下载文档原格式
1. 培养学生的英语综合运用能力，提高学生的听说读写技能。
2. 强化学生的实用表达能力，尤其在涉外交际中能够流畅运用英语。
3. 拓展学生的文化视野，增强跨文化意识。
4. 培养学生自主学习能力，提高学习效率。
教学对象：大学本科一年级学生教学课时：16课时教学内容：第一课时：Introduction to the Book and Course Overview教学目标：- 让学生熟悉教材和课程结构。
- 了解本册教材的学习目标和教学安排。
教学内容：1. 介绍教材的编写目的、特点和适用范围。
2. 概述课程的教学目标和教学内容。
3. 分享学习方法和策略。
教学活动：- 教师讲解教材内容和教学安排。
- 学生提问和讨论。
第二课时：Listening Skills教学目标：- 培养学生的听力理解能力。
- 提高学生捕捉关键词和主旨的能力。
1. 听力技巧介绍。
2. 基本听力练习。
教学活动：- 教师播放听力材料，学生听后回答问题。
- 学生分组讨论听力技巧。
第三课时：Speaking Skills教学目标：- 培养学生的口语表达能力。
- 提高学生在真实场景中的交流能力。
教学内容：1. 口语表达技巧介绍。
2. 基本口语练习。
教学活动：- 学生进行角色扮演，模拟真实场景进行对话。
- 教师点评和指导。
第四课时：Reading Skills教学目标：- 培养学生的阅读理解能力。
- 提高学生快速捕捉信息的能力。
教学内容：1. 阅读技巧介绍。
2. 基本阅读练习。
- 学生阅读文章，回答问题。
- 教师点评和指导。
第五课时：Writing Skills教学目标：- 培养学生的写作能力。
- 提高学生撰写各类文章的能力。
教学内容：1. 写作技巧介绍。
2. 基本写作练习。
教学活动：- 学生进行写作练习，教师点评和指导。
第六课时：Grammar Review教学目标：- 巩固和复习语法知识。
- 提高学生在实际应用中的语法运用能力。
教学内容：1. 语法知识回顾。
EXPERIENCE ENGLISH 4Unit 1 Man and Woman 's PrejudicesObjectivesAfter finishing this unit, students will be able to• talk about environmental issues• get an idea of the overall organization of both passages• learn to use key word and expressions• adopt the reading skill Word Attack Strategies while reading• adopt various ways of describing structure and an organizationI. Listen and talk (2 periods)Teaching Steps:Step1 Greetings and Presentation ( 10M )( class and individual )1. What kind of jobs do you think are respected and admired in China?2. What job do you like to do in the future ? why?3. What is the job situation like in China? Is it the same as or different fr om/to thesituation mentioned in the following passage?4. Is there any kind of job that people often joke about in China?5. What prejudices do people have about certain kinds of job?Step 2 Lead-in (Listen twice and fill in the missing words ) (10M)(cla ss and individual )1. hold stereotyped views of : a conventional opinion on2. absent-minded: preoccupied and deep in thought3. forgetful, dependable, responsible, cheerful, gloomy (let the Ss use the ad j.words to make sentences)Step 3 Sample Dialogue 1 ( 15minutes )(class and pair work)1. Listen to the dialogue and get to know the content of the dialogue.Question: Andrews is a man or a woman? Is he or she a secretary? What i s sheor he?2. Read and follow the tape and explain some of the language points1) circular letter: a letter of notice or notification2) outdated: old- fashioned, out-moded, eg. an outdated building3) prejudice: n.成见 , 偏见 损害, 伤害 歧视eg. a. He has a prejudice against all foreigners.b. I will do nothing to the prejudice of my friend in this matter.c. It must be understood that this concession is made without prejudice to anyfuture decision of the committee.vt. 使抱偏见 , 使怀成见 ; 伤害, 损害 , 不利于be prejudiced against [in favour of] a personThese facts prejudiced them against her.a prejudice against [in favour of]Useful expressions:prejudice sb.in favour 4） bring up: v.教育,培养,提出,（军队等）调上来,（船）抵达目的地 bring up 教育；养育 提出；引出to bring up the question 提出问题He was brought up short. 他突然停了下来。
大学体验英语教案第4册25页精简版Unit One Men and Women’s Prejudices1.Teaching Objectives:In This unit, the students will:·listen and then talk about job prejudice ·read about men's roles at home·learn new words and expressions·write about the differences between men and women·practice reading skills: Recognizing generalizations·practice translating skills: Multiples ·practice describing structures of an organization·write a job advertisement·visit culture salon for a discussion on computers and the changes in women's employment2.Main contents and hours distribution:1)L ead in: Listen and Talk / 1 period2)R ead and Explore (passage A and B) / 3periods or more3)W rite and Produce / 1 period4)O ral activities / 1 period5)C ulture Salon / off class3.Main focus and points:1)S peaking: talk about prejudices againstcertain kinds of jobs, such as lawyers, nurses, teachers and so on.2)W ords and expressions: to put forward aphenomenon and illustrate it from different aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.3)R eading skills: recognizing generalizations4)T ranslating skills: Multiples5)W riting skills: description of structure andorganization and writing jobadvertisements4.Extended contents:Passage C and D in Extended Book5.Teaching methods:Multimedia teaching tool. Student-centered and task-based teaching methods.6.Reference books: / 7.Exercises and practice:Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.8.Further thinking:(Refer to the courseware)9.Teaching procedures:The first two periods (90m)1)(T Ss) Lead in / discussion: whatprejudices do people have about certain kinds of job? What kind of words wouldyou use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)2)(T←→Ss) Listening to the passage on page9 (10m)3)(Ss←→Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs. (14m)4)(Ss←→Ss) Communicative task 2: read dialogue 2, learn some tips and practice in pairs. (11m)5)P assage A:Pre-reading tasks1.(T←→Ss) What does father mean to you?Use one sentence to describe.2.(T←→Ss), (Ss←→Ss) Share your ideas:What kind of man could be called “ agood family man”? Is your father a goodfamily man? Do you want to be /marry agood family man? Why?While reading tasksQuestions for thinkingThe first reading: reading through text A for reading comprehension in exercise 3.The second reading: fill in the blank about the detailed information of text A.Words and expressions: pick out somevaluable sentences and words forstudents to analyze and remember.Encourage them to use theseexpressions while writing.Reading reflection❖G eneralizing main ideaRead the passage and generalize its main idea.( It’s mainly about some media trends toward diminishing the importance of fathers in the U.S.)❖S um up the media trends towardsfatherhood.Marginalizing fathers;abusive husbands/deadbeat dads;At-home dads and working mothers arepraised.At-home mothers and breadwinner fathersare devalued.At-home wives are regarded as “statussymbols”, etc.Find words or expressions in the text whichsh ow the author’s attitude towards themedia trend of marginalizing fathers.6.(T←→Ss) Assignment: writing acomposition on prejudices againstmen/women in job-hunting.The third period (45m)1)(Ss←→Ss) Prepare as many questions as possible about the roles of the father in the family and interview your classmates with the help of the tips given on page 17.2)(Ss←→Ss) In groups of 4, interview your group members and write down their answers. (15m)3)(Ss←→Ss) Discuss in groups about your answers and draw a conclusion.4)(S←→Ss) Report to the whole class about your group’s opinions.The fourth and fifth periods (90m)1)(Ss←→Ss) Passage B: Discuss the following questions: would you like to change careers or even give up jobs at the request of your spouse? Why or why not? (5m)2)(T←→Ss) Read through the text and in your own words generalize its main idea.3)(T←→Ss)Read the passage more carefully and try to complete the summary. (See courseware)4)(T←→Ss) Words and expressions: analyzesome valuable sentences in passage B. (15m)5)(Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)6)(T←→Ss) Reading skills: recognizing generalizations and exercise 15. (15m)7)(T←→Ss) General writingDescription of structure and organization First, read the introduction on p. 26.Study the expressions on p. 26.Write a description of an organization in your college or at the University such as the Students’Union, Science Association, etc. Be prepared to make an oral presentation on your work.The sixth period (45m)1) Role-play•Role A•You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of thisdecision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself):•You feel that in such a marriage, you will: •develop a broader point-of-view•enjoy more straightforward, honest communication•share cultural backgrounds•have a chance to travel or live overseas •be able to raise bilingual children•You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman) from (name of country). I hope that you will give your approval."•Role B•You are the mother or father of a young person who has decided to marry someone who comes from another country (e.g.,America). Today your child will tell you of this decision, and ask for your approval.Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself): You worry that in such a marriage, your child will- quarrel too much over different ways of thinking- have a limited relationship because of language barrier- have difficulty with different customs, foods, etc.