./sb. (L. 13)
7. 绊倒某人；使某人犯错误；使某人受挫trip sb. up (L. 14)
8. 把······对准······aim… at… (L. 14) 9. 尽管如此；仍然all the same (L. 14)
10. 瞟某人/某物的眼神one?s quick eye for sb./sth. (L. 18)
11. 落魄，潦倒come down in the world (L. 29) 12. 闻名世界achieve world fame (L. 31)
13. 有意做某事to do sth. on purpose (L. 32)
14. 有一种要做······的欲望have the urge/a deep need to do sth. (L. 36/47)
15. 把······写成文字have… written into a script (L. 39)
16. 以沉重的代价换来的自知之明painfully-bought self-knowledge (L. 49)
17. 进入，来到（某处）······find one?s way into… (L. 49)
18. 失去了对······的信心lose one?s faith in sb./sth. (L. 50)
19. 与某人共同走进夕阳之中/与某人白头偕老walk into the sunset with sb. (L. 51)
20. 发现某人是一个······find in sb. a man/woman of… (L. 54)
句型提炼
1. Sb. else might do/have done sth. But only sb. can do/could have done sth. else.
别人或许会做某事，但只有某人才会做别的事。
2. Sb. is a… person/is in…, adj./p.p. to a degree unusual even in the ranks/world/family of…
某人是个······人/处于······境界，其······的程度之大甚至在······中也是十分少见的。
3. It is a relief to know that life/fate eventually/at last gave sb. sth. it had earlier denied him/her. 令人宽慰的是，生活/命运最终把某人先前没能得到的东西给了他/她。
4. Sth. gives / brings sb. sth.—and, more importantly, sth. else—to do / be…(后置定语)
某事为某人带来了······，更重要的是带来了······，他/她因此得以······
5. Sth., plus sth. else, are surely…某事，以及······，正是······
III. Organization of the text (main idea, developing devices)
1.Main idea of the text
The text is about Charlie Chaplin?s life which is full of contrasts. He came into the world miserable but brought the world endless joy. His Tramp on the screen, crude or coarse in the eyes of the English, gave him permanent fame in movie history. His nonsense screen language with no known nationality brought about his huge success. The contrast between his desire to be loved and
his fear of being betrayed led to his painful marriages but brought him the luck to walk into the sunset with Oona. And even after his death, the theft of his body served as a fitting memorial to his life as a great comic.
2.How is the text organized?
The passage is made up of four parts—a general introduction of Charlie Chaplin, his professional success, his emotional life and the end of his story—with each of them developed through the device of contrast. By using contrast, the author skillfully weaves different aspects of his life around his life as a great comic, thus making the article an irresistible appeal to the reader.
A central topic: Charlie Chaplin
Aspect1: Paras. 1-2
A general introduction: He came into the world poor but made the world rich with joy. Besides, if there is a balance between his miserable childhood and his character of the Tramp, there must be a contrast between his Tramp and his permanent name in comedy history.
Aspect2: Paras. 3-6
His professional success: His Tramp gave him permanent fame though many people thought it crude; his screen language, making no sense and sounding like no known nationality, brought about his huge success; and his first sight of the Tramp on the screen shocked him but, more importantly, drove him to extend his talent.
Aspect3: Paras. 7-8
His emotional life: The contrast between his desire to be loved and his worry about being betrayed found its way into his comedy of Monsieur Verdoux but meanwhile brought him the luck to walk into the sunset with Oona in reality.
Aspect4: Para. 9
The end of his life story: The theft of his dead body, though a sad incident, was widely regarded as
a fitting memorial—his way of having the last laugh on a world to which he had given so many.
3.Text analysis
Organization of the text 课文结构
Part 1: Para 1-2: A brief introduction of Charlie Chaplin
Part 2: Para 3-6: Charlie Chaplin?s success in his screen career.
Part 3: Para 7-8: Chaplin?s emotional life Part 4: Para 9: Chaplin?s death
IV.key words and expressions
1.… quit Britain for good in 1913…
for good : 永久地(=forever ; permanently )
（反义词）: temporary adj.暂时的temporarily adv.暂时地
eg：--- She hopes to stay with you for good. --- I?d like an excuse to get rid of him for good. 2… come do wn in the world.
come/go/move down in the world : 落魄，潦倒
eg：When we had to sell our house and take a small apartment downtown, we felt we had really gone in the world.
反义词)：得势；获得成功：come/go/move up in the world ; rise in the world
3.
be d oubtful about… (某人)怀疑… (主语为人称) It?s doubtful +从句令人怀疑的
eg：--- We are all doubtful about his whole idea.
--- It?s doubtful if/whether this painting is a Picasso.