- risk being separated from family and relatives- raise children who are confused abouttheir cultural identity (which culture theybelong to)Your child will speak first. Listen, then think and respond to what he or she says. 2) Comments and suggestionsUnit Two Culture1. Teaching Objectives:In this unit, the students will•first listen, and then talk about different cultures• read information about aspect of culture • learn more words and expressions •practice reading skills: distinguishing fact from opinions• practice translation skills: numbers•learn how to write a program for performance and a passage to introduce the internet•learn to talk about “ Is it necessary to protect traditional culture?” (e.g. on protecting old buildings)•visit culture salon for information about Chinese dragon culture2. Main Contents and Hours Distribution:1)I ntroduce the course and listening andspeaking practice / 1 period2)R ead and Explore (Passage A and B) / 4periods3)E xercises / 1 period4)W rite and Produce / 1 period5)C ulture Salon / off class3. Main Focus and Points:1)L istening: for specific information2)S peaking: Inviting a friend to celebrate theDragon Boat Festival3)R eading: Distinguishing fact from opinion4)W riting: Forming compound and complexsentences5)L anguage points: alter, compel, deceive,inflict, misrepresent, option, be capable of, be taken in, loud and clear, thanks to, with the exception of4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Teacher’s instruction and students’ discussion6. Teaching Procedures:The first two periods (90m)Task 1: (T←→Ss) Lead-in questions: Here are typical symbols of some major cultures.What do you think they represent respectively?Would you prefer to live in a monoculture or multi-racial society? Why?Visit Culture Salon about “Chinese Dragon Culture”.Task 2: (Ss ←→Ss)Sharing experienceThink about the question: Have you ever experienced any kind of culture shock? Tellyour story to your classmates.Task 3: Talk About ItListen to Dialogue Sample 2 and try to answer the following questions.➢What time should a guest arrive?➢What generally does the guest first do when he/she arrives?➢If the guest is caught in a traffic jam, what should he/she do?➢If the guest has accepted an invitation and can’t make it, what should he/she do?➢Need the guest bring any gifts?Task 4: (T←→Ss) How much do you know about Shakespeare?Discuss the short paragraph on P 34 with your neighbor and point out the errors.Then look at the pictures of Shakespeare’s life and make comments based on these pictures. Task 5: (Ss ←→Ss) Lead-in listening(textbook)Ss are going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)Passage D Appreciating Cultural Differences Makes Good Business SenseTask 1. Skimming and Scanning1. It’s essential to understand the cultural differences if you want to be proved more reliable in commercial relationships.2. Japanese, Latins and Germans are playing vital roles in international business and trade.3. Latins like physical touching and small personal distance, so are Germans.4. Latins tend to be much more casual and informal than Germans and Japanese in manners.5. If you stare at your Japanese businessassociate at a meeting, he is most likely toturn away his eyes.6. Germans place both hands above the table when they are having dinners.7. It’s considered acceptable for the guests tomake some negative comments about thefood served if it is really badly cooked.Task 2. Vocabulary DevelopmentEach of the verbs and nouns in the following lists occurs in this passage. Choose the noun that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down.Task 3. Read and SimulateThe third period (45m)Culture Shock1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.2. Listen to three people describing uniquecustoms they observed while traveling. Complete the chart in the next page.The 4th 5th periods (90m)1) (T←→Ss) Reading skills practice: Distinguishing facts from opinion2) (Ss) Read Passage B on cultural differences and answer the questions.3) (Ss) Translate the sentences into Chinese.4) (T←→Ss) Vocabulary Development5) Read and simulate6) (T←→Ss) Language points7) (Ss) Exercise 12, 13, 148) (T←→Ss) Assignment:Choose one aspect of culture in China or other countries and prepare a presentation to the class.The 6th period (45m)1)(Ss←→Ss) Ss’presentation of differentcultures in different countries.2)(T Ss) Comments and suggestions.Unit Three Copyright1. Teaching objectivesThis unit will1) provide students with materials to learn about Copyright;2) provide students with useful information about Copyright;3) provide students with practical reading skills: making references;4) provide students with translating skills: negatives;5) provide students with practical describing advantages and disadvantages;6) provide students with writing a letter of complaint;7) provide students with cultural information for a discussion on academic honesty.2. Course Arrangements and main contents1st period: Cultural salon + talk about it (half class)2nd period: Cultural salon + talk about it (another half class)3rd period: Listening comprehension, vocabulary of passage A (whole class)4th period: Analysis of passage A (whole class) 5th period: Practical writing + communicative skills (half class)6th period: Practical writing + communicative skills (another half class)7th period: Passage A: exercises, Passage B: vocabulary (whole class)8th period: Passage B (whole class)3. Extended Contents:Passages C and D in Extended Book4. Teaching Methods:Teacher’s instruction and students’ discussion5. Teaching proceduresThe First and Second Periods (90m)Task 1: Warm-up questions1) Where do you get your favorite MP3 ormobile phone?2) Have you ever bought any fake productsor pirated products? What are they?3) Why do you think people ignore or violate copyright?Task 2: Listen and fill inTask 3: Listen to the long conversation, and answer the following questions.Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning ofthe following expressions:1. 商标______2. 消协_____________3. 假货________4. 备份文件_________Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:1. 盗版软件___________2. 正版产品___________3. 升级__________4. 不道德的___________Passage A: 10 Big Myths About Copyright 1. Key words and expressionscopyright notice 版权标识 violation 侵权Berne copyright convention 伯尔尼版权协定Usenet 世界性的新闻组网络系统fair use 合理使用civil law 民事法sue 起诉commercial value 商业价值2. Is it true? Please give the reasons.1) If it doesn’t have a copyright notice, it’s not copyrighted.2) If I don’t charge for it, it’s not a violation.3)I f it’s posted to Usenet it’s in the publicdomain.4)M y posting was just fair use.5)I f you don’t defend your copyright you lostit. --- Somebody has that name copyrighted.6)I f I make up my own stories, but base themon another work, my new work belongs tome.7)T hey can’t get me. Defendant s in courthave powerful rights.8)O h, so copyright violation isn’t a crime oranything.9)I t doesn’t hurt anybody–in fact it’s freeadvertising10)They e-mailed me a copy, so I can post it.3. Read and thinkWhat do the members of the Dawson community value and respect?What is the pledge of the members?What kinds of behaviors are considered as plagiarism?What do you think is academic dishonesty?Please list some forms of it.The third period (454m)(T←→Ss)Practical writing + communicative skills1) Practical writing: Letter of Complaint Writing a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.The 4th and 5th periods (90m)1. (Ss←→Ss) Reading skills practice: Making inferences + exercise 152. (T←→Ss)Content awareness questions: Why does the passage say the copyrightowners are becoming more aggressive?Why do some managers encourage their people to do illegal copying?What is the lower limit set for severe punishment of copyright violation in the USA? What is the purpose for the TMA to offer fines?What does the two-month review of comments posted to Listservs show?3. (Ss) Read Passage B and translate the following sentences into Chinese.1)I t’s getting more tempting to infringe on …Web content. (para.1)2)S ome do it knowingly, assuming theirchances of … prefabricated content.(para.4) 3)T he reality is: Whether the bulk of …paying a stiff fine.” (para.7)4)A SCAP and BMI, two organizations … a reproperly licensed to do so.” (para.10)5)A lthough many cases of abuseundoubtedly … among frequent presenters.” (para.12)4. Choose 3-5 sentences for others to remember, and give the reasons for your choice.5. Finish Exercises 10,12, 13.6.Assignment: Based on the information ofPassages A,B, C and D and other sources of information, prepare for a debate on a the topic:“Are copyright protection laws good or bad for poor countries?”The 6th period (45m)1) (Ss Ss) Ss’debate on the topic : “Are copyright protection laws good or bad for poor countries?”2) Comments and suggestions.Unit Four Language and Economy1. Teaching Objectives:1) This unit provides guidance to learners to listen and talk about the importance of English 2) This unit tells learners the problemsconnecting with the development and influence of English3) This unit provides students with new words and expressions4) This unit broadens learners’ horizon in relation between language and economy2. Main contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore ( Passage A and B) / 4 periods3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1) Speaking: talk about influence of English and language and society2) Translation Skills Practice: translation of relative clauses3) Reading Skills: identifying tone4) Writing Skills: describing sizes and shapes5) Key words and expressions: in the name of,count, to a large extent, instead of, multiplicity, identify, claim, beyond.4. Extended Contents:Passage C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books:7. Exercises and Practice:Exercises 3,4,5,6 and 12,14,16,178. Further ThinkingSee PowerPoint9. Teaching Procedures:The first two periods (90m)1) (T Ss) Introduction to the contents of the unit (5m)Britain’s colonial expansion established the pre-conditions for the global use of English, taking the language from its island birthplace to settlements around the world. The English language has grown up in contact with many others making it a hybrid language that can rapidly evolve to meet new cultural and communicative needs. In the 20th century English was closely linked to the rise of the US as a superpower. Its influence has extendedbeyond language itself to economics, technology and culture. In the same period, the international importance of other European languages, especially French, declined. Languages were not equal in political or social status, particularly in multilingual contexts. From the trend, English seems set to play an ever more important role in world communication, international business, and social and cultural affairs.2) (Ss)Listening practice task: Lead-in listening for brainstorming (10m)3) (Ss←→Ss)Oral practice task: Speaking Practice referring the expressions in Communicative Tasks(10m)4) Passage A: (Ss←→Ss)The first reading: Understanding the general ideas of the passage (15m)Questions for thinking (5m)1. “Why does the author think of English as alingua franca for the smooth functioning of the EU institutions?”According to the author, for a smooth functioning of the EU institutions, the use of English as a lingua franca would be infinitely better.2. “What the author’s conclusion about English as a lingua franca?”English should be used as a lingua franca in Europe simply because it may be “owned” by all Europeans — not as a cultural symbol, but as a means of enabling understanding.(T Ss)Difficult sentences (8m)1. “Powerful translators’ lobbies fight for their raison d'etre”Paraphrase: The translators want to translate a variety of languages to make a living. Here, “raison d’etre” is a French w ord,which means reason for of justification of sb’s/sth’s existence.2. “In the name of the high ideal of linguistic equality a time-consuming, expensive and increasingly intractable translation machinery is maintained that is doing its best to translate the illusion of equality into illusions of multilingualism and translatability.”Paraphrase: For keeping the cumbersome illusion of making all the languages equal, some huge translation machinery is maintained to translate the various languages, which costs a lot of time and money.(T←→ Ss)Language Points (25m)(Ss←→ Ss)Summary of the Text (10m)The European Union(EU) decides to adopt a multi-linguistic approach in its organizations,therefore requiring all of its documents to be translated into each of the official languages of the EU. While this is a costly, and somewhat inefficient system, it does allow the EU to present an image of linguistic equality, which is symbolic of wider equality between its member states.In this article, the author severely challenges the EU’s language policy , by presenting the reasons why English would be a more appropriate choice as Europe’s lingua franca. He states that English is suitable due to its flexibility, its wide usage and is diversity.The author argues against the common fears that a widespread use of English in EU member states will change other European languages, or destroy the identities of these languages altogether. He also addresses the concern that English carries a cultural identity which will be used as a form of cultural domination overnon-native speaking countries. The author concludes that English has great potential for uniting the people of Europe, promoting mutual and could in fact strengthen their own national identities at the same time.The third period (45m)1) (Ss) Exercises 3, 4, 5, 6, (15m)2) (T←→Ss) Reading Skills Practice: Identifying tone by using the title of Passage B (5m)3) (Ss)Reading Passage B and completing Exercise 10, 11 (25m)4) (T←→Ss) Homework assignment12, 13, 14The fourth and fifth periods (90m)1) (Ss←→ Ss)Talk about Passage B (20m)2) (T←→Ss)Language Points of Passage B (20m)3) (Ss) Exercises 12, 13, 14 ,16, 17, 18 (30m)4) (T←→ Ss)Solve the questions students ask (15m)5) (T←→Ss)Homework assignment: Culture Salon (5m)The sixth period (45m)(Ss←→Ss)Discussion: Do you think Chinese English should be accepted as a variety of English1) Brainstorming (5m)2) Discussion (20m)3) Reporting (15m)4) Summarizing (5m)Unit Five Business Ethics1. Teaching Objectives:11)The students are informed of the ethics(such as morality, fairness, responsibility, charity, honesty, etc.) in business12)The Unit impresses learners with aproved conclusion that morality will never be outdated and it is closely related to business success.13)The Unit rectifies the prejudice inbusiness and set up confidence and methods for those who are dealing with business. 14)The Unit provides learners withbrand-new, practical words and expressions 15)This Unit exercises appositive translationand letter of apology.16)The Unit informs us of the importance ofcorporate culture.2. Main Contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore (Passage A and B) / 4 periods or more3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1)S peaking: talk about merits and demerits inbusinessThe words and expressions which should be mastered:Well, I suppose the most important thing is ...It was far worse that that.Well, to begin with ...Yes, it was certainly a bad start.And take the tourist agency to court!Well it was like a nightmare!The main/essential/crucial/interesting thingis ...I can’t comment on that.I wouldn’t know about that.2）Grammar: Appositive Translation3）Reading skills: identify the author’s purpose4）Writing skills: Three paragraph Writing 5）Key words and expressions: represent, consist of, establish, elect, facility, demonstrate, enrich, on the basis of, aim at, at large, apply for.4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books: / 7. Exercises and Practice:Exercise 3, 4, 5, 6 and 11, 15, 17 19.8. Further thinking:See PowerPoint9. Teaching Procedures:The first two periods (90m)1)(T Ss) Teacher’s introduction of ethics andvirtue in business (10m)Business Ethics, according to Cambridge International Dictionary of English, is a system of accepted beliefs in business, which controls behavior, esp. such a system based on morals in business. It has been a very popular topic recently. Business ethics examines morality, honesty, and virtues, etc in business. More and more people, esp. some CEOs in big companies have realized the importance of business ethics by trial and error. On the other hand, the traditional focus of business ethics is on the morality of action. This results in conclusions about which business practices are acceptable and which are not. For example, employees have ethical rights. When a business practice violates these rights, this practice is unethical.a)(T←→Ss) The pre=listening material(15m)b)(T←→Ss)Teacher’s remark of thepassage A (5m)c)(Ss)Students’ skimming for the wholetext and do exercise 3 (15m)d)(T←→Ss)Some questions about thecontent are raised (25m)e)(T←→Ss)Word class transference (10m)f)(Ss←→Ss)The textual analysis (10m)The third period (45m)1)(Ss←→Ss)A check of exercises 4,5,6 &20 (15m)2)(Ss←→Ss) Oral Practice: Faithfulness in Business(1)T eacher’s summarization (5m)(2)T he present situation of marketingeconomy (5m)(3)V ocabulary laying-off (5m)(4)S tudents’ individual lecture (15m)The fourth and fifth periods (90m)1)(Ss←→Ss) Talk about the content ofpassage B (15m)2)(T←→Ss)Some involved sentences totranslate (10m)3)(T←→Ss)Language points (65m)The sixth period (45m)1)(T←→Ss)Check of the exercises ofPassage C and D (10m)2)(T←→Ss) Exercise of identifying theauthor’s purpose (the tone, point of view, attitude, etc.) (15m)3)(Ss←→Ss) Writing skills mastery: Threeparagraph Writing (Introduction, development and conclusion) (20m)Unit Six Psychological Health1. Teaching Objectives:a) The students are to test their ownpsychological situations with severalquestionnaires.b) The Unit impresses learners withdifferent kinds of psychological problemsand the importance of beingpsychologically healthy.c) The Unit present learners with a newlook of life.d) The Unit provides learners withbrand-new, practical words and expressionse) This Unit exercises noun clausestranslation skills and the way to make anquestionnaire.f) The Unit informs us of Weird Dresser2. Main Contents and Hours Distribution:a) Listen and Talk / 1 periodb) Read and Explore (Passage A and B) / 4periods or morec) Write and Produce / 1 periodd) Culture Salon / off class3. Main Focus and Points:1)S peaking: Psychological problems2) Reading skills: Drawing Conclusion3) Writing skills: Write a passage Based on the Graph.4) Key words and expressions: abandon, arouse, conflict, markedly, self-esteem, root for, back up, stave off etc.4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Student-centered and task-based teachingmethods6. Reference Books: / 7. Exercises and Practice:Exercise 2-188. further thinking:Refer to the courseware9. Teaching Procedures:The first two periods (90m)1) (T←→Ss) Introduction to the contents of the unit (5m)2) (Ss) Task 1: Listening Practice for brainstorming (10m)3) (Ss) Task 2: Reading Practice (10m)Passage A: (T←→Ss) Questions for thinking (3m)(Ss←→Ss) The first reading: Get the main idea (5m)。
课程目标：1. 提高学生的英语听、说、读、写能力，使学生在实际交流中更加自信和流利。
2. 培养学生的跨文化意识，了解英语国家的文化背景。
3. 增强学生的自主学习能力，提高学习效率。
教学内容：1. 听力训练：听懂不同场景下的英语对话和短文，提高听力理解能力。
2. 口语练习：模拟真实场景，进行口语交流，提高口语表达能力。
3. 阅读理解：阅读不同类型的文章，提高阅读速度和理解能力。
4. 写作训练：撰写不同类型的文章，提高写作技巧。
教学过程：一、导入1. 教师简要介绍本节课的教学目标、内容和学习方法。
2. 学生进行简短的自我介绍，活跃课堂气氛。
二、听力训练1. 学生自主完成听力练习，教师播放录音，学生认真听写。
2. 教师针对听力材料进行讲解，解释生词和语法点。
3. 学生复述听力材料，教师点评并纠正发音和语法错误。
三、口语练习1. 学生分组进行口语练习，模拟不同场景下的对话。
2. 教师巡回指导，纠正发音和语法错误，鼓励学生积极参与。
3. 学生展示练习成果，教师点评并给予肯定。
四、阅读理解1. 学生自主阅读课文，了解文章大意。
2. 教师讲解文章中的生词和语法点，引导学生深入理解文章。
3. 学生回答问题，检验阅读效果。
五、写作训练1. 教师讲解写作技巧，指导学生撰写不同类型的文章。
2. 学生自主完成写作练习，教师点评并给予修改建议。
3. 学生展示写作成果，教师点评并总结写作技巧。
六、总结与作业1. 教师对本节课的教学内容进行总结，强调重点和难点。
2. 学生自主完成课后作业，巩固所学知识。
教学评价：1. 听力理解能力：通过听力练习和口语交流，评价学生在实际场景中的听力理解能力。
2. 口语表达能力：通过口语练习和写作练习，评价学生在实际交流中的口语表达能力。
3. 阅读理解能力：通过阅读练习和问题回答，评价学生在阅读理解方面的能力。
4. 写作能力：通过写作练习和作业完成情况，评价学生在写作技巧方面的掌握程度。
教学资源：1. 大学体验英语4教材及相关辅助材料。
Book4Unit 1 Big Bucks The Easy WayTeaching Time: 4 hoursStudents’ level:Sophomores of non-English majors in the 2nd semester.Teaching Objectives:1.Help Ss get to know the lesson “No pains, no gains” and there is no “big bucks theeasy way”.2.About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the section.Words: cash, echo, competitive, leisurely, pain, sour, finance, marvelous, party, stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally,sale, trash, delivery, inquire, odd, shrinkPhrases & Expressions: pull up, a piece of cake, even as, know better than, be at, make a dent, cut into, have no business, settle for, settle one’s account, quiteawhile, draw attention to, for sale, for rent, be done with, may as well Grammar: p143.About the reading, Ss should learn avoiding vocalization and inner speech.4.About the writing, Ss should learn word choice..5.About the listening, Ss finish the Unit 1 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.Background information1)Montgomery Ward2)Sears,3)Roebuck2.Warm-up questions1)Do you depend on your parents financially?2)Is it easy to earn money by working part-time?3)Are there any easy ways to make much money?3.Key words and expressions:New words and old wordTeacher students(old words or expressions) (new ones)U.S. dollar buckDoor handle doorknobUnhurried leisurelyRelaxed leisurelyProfitable lucrativeSent out deliverEndure live withBeg panhandleTell informFill cramTie bandIncrease reproduceExtra money bonusPart sectionA path walkAn easy job a piece of cakePay settleHave no reason have no businessCome to terms with settle forStrange oddMoney financeFinish be done with English and Chinese phrasesTeacher(Chinese) Students( English)考虑look into总是all the time可以容忍live with令我痛心it pains me易如反掌 a piece of cake壮汉 a big guy干快些get busy好几卡车的truck loads of百货商店department store廉价商店 a dime store小杂货店drug store汽车行auto store外卖餐馆takeout restaurant提高嗓门voice rises超过极限out of the range of恍然大悟work a profound change in 教会某人做人work a profound change inone’s personality 经过调解in mediation结账settle the account劳务支出labor cost相同数额 a like amount托某人做enlist sb. To doII.While-reading Activities1.Ss have the silent reading on the text (10 mins)2.Text and questions for discussionLines 1-91.what did the father tell his college sons to think about?(to deliver bags of magazines to make some of their own money.)2.what was the father worried about?( the sons would become used to or feel content with living by asking for money all the time.)Lines 10-221.why did the mother phone the father?( she wanted him to know what was going on at home.)2.How do you understand th e word “super” she snapped?( “super” means very good. But,she “snapped” it, which means she was veryangry. She was being sarcastic,i.e. she meant the opposite of what she said.)3.can you paraphrase the sentence “Another truck just pulled up out front”?(Another truck has stopped outside in front of our hous to deliver more materials.) Lines 23-291.which company did the two sons do the delivery job for?( the Sunday Newspaper Company.)2.why did each truck deliver 4000 of the inserts?( Each one was from a different company and had the ads the sons were required to deliver to 4000 houses.)3.why did he think so?( He had no idea of how much work it would mean.)Lines 30-35What did the father mean when he said “they are college men.”?He meant that they were grown-ups, and should be capable of dealing with the situation.Lines 36-501.In what cases does people’s voice become unnaturally high and quavering?When they are excited, angry, upset and the like.2.what does “magazine sections” mean?Parts of magazines, 8 or 12 pages long.3.how many steps are there in the process before delivering?Five: take out, roll, slip, band and slide.Lines 51-661.what do you think of the father’s answer?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting somebody.2.why did the father say “That’s encouraging”?the sons were learning how to solve the problem of manpower shortage;they hired other people to help, and learnt to improve efficiency by establishing assembly lines.3.why did the mother say “it is very discouraging”?the measures weren’ working at all.Lines 67-771.what do you think of the father’s bonus program？It is reasonable and logical. Bonus is a popular incentive that management adopts. Sometimes we have to lose something in order to gain something. If you are reluctant to use a small bait, you can hardly get a big fish.2.did the son understand that at first thought?No. he thought the more the workers got, the less he obtained.3.why did the son answer “Yes,Sir”?he had come to realize it was a business and he took the father’s instructions as and order.Lines 78-861.what does “see the color of cash” mean?See Note 7 in your text book.2.what’s the difference between the original payment and the demanded one?The original payment was five dollars per person, shile now they demanded five dollars per hour.3.who probably played the mediating role?The mother.Lines 87-94Why did the son think it “enough”?No matter how much, it was the money they made by themselves with great effortsand they learnt a lot from the experience.Lines 95-1091.what did the youngest sons learn from their college brothers?They learnt to make their own money in order to avoid having to ask for moneyall the time.2.what were they going to do to try to earn money?They were going to sell or rent the family’s books.3.do you agree “you’re never done with books”?Yes. Because………No. because ………..3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III.Post-reading Activities1.Let the students do the exercises in the textbook which are related to the newwords.2.Ss hand in the summary of the text.Summary questions and concluding remarks1)Do you think it necessary for the sons to make some money forthemselves? Give reasons for your answer.I think it necessary…….because………..2)what do you think is needed in accomplishing something difficult?I think it is self-confidence, perseverance, co-operation or team work,reasonable management, strategies of solving problems, etc.3)what is the father’s tone in telling the story?The tone is light and ironic because the story is meant to be funny. The problem in the story was one that people think is very serious when it happens, but later they can laugh about.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to thenew words and topic.5.Exercise:Sentence making in dialoguesTeacher: now I’d like you to complete the following dialogues by making Sentences with the giver phrases.Pull up1.what do you ask your driver to do when you reach your destination?I ask the driver to pull up near the place I want to go.2.what does a bus driver do when a passenger wants to get off?He pulls up at a bus stop.3.what does the red light mean to a moving vehicle?It means that the vehicle must pull up at the zebra.A piece of cake1.can you recite the 26 English letters?Sure. It’s a piece of cake.2.do you think it difficult to use a tape recorder?No. it’s a piece of cake.Make a dent in1.have you finished your outline?No, I’ve hardly made a dent in it.2.How are you getting along with your project?We have made only a small dent in it.Cut into1.do you watch TV in your study period?No. that would cut into my study time.2.what cuts into the factory’s profit?The rise of the labor costs, material prices, the increased consumption of power, etc.Settle for1.if you can’t sell your bicycle at a high price, what will you do?I have to settle for a lower price.2.If you can’t get a well-paid job, will you settle for a lower-paid job? Might/may/could as well1.what do you suggest we do during the winter vacation?If you have nothing to do, you might as well take up a part-time job.2.what should I do if I can’t afford a house?You may as well rent an apartment and set aside your money for a new house.Unit 2 Deer and The Energy CycleTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.G et Ss to know the energy cycle and instruct them to observe the animal’s living instinct in order to value the natural resource; learn about food-enery-life-death.2.A bout the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy, fundamental, accumulate, internal, hencePhrases & Expressions: to meet the needs, turn of mind, convert into Grammar:3.About the reading, Ss should know the usage of dictionary.4.About the writing, Ss should get to know the writing skill—coherence .5.About the listening, Ss finish the Unit 2 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.Warm-up questions1)Allow Ss to go over the text for 10 mins.2)Ask them to list the facts about the life of deer in the four seasonsrespectively.3)Sum up Ss’s results2.Introductory remarks:1)What do you think life depends on?Money, love, or something else?2)where does energy come from?Food, spirit, God, or what?3)w hat happens to life there is no food , or source of energy?if life useless after it comes to an end?4)Life is energy, isn’t it? What do you think?The planet we live on is made up of 2 major components: living organisms and inorganic substances. As far as living things are concerned, life spans vary. Some may live for thousands of years, while others live only a few seconds. Regardless of the this difference, every life develops from a lower stage to a higher stage until its death, and every species develops in this way, too. But what makes life perform in this way? What happens after life? Our earth has been functioning for billions of years. What ha s made it work for so long? Let’s have a careful study of the text 3.New words and phrases studyStudy of the words and phrasesNew words and old wordsTeacher students(old words or expressions) (new ones)tendency turn of mindmoney currencychange into convert intoautumn fallsomething stored reservesrare scarceto satisfy the demands to meet the needsarea regionplentiful amplepossessions resourcestore depositspend expendsleepy drowsybecome liquid meltat the same time meanwhilebasic fundamentaltherefore hencecollect accumulateinside internalsmall wooden house cabinEnglish and Chinese PhrasesTeacher(Chinese) students(English)注重/有……的倾向 a … turn of mind生态系统an ecological system 倚赖to depend on年复一年from year to year尽可能多as much as one can旺季times of plenty储存的脂肪reserves of fat/stored fat 不甚出名,鲜为人知less well known能说明问题的例子 a good case in point 营养食品nutritious food生理成熟physically mature生育to give birth to食物资源food resources熬过冬天to survive the winter/to pull through the winter 大雪deep snow小雪light snow基本规律 a fundamental ruleII.While-reading Activities1.Text and questions for discussion .Lines 1-61.what does “love makes the world go round” mean?People with a romantic turn of mind think that love, romantic love, is what makes life worth living..2.why does the author say that energy is the “currency” of the ecological system?An ecological system is all the plants, animals and people, and their surroundings, considered as a whole, In the commercial world, money is the currency , or means of survival. For life, the most important support is food, the source of energy for life, which allows growth, reproduction, and survival.Lines 7-121. what do wild animals do with the food in different seasons? Why do they do so?Wild animals seem to know when there will be plenty of food and when therewon’t. so they eat as much as they can when there is plenty of food so that they can become fat and strong and grow well. In winter, they have little to eat. But they do not starve because the fat they have stored in their bodies brings themthrough this hard time.Lines 13-221. what does “ this is good timing” mean?This means that the female deer uses the most suitable seasons, i.e.summer and fall, for the birth of fawns and the production of milk because both the conception and production cost the female deer much energy and in both seasons there is plenty of food, which meet the deer’s physical needs.Lines 23-311. to what does the author compare the process of fat reserving?A bank savings account, from which one can draw when he needs the money. Lines 32-441.what is the phenomenon of lowering metabolism?The heart rate slows. The animal becomes slow and drowsy. Therefore, the use of and need for energy is reduced.2.what protects the deer from cold winter? How does it work?They undergo physical and internal physiological changes, i.e. the hair growth andthe slow metabolism. The thick hair keeps the deer warm and the slow metabolism makes the deer consume less energy, which is stored in the form of fat for use when they need it for growth.Lines 45-561.what decreases as winter progresses?T he deer’s activities.2.why were people advised to behave like that?To use less oil and electricity for conserving energy to pull through the crisis.3.what does the author imply by “watched the deer”?He implies that men can learn from the deer to reduce unnecessary cost of energy. Lines 57-641.“…to pull them through”. Can you say it in other words?…to help them survive the winter.2.what is the fundamental rule of life?The more fat the deer reserve, the more chance there is for them to survive the crises. Only the largest and strongest are likely to survive.3.Is the fundamental rule of life applicable to human beings?Yes. If we human beings do not protect nature and ourselves by saving energy, we will be punished by nature and will eventually be wiped out from this planet. Lines 65-681.what is the life cycle?Food-energy-life-survival-reproduction-death-food-energy-other life… .Food –energy-seek more food-new energy-food…..Energy is vital to our world. But energy is not always plentiful. The supply can vary, either seasonally or for other reasons. Some animals, the white-tailed deer, for instance, have developed natural ways or varying their own use of energy with the variations of the supply. Human beings can and should learn this lesson for their own survival.2.Teacher explains the key points in detailsturn of mind1.what is your turn of mind?I have a logical turn of mind, or literary/critical/philosophic/humorous/optimisticturn of mind.2.what kind of person is likely to create things?A person of a creative turn of mind is likely to create things.3.what words can you use to describe people of different turns of mind?Down-to-earth, poetic, business-like, humorous, etc.Depend on1.How do crops grow?They depend on the sunlight,water, and fertilizer for growth.2.How are the prices of commodities set?They mainly depend on the relation between demand and supply.A case in point1.can you give an example of a successful person?Yes. A case in point is Thomas Edison, a great inventor.2.can anything heavier than air stay in the sky?Yes. A case in point is the helicopter.3.How can we conclude that a person is selfish.A case in point is…Meet…needs1.why do people drink so much water on the sports ground?They have to meet their body’s needs for water as they play in the sun.2.why does a factory install another assembly line?They want to meet the needs of increasing production.Draw on1.How can a good writer write so many interesting stories?He draws on his experience, knowledge, observation, perception and interpretation of life for the material of his stories.2.How can a person put forward such a peculiar idea?I think he’s drawn on his imagination.Slow down1.what is a driver expected to do if a police car comes towards or follows him/her?He/she is expected to slow down and then stop by the road side.2.what does a runner do after he passes the finish line?He slows down and stops.Pull through1.what should you do in face of difficulties?I should use my skills, work hard,and sometimes I should take somebody’s advice.This might help to pull me through the difficulties.2.why was the little boy, Schatz,waiting for death?He believed he had a fatally high temperature and would not pull through.3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III.Post-reading Activities1.L et the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.S s discuss the questions on the topic related to the text.4.L et Ss do the exercises in the text book which are mainly related to the newwords and topic.Unit 3 Why Do We Believe That The Earth Is Round? Teaching Time: 4 hoursStudents’ leve l: Sophomores of non-English majors in the 2nd semester.Teaching Objectives:1.Get Ss to know the author’s purpose is to teach Ss to have a correct attitude towards knowledge and accepting of knowledge by taking the examples of other’s arguments of the shape of Earth.2 About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: preface, remark, cite, exaggerate, mast, appeal, analogy, cast, precarious, produce, burden, botherPhrases & Expressions: appeal to, follow up, for the sake of, throw light on, shaped like, cast on, fall back on, stray away from,Grammar:3.About the reading, Ss should know the reading skills of telling difference bwteenfacts and opinion sentences.4.About the writing, Ss should get to know the writing skill—coherence.5.About the listening, Ss finish the Unit 3 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.B ackground information1)George Orwell2)George Bernard Shaw3)The Flat Earth Theory and the Round Earth Theory4)Eclipses5)Playing Cards6)Comrade Mao Tse-tung on knowledge, on Direct Experience andIndirect Experience2.warm- up questions and introductory remarks1)Do you believe that the earth is round? Why?Yes, I do, because science proves that it is true.2)Have you heard of other conclusions about the shape of the earth?What are they? Why don’t you believe them?Yes. The earth was said to be flat or oval. I don’t believe them because the photos from satellites or the scenes of eclipses show that it’s round.2) why is “the earth is round” put in a question?3.K ey words and expressions:study of the words and phrasesnew words and old wordsteacher students(old words or expressions) (new ones)forward prefacesay,argue remarkquote citesimply merelyaccept without question swallowoverstate exaggerateattract appeal tofor the good of for the sake ofpole on a ship mastbend curvecomparison analogyquickly promptlyround plate discthrow castgo to aim atinsecure precariousturn to for help fall back onin another way otherwisemove from stray away fromshow produceload burdentake trouble botherEnglish and Chinese PhrasesTeacher(Chinese) students(English)在某处somewhere or other序言the preface to中世纪the middle ages普遍认为the widespread belief that 普通人the ordinary citizen迎合口味appeal to我的…完蛋了bang goes my…求助于fall back on不屑一顾would not even bother to 反驳say…against天体heavenly body由此可见it will be seen that靠不住的理由precarious reasons知识面the range of knowledge 无力的论据weak argumentII.While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in details.Appeal to1.do detective films appeal to you?Yes, ….No, … .2.what kinds of books appeal most to youth?Books on …3.why are children’s clothes colorful?Bright and colorful clothes usually appeal to children.Follow up1.what do the police do if a case is reported to them?They follow up the case.2.what do you do if you read an interesting story series on a newspaper?I follow it up.For the sake of1.what do people usually do for the sake of health?They eat healthy food, do exercises and don’t smoke,don’t…2.why is it necessary to widen the streets?It’s necessary to widen the streets for the sake of a smoother flow of traffi c. Throw light on1.what is the use of the background knowledge of a story?It throws light on it.2.why are illustrations, data and charts or tables necessary in scientific reports orbusiness presentations?They throw light on the reports and presentations.Shaped like1.Why is a UFO also called a flying saucer?It is shaped like a saucer.2.what is a space shuttle like?It is shaped like a huge plane.Cast on1. what can you see on a moon-lit night in the open?I can see my shadow cast on the ground.I can see the shadows of the trees cast on the wall/window.Fall back on1.why do you set aside some money every month?I set aside some money every month so that I can fall back on it if I get sick orbecome unemployed.2.what do you do when you get lost in a new city?I fell back on the police.Stray away from1.what must you bear in mind when you walk along a path in an area of swamp?I must not stray away from the path.2.what kind of people don’t you like to talk to?I don’t like to talk to those who often stray away from the topic.Text and questions for discussionLines1-71.why is “ Saint Joan” in italics?It is the name of a play. See note 3 in your textbook.2.who is Bernard Shaw?See Note 4 in your textbook. He is widely considered the treatest British dramatist since Shakespeare. He was awarded the Nobel Prize for literature in 1925. For more details, refer to Note 1,2. in Teacher’s book.3.what do “gullible and superstitious” mean?Gullible means willing to believe anything or anyone, easily deceived.“superstitious” means willing to believe something that cannot be explained by reason or science or that brings good or bad luck.4.can you paraphrase “swallows this theory”?accepting the theroy blindly without questioning and suspicions.Lines 8-131.what does “it” refer to in the sentence “ the light it throws on modernknowledge”?It refers to “ the question”2.what is the question that is worth following up?Are we too gullible and superstitious today?3.why does the author only tend to speak of ordinary men when answering why webelieve that the earth is round?Ordinary men don’t have the espertise to prove it scientifically.Lines 14-191.why is a distant ship invisible but its mast and funnel can be seen from theseashore?Look at the picture on the next page.2.can you paraphrase “what can I say against it?”I can refute the Flat Earth theory but I need more proofs to refute the Oval Earththeory.Lines 20-261.does the author really “play cards”?no. this is a figure of speech used to mean preenting an argument point by point.“the first card I can play” means the first pointi can make to support my argument.2.what does “analogy of the sun and moon” mean?To compare the earth to the sun and the moon.Lines 27-311.when does a lunar eclipse occur?When the earth passes between the sun and the moon and blocks the sunlight, or casts its shadow onto the moon, a lunar eclipse occurs.e the Oval Earth theory to refute the author’s eclipse argument.The shadow cast on the moon is round, but it doesn’t follow that the earth isspherical. It may perfectly well be flat like a disc.3.what is the author’s argument about the eclipses based on?Publications, such as newspapers and magazines.Lines 32-391.what does the author mean by “ the minor exchanges?”the less important points of debate.2.what does the author think of his previous defeats?He considers them minor/unimportant points, and he is hopeful to win in thedebate.3.who is Royal?See note 6.4.which is higher, Queen,King, or Ace?King is higher than Queen,and Ace is higher than King.5.can you paraphrase the last sentence?Refer to note 23.Lines 40-461.what does “bang goes my ace” mean?My ace doesn’t work. I lose my ace. My argument isn’t conclusive.2.what does the author think of his “ last card”?he believes that the last point of his argument defeats the Oval Earth man. Lines 47-601.what does the author think of his evidence?He doesn’t think it convincing enough.2.what does “an exceptionally elementary piece of information” mean?A piece of information that everyone knows.3.what is this piece of information?The earth is round.4.can you use a Chinese saying to explain “when the range of knowledge is so vasthat the expert himself is an ignoramus as soon as he strays away from his own specialty”?隔行如隔ft5.what does “ credulous” mean?Ready to believe, without evidence.3. T asks Ss to come out the main idea, structure of the text (10mins)Summary questions and Concluding remarks1.what cards does the author play to refute opinions different from his?The phenomenon of the seashore view, the analogy of the sun and the moon, the earth’s shadow, the newspapers and books, the opinions of the experts, andnavigation.2.do you have any other cards to support the author?High above on a plane, we can see the curved horizon, still higher above in a space ship, astronauts tell us that the earth is round, like a ball. Pictures taken from spaceships or sky labs show the earth in no other shape than spherical.3.can you sum up the main idea of this text?III.Post-reading Activities1.Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.S s discuss the questions on the topic related to the text.4.L et Ss do the exercises in the text book which are mainly related to the new words and topic.Unit 4 Jim ThorpeTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.G et Ss to know Thorpe’s experiences before and after his career success and the influence of racial discrimination towards American Indians.2.A bout the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: await, arrival, beat, opponent, bunk, strain, utterly, glide, bewildered, desert, declinePhrases & Expressions: build on, breeze through, catch up withGrammar:3.About the reading, Ss should know the usage skimming.4.About the writing, Ss should get to know how to write a recount.5.About the listening, Ss finish the Unit 4 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.B ackground information2.I ntroductory remarks: This is a well-known story. The story may not be true,3.Warm-up questions1)who was Jim Thorpe?He was an American Indian, was a great athlete. He won both the pentathlon and the decathlon, the two most demanding Olympic events, in the 1912 Stockholm Olympic Games.2)C an you say anything about Olympic Games?---what is the symbol?Five interlocking circles,red,blue, yellow, black and green, on a white fieldrepresenting the continents of the world joined in friendship.3)w hat is the motto?。
一、教学目标1. 培养学生的英语听、说、读、写综合运用能力。
2. 提高学生的英语实际应用能力，增强在涉外交际中的实用表达能力。
3. 培养学生的跨文化意识，拓宽视野。
4. 培养学生自主学习的能力，提高学习效率。
二、教学内容1. 听力：训练学生快速获取信息的能力，提高听力理解水平。
2. 口语：提高学生的口语表达能力，使学生能够进行日常交流。
3. 阅读：培养学生的阅读理解能力，提高阅读速度和准确度。
4. 写作：训练学生的写作技巧，提高写作水平。
三、教学重点与难点1. 重点：听力、口语、阅读和写作的实际应用。
2. 难点：听力中的信息获取、口语中的流畅表达、阅读中的理解分析、写作中的构思和表达。
四、教学方法1. 讲授法：教师讲解知识点，引导学生掌握英语学习方法和技巧。
2. 讨论法：组织学生进行小组讨论，提高学生的参与度和互动性。
3. 案例分析法：通过具体案例，帮助学生理解和掌握知识点。
4. 实践法：通过听、说、读、写等实践活动，提高学生的实际应用能力。
五、教学过程1. 导入- 教师简要介绍本节课的学习内容，激发学生的学习兴趣。
- 学生进行自我介绍，为接下来的课堂活动做好准备。
2. 听力训练- 学生听录音，完成听力练习题。
- 教师讲解听力技巧，指导学生提高听力水平。
3. 口语训练- 学生进行口语对话练习，提高口语表达能力。
- 教师点评学生的口语表现，提出改进意见。
4. 阅读训练- 学生阅读课文，完成阅读练习题。
- 教师讲解阅读技巧，指导学生提高阅读水平。
5. 写作训练- 学生根据教师提供的写作话题，完成写作练习。
- 教师点评学生的写作表现，提出改进意见。
6. 总结与反馈- 教师总结本节课的学习内容，强调重点和难点。
- 学生反馈学习过程中的疑问和困惑，教师解答。
7. 布置作业- 学生完成课后作业，巩固所学知识。
六、教学评价1. 课堂表现：学生的参与度、互动性、口语表达能力等。
2. 作业完成情况：学生的作业质量、完成度等。
大学体验英语第二版综合教程4课程设计1. 介绍本文将对大学体验英语第二版综合教程第四册的课程设计进行说明。
本课程设计旨在帮助学生进一步掌握英语听、说、读、写的综合能力，并提高自己的文化素养。
2. 教学目标•提高学生英文听说读写能力；•培养学生的独立思考能力与解决问题的能力；•帮助学生了解不同文化背景下的一些基本知识与礼仪。
3. 教学内容本课程设计为英语四项基本能力为主线，以课本内容为主。
具体教学内容如下：3.1 听力1.通过听取录音、观看视频等方式，让学生进一步掌握英语语音、语调、语音规律，提高听力和口语交流能力。
2.引导学生听取英语演讲、影片等，培养学生的听取以及理解英语的能力。
3.2 口语1.通过课堂教学或小组讨论等方式，引导学生参与英语口语活动，提高学生口语表达能力。
2.增加课堂时间，培养学生的发音能力和口语表达流畅度。
3.3 阅读1.通过课外阅读，提高学生的阅读理解能力和词汇量；2.学习一些基本的阅读技巧，例如查字典、找关键词、提炼重点等，以帮助学生提高阅读效率。
3.4 写作1.通过激发学生的写作兴趣，引导学生写作，让学生体验写作乐趣。
2.通过课堂组织、习题安排等方式，让学生在语言、语法、表达方面提高。
3.5 文化背景理解和掌握1.让学生了解更多不同文化的基本生活知识，并学习不同文化海外交流的礼仪规则。
2.通过阅读或听取故事、观看视频等方式学习，了解不同文化的生活及背景等。
4. 教学方法在培养学生的英语综合能力上，本课程采用任务型教学方法，充分体现教师和学生的合作。
具体教学方法主要有：1.以启发式教育为出发点，激发学生学习兴趣，提高学生的自主学习能力。
2.以亲身体验为基础，通过设置文化背景、任务和实践环节，促进学生对英语的深刻理解和运用。
3.采用小组讨论、讲解和分享等方法，培养学生的读写能力和阅读理解能力。
4.启发学生的学习热情，鼓励学生多阅读以及语言、文字的艺术魅力，促使英语他们能够与中国传统文化交相辉映。
课程名称：大学英语听说课程教学目标：1. 培养学生良好的听力习惯和听力技巧，提高学生的听力理解能力。
2. 锻炼学生的口语表达能力，增强学生的口语交流能力。
3. 通过听说练习，提高学生对英语国家文化背景知识的了解。
4. 培养学生自主学习的能力，提高学生的学习兴趣。
教学对象：大学英语四级水平的学生教学课时：2课时教学内容：Unit 1：日常交流Unit 2：旅游出行Unit 3：教育话题Unit 4：社会现象教学准备：1. 多媒体课件：包括听力材料、口语练习、相关文化背景知识等。
2. 录音设备：用于播放听力材料。
3. 教学活动设计：包括小组讨论、角色扮演、个人陈述等。
教学过程：第一课时一、导入1. 课堂问候，检查学生出勤情况。
2. 简要回顾上一节课的内容，让学生谈谈自己的学习心得。
二、听力训练1. 播放Unit 1的听力材料，学生边听边做笔记。
2. 播放完毕后，引导学生回答以下问题：- What is the main topic of this conversation?- What are the key points discussed in the conversation?- How do the speakers express their opinions?三、口语练习1. 分组讨论：让学生根据听力材料中的话题，进行小组讨论。
2. 角色扮演：让学生扮演听力材料中的角色，进行口语练习。
四、课堂小结1. 教师总结本节课的重点内容。
2. 布置课后作业，让学生预习Unit 2。
第二课时一、复习1. 复习上一节课的内容，检查学生对听力材料的理解程度。
2. 引导学生回顾小组讨论和角色扮演的收获。
二、听力训练1. 播放Unit 2的听力材料，学生边听边做笔记。
2. 播放完毕后，引导学生回答以下问题：- What are the main topics discussed in this conversation?- How do the speakers express their opinions about travel?- What are the key points about travel mentioned in the conversation?三、口语练习1. 分组讨论：让学生根据听力材料中的话题，进行小组讨论。
教学对象：大学非英语专业学生教学目标：1. 培养学生良好的英语听说习惯，提高学生的英语口语表达能力。
2. 增强学生对英语国家文化背景知识的了解，提高跨文化交流能力。
3. 培养学生的逻辑思维能力和批判性思维能力。
教学内容：《大学体验英语听说教程4》共包含12个单元，每个单元包含听力材料、口语练习和拓展活动。
本教案以第6单元为例，具体教学内容如下：一、单元主题：Environmental Protection（环境保护）二、教学重点：1. 听力理解：理解英语国家人士在环境保护方面的观点和态度。
2. 口语表达：学会用英语表达对环境保护的看法和建议。
3. 拓展活动：了解我国环境保护的现状和挑战。
三、教学步骤：1. 导入（5分钟）- 教师简要介绍单元主题，激发学生的学习兴趣。
- 通过图片、视频等形式，展示英语国家在环境保护方面的成果和挑战。
2. 听力训练（20分钟）- 学生自主完成听力材料，教师指导学生注意关键词、短语和句子结构。
- 教师播放听力材料，学生跟读并回答问题。
3. 口语练习（20分钟）- 教师带领学生进行口语练习，包括角色扮演、小组讨论等。
- 鼓励学生用所学词汇和句型表达对环境保护的看法和建议。
4. 拓展活动（15分钟）- 学生查阅资料，了解我国环境保护的现状和挑战。
- 分组讨论，提出应对措施和建议。
5. 总结与反馈（10分钟）- 教师总结本节课的重点内容，强调环境保护的重要性。
- 学生分享自己的学习心得，教师给予点评和指导。
四、教学评价：1. 听力测试：考察学生对听力材料的理解程度。
2. 口语展示：评估学生的口语表达能力和交际能力。
3. 拓展活动成果：检查学生对环境保护现状的了解程度。
五、教学资源：1. 教材：《大学体验英语听说教程4》2. 课件：多媒体教学课件，包括图片、视频等素材3. 网络资源：环境保护相关网站、论坛等六、教学反思：1. 教师应关注学生的个体差异，因材施教，提高学生的学习兴趣。
教学目标：1. 学生能够听懂并理解关于饺子的英语对话。
2. 学生能够运用所学词汇和语法知识，进行简单的口语表达。
3. 学生能够阅读并理解关于饺子的英文文章，提高阅读理解能力。
教学重点：1. 词汇：dumpling，dough，filling，wrap，bite，etc.2. 语法：一般现在时和一般过去时的运用。
教学难点：1. 学生在听力和口语表达中，如何准确运用所学词汇和语法知识。
2. 学生在阅读中，如何理解文章的主旨和细节。
教学过程：一、导入（5分钟）1. 教师展示一张饺子的图片，引导学生用英语描述饺子。
2. 学生自由讨论饺子的制作过程和食用方法。
二、听力（15分钟）1. 教师播放关于饺子的英语对话，让学生初步了解对话内容。
2. 学生听后回答问题，如：饺子是什么？饺子皮和饺子馅分别是什么？3. 教师讲解对话中的生词和语法，如：dumpling，dough，filling，wrap，bite，etc.4. 学生跟读对话，模仿语音、语调。
三、口语（10分钟）1. 教师带领学生进行角色扮演，模拟制作和品尝饺子的场景。
2. 学生运用所学词汇和语法知识，进行简单的口语表达。
四、阅读（15分钟）1. 教师分发关于饺子的英文文章，让学生自主阅读。
2. 学生回答问题，如：文章讲述了什么内容？饺子在哪个国家很受欢迎？3. 教师讲解文章中的生词和语法，如：dumpling，dough，filling，wrap，bite，etc.4. 学生复述文章的主要内容。
五、总结与作业（5分钟）1. 教师总结本节课所学内容，强调重点和难点。
2. 布置作业：让学生用英语写一篇关于饺子的短文，介绍饺子的制作过程、食用方法和文化意义。
教学反思：1. 本节课通过听力、口语和阅读三个环节，让学生在轻松愉快的氛围中学习关于饺子的英语知识。
2. 教师应注重培养学生的口语表达能力，鼓励学生在课堂上大胆开口说英语。
3. 教师应关注学生的学习情况，及时调整教学策略，提高教学效果。
精简答案大学体验英语-综合教程4 Unit1Passage ARead and think 31~5 BADDCRead and think 4mediaimagesabusivefulfillingrecognitionstatusstressesawaredeserveRead and complete 51. obligation2. applauded3. fulfilled4. mirror5. flexibility6. devalue7. striving8. entailed9. supposedly10. ConsequentlyRead and complete 6referred to asat bestby the same tokenat largeheld up...asRead and translate 8随着职务的提升，他担负的责任也更大了。
With his promotion,he has taken on greater responsibilities.他感到他没有必要再一次对约翰承担如此的责任了。
He felt he did not have to make such a commitment to John any more.闲暇时玛丽喜爱外出购物，与她相反，露西却喜爱呆在家里看书。
Mary likes to go shopping in her spare time, as opposed to Lucy,who prefers to stay at home reading.说好听一点,能够说他有理想，用最糟糕的话来讲，他是一个没有良心或没有资格的权利追求者。
At best he’s ambitious,and at worst a power-seeker without conscience or qualifications.咱们已经尽全力想说服他，可是却毫无进展。
教学目标：1. 让学生了解泰坦尼克号的沉船事件，培养学生的阅读理解能力。
2. 培养学生对历史事件的兴趣，提高他们的文化素养。
3. 通过小组讨论，提高学生的口语表达能力和团队合作能力。
教学重点：1. 理解并掌握课文中的生词和短语。
2. 掌握阅读技巧，提高阅读速度和理解能力。
3. 学会运用所学知识进行口语表达。
教学难点：1. 理解并分析课文中复杂的历史背景。
2. 将所学知识运用到实际生活中。
教学准备：1. 课文原文、PPT、多媒体设备。
2. 小组讨论表格、课堂活动记录表。
教学过程：一、导入1. 利用PPT展示泰坦尼克号的图片，引导学生了解泰坦尼克号的相关信息。
2. 提问：你们知道泰坦尼克号的故事吗？它的沉船事件给我们带来了哪些启示？二、阅读课文1. 学生阅读课文，了解泰坦尼克号的沉船事件。
2. 教师引导学生找出课文中的生词和短语，进行讲解。
3. 学生再次阅读课文，加深对课文的理解。
三、小组讨论1. 将学生分成若干小组，每组讨论以下问题：a. 泰坦尼克号的沉船事件给我们带来了哪些教训？b. 如何避免类似事件再次发生？c. 泰坦尼克号的故事对现代社会有什么启示？2. 各小组派代表分享讨论成果。
四、课堂活动1. 教师展示一些与泰坦尼克号相关的图片和视频，让学生回忆课文内容。
2. 学生分组进行角色扮演，模拟泰坦尼克号上的场景，如乘客、船员、救援人员等。
3. 学生通过角色扮演，运用所学知识进行口语表达。
五、总结与作业1. 教师总结本节课的重点内容，强调阅读技巧和口语表达能力的重要性。
2. 布置作业：a. 复习课文，掌握生词和短语。
b. 搜集有关泰坦尼克号的历史资料，撰写一篇短文。
c. 与家人或朋友分享本节课的学习心得。
教学反思：本节课通过阅读、讨论、角色扮演等多种教学方式，让学生深入了解泰坦尼克号的沉船事件，提高他们的阅读理解能力和口语表达能力。
在今后的教学中，教师应继续探索更有效的教学方法，激发学生的学习兴趣，提高他们的综合素质。
大学体验英语第四册大学体验英语综合教程Passage BAs men, we know we could get a better deal. We look at women and see modernity: expansive people exploring new roles, conquering the world. Quietly, secretly, we admire the gathering pace of their achievement. And we say to ou rselves: what about us? Isn’t this how we are supposed to be: bright, confident, going places?So what’s getting in our way? There is no point in blaming women, stoking up a sex war. This remains, after all, a man’s world. If we knew what we wanted, we co uld enact it. No, the problem is our lack of imagination. Ask women what they, as women, want and they’ll tell you: equality. Men? We haven’t a clue. And the reason is simple. We have failed to understand the opportunities of this century’s greatest and most enduring social movement, the collapse of the sexual division of labor.We’re making a mistake. The past ill-served our real needs. It forced us into a narrow sense of ourselves as workers, which fell apart when we were sacked, retired or fell ill. It drove us out of our homes and made us strangers to our children. It meant we subcontracted our physical, emotional and practical needs to women. They fed us, nurtured us, gave us access to our feelings, mediated a social world for us. They did our private labor, just as we did their public work.For all the adult behavior we demonstrated outside the home, we remained children within it. It left us, particularly the elderly, half-dead, living sad, limited lives, often stuck in soured relationships.We can c hange all this. And it isn’t just wishful thinking. A fair wind was behind women’s liberation: in a few decades they gained control of their own fertility, while the economy demanded a vast expansion in the labor force. Even conservative men couldn’t stop them.The first step must be for us to break our silence. Hence this manifesto.Just imagine how we might beWhen the sexual division of labor Underpined notions of being a man, we defined ourselves in three ways: as bread-winning workers, as the opposite of women, and as fathers who did what mothers did not do. Each notion rules out a vast sphere of activity and stifles men. We must rewrite these definitions.Work is not the promised landWhen people ask me what I am, I say I’m a journalist. Not a man, not a father, not a husband, not a son, not a brother, not a citizen, not even a combination of these; a journalist. Like many men, I am my work. When work’s OK, I’m OK. Everything else might be falling apart, but success at work sustains a man. It provides status, power and a means to be a bread-winning father.The women’s movement has only further emphasized the paramount status of work and that, by implication, domesticity and child-rearing is drudgery.Yet expecting work to support our sense of self so fundamentally is a mistake. Many self-definitions survive the passage of time. Job isn’t one of them. It’s too insecure. One day we know we’ll get fired, sick or retire. For those who are young and can’t get a job or are dumped on the scrap heap at an early age, failure at work leads to depression, crime, violence and, in some cases, suicide. Must a man go mad before he discovers a sounder way of valuing himself? We have to realize that putting faith in work is a con .Man is not the opposite of womanWhen women were seen as weak, we had to be strong. We did what women didn’t do, but now there’s hardly anything women won’t do. They play sports, earn money, attend football matches, fly RAF fighters and initiate sex. Yet we persist in thinking of ourselves as the "pposite"of women. At this rate, we’ll end up defined as the people who do the few activities women don’t want to do: rape, murder and abuse.Fathers, too, can fulfil all a child’s needsWe remain limited by the traditional image of fathers as providing income, discipline and, in some cases, a playmate for a child. Physical and emotional intimacy with children have been the prerogative of women and largely continue to be so. Today many men want to be closer to their children and are active fathers. We enjoy it and are competent. But some women refuse to treat us as equals.Equality begins at homeIn many homes men are passive, allowing women to organize our personal lives, letting them act as gatekeepers of the home, determining which friendships are maintained, how involved the couple is with family. Many of us find it difficult to take the initiative or to say no to women at home, because we never learned how to say no to our mothers.Men must start doing it for themselvesSuccessful men must take up a leadership role. Too often they stay quiet because they have least to gain from rethinking their roles. Their jobs are relatively secure, with high status and power over women. They have some control over their working hours, can often work from home and afford child care. They can still have it all.So they hang on to what can be salvaged from the old order, and close their minds to reshaping the world in a way that better suits all of us. The men’s movement is thus often inhabited by angry, inarticulate men who lack an intellectual framework for understanding their dilemmas. Intelligent, educated men could lead the way. We need them to start thinking, fast.Unit2-Passage A-Why Digital Culture Is Good for You?The news media, along with social and behavioral scientists, have recently sent out a multitudeof warnings about the many dangers that await us out there in cyberspace. The truth of the matter is that the Web is no more inherently dangerous than anything else in the world. It is not some amorphous entity capable of inflicting harmful outcomes on all who enter. In fact, in and of itself, the Web is fairly harmless. It has no special power to overtake its users and alter their very existence. Like the old tale that the vampire cannot harm you unless you invite it to cross your threshold, the Internet cannot corrupt without being invited. And, with the exception of children and the weak-willed, it cannot create what does not already exist...(1) Like alcohol, the Web simply magnifies what is already there: Experts are concerned that the masking that goes on online poses a danger for everyone who is a part of the Digital Culture. Before we know it, the experts tell us, we will all use fake identities, become fragmented, and will no longer be sure of just who we are. Wrong. The only people who feel compelled to mask, and otherwise misrepresent themselves online are the same people who are mysterious and unfrank in "real life"...the Net just gives them one more tool to practice their deceit.As for the rest of us, getting taken in by these people is a low probability. We know who these folks are in the "real world". The Internet does not "cause" people to disguise as something they are not. As for the Digital Culture getting cheated by these dishonest folks, well, there are just as many "cues" online to decipher deception as there are in the "real world". The competent WebHead can recognize many red flags given off by the online behavior of others. Oftentimes the intentions of fellow users is crystal clear, especially over time.When someone is trying to deceive us online, inconsistencies, the essence that they are trying "too hard" or are just plain unbelievable, often come through loud and clear. Likewise, just like in the "real world", a host of other unacceptable tendencies can be readily recognized online. Narcissism (it's all about "meeeee"), those people who have nothing but negativity or unpleasant things to say about others, and those who feel compelled to undermine others and who think they must blow out the other guys' candles in order for their own to shine can be spotted a cybermile away.(2) The Web can bring out the best in people: Gregarious, frank folks in "real life" usually carry these same traits over to their online life. Most are just as fun-loving online if not more so, as they are at a party, at work, or at the local bar. Though admittedly, some are not quite as much fun to be around without a stiff drink.Shy folks have a "safer" environment online than in the "real world" and can learn to express themselves more freely on the Net (you've never seen anyone stutter on e-mail, have you?) allowing them to gain confidence and communication skills that can eventually spill over into other aspects of their lives. Helpful people in "real life" are often just as willing to come to someone's assistance online as anywhere else.(3) People are judged differently on the Web: On the Internet people are judged by their personality, beliefs and online actions, NOT by their physical appearance. This is good. It not only gives ugly folks an aid, but causes Beautiful People to have to say something worth listening to in order to get attention.(4) People open up more: Many people are opening up a whole lot more these days since they are not required to use their real name and provide their real identity in the Internet.(5) We're connected: Members of the Digital Culture know full well that there is a wealth of important information and life-changing opportunities out there in cyberspace. The Web has opened doors for many of us that otherwise would never have been an option. Researchpossibilities and networking are just two such opportunities.(6) We Learn the Power of Words and to be Better Listeners: With no facial expressions, body language, or physical appearance to distract us, members of the Digital Culture have learned the power of words ... both their own, and others'. We know very well how a simple string of words can harm, hurt and offend, or how they can offer humor, help, support and encouragement. Most experienced members of the online culture have learned to become wordsmiths, carefully crafting the words they use to convey exactly what they mean so as not to be misunderstood.Many of us have also learned to become far better listeners thanks to the Internet. Not only do we choose our words more carefully but we (especially those who communicate via email as opposed to chat rooms) are forced to wait until the other person finishes before we can speak or respond.Passage BCultural DifferencesIn 1993, I had my first opportunity to visit Russia as a representative of the University of California. I was there to provide some technical assistance in the area of agricultural labor management. "Russians are a very polite people," I had been tutored before my arrival. One of my interpreters, once I was there, explained that a gentleman should pour the limonad (a type of juice) for the ladies and show other courtesies to them.Toward the end of my three-week trip I was invited by my young Russian host and friend Dmitri Ivanovich and his lovely wife Yielena out to dinner. At the end of a wonderful meal Yielena asked if I would like a banana. I politely declined and thanked her, and explained I was most satisfied with the meal. But the whole while my mind was racing: "What do I do? Do I offer her a banana even though they are as close to her as they are to me? What is the polite thing to do?""Would you like a banana?" I asked Yielena."Yes," she smiled, but made no attempt to take any of the three bananas in the fruit basket. "What now?" I thought."Which one would you like?" I fumbled."That one," she pointed at one of the bananas. So all the while thinking about Russian politeness I