V.Assignment
My Insight into Sth. Instructive（举例说明文）
1) A closer analysis/study of the proverb/ motto/saying/epigram—… —tells/suggests that …
2) In other words,… 3) This rule holds true for many cases in our life/Our life abounds with cases in point.4) Just think of/consider, for example,… 5) … (面临的困难或障碍) 6) To make things worse,… (更大的困难或障碍) 7) Stuck in the straits,… (另谋成功之路并如愿以偿) 8) Only through such adjustments in his/pursuits did… (结论句) 9) Another case in point is that of… 10) Repeated failures in… convinced him/her of the fact that there would be no hope of realizing his /her life value along this road. 11) After several days of hard thinking, he/she resolved to take another way—… 12) Now as…, he often repeats his motto:… (结论句)
All Roads Lead to Rome
1) 怎样理解“条条大路通罗马”？2) 例如，······3) 又如，······
1) A closer study of the proverb—All roads lead to Rome—tells that your sensible and proper adjustments in the course of your life always lead you to success. 2) In other words, when things go wrong and you can not make it to your intended target, you still stand chances of success as
long as you don?t give up trying and meanwhile make some effective adjustments. 3) This rule
holds true for many cases in our life. 4) Just think of, for example, the story of Charlie Chaplin.
5) He was born into a poor family, with his childhood suffering from his mother?s mental disorder and an unstable life. 6) To make things worse, his native country, Britain, showed great dislike for his coarse act on the stage. 7) Stuck in the straits, Chaplin chose to quit his motherland for the USA, where he found his lifelong stage on which to give fullest play to his talents. 8) Only through such changes in his pursuits did Chaplin achieve world fame. 9) Another case in point is that of my elder brother. 10) Repeated failures in the National College Entrance Examinations convinced him of the fact that there would be little hope of realizing his life value along this road.
11) After several days of hard thinking, he resolved to take another way—planting rare flowers and herbs. 12) Now as the manager of a big floriculture company, he often repeats his motto: When there is no beam of light in the east, there must be a ray of hope in the west.
第四单元
I. Pre-reading activities
Give students several minutes to preview the text and prepare to analyze the structure. Get familiar with new words.
II. Reading skills
Facts are statements that tell us what really happened or what really is the case whereas
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
《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
Period One – Around the Topic Period Length: 50 minutes Goals Period Length: 50 minutes Goals -Activate background knowledge about work Purposes -Get familiar with vocabulary related with work -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 150 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work -Discuss the issue of work with reference to the questions listed on Pages 150 & 151 -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious
江西外语外贸职业学院教案备课纸（2）
江西外语外贸职业学院教案备课纸（3） 主任审阅____________________ 授课教师____________________ 年月日年月日
江西外语外贸职业学院教案备课纸（4） 授课内容 Unit 2 Section I Talking Face to Face The topic of talking face to face area in this unit is to express thanks and give responses while exchanging gift-card and congratulation card. The focus is on the patterns that are appropriate for giving information concerning the various reasons and hoping to get the forgiveness from the other person. 1. The students read the mini-talks after the teacher, and then try to recite them within five minutes in pairs. 2. Ask the students to underline the useful expressions and perform the mini-talks in class. 3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation. 1) sentences frequently used for expressing thanks: It was so generous of you to send me such a fine and beautiful gift. I don’t know how to express my thanks to you. I’m grateful for all the help and encouragement you’ve given me. 2) Sentences frequently used for expressing congratulations: Congratulations on your recent promotion! Please accept my heartiest congratulations.
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/1815804178.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.
Unit 1 Ways of Learning Teaching Aims: 1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3.Grasp the key language points in Texts A and grammatical structures in the text 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write notices, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about Chinese and western ways of learning 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3.How to understand the following sentences: Standing on the shoulders of giants 4.Explain the cultural notes of education in the west 5.In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)
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 …
Unit 1 Ⅰ.Teaching objectives Students will be able to: understand the main idea, structure of the text and the author’s writing style master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children Ⅱ.Topics for discussion Whom do you go for help when you are in trouble, your father or your mother? Why? What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? Consider the deep reason of generation gap. Ⅲ.An integrated analysis of Text 1 Highlights As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intends to display that the permanent love between parents and children. Structural analysis of the text and language points The text can be divided into five parts. Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story. The following questions could be asked: 1)1)how did the author feel about her trip to Hawaii? 2)2)How could you describe the relationship between the author and her father/ Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war”(silence). It is a flashback into the author’s early years. The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart. The following questions could be asked: 1)1)Would you please find out what particular demands the father put on the author? 2)2)How did the father express his disapproval? Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is important, because it only shows the father is capable of parental love, but also suggests the author’s yearning to turn the clock back and be her father’s little daughter again. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson. The following questions could be asked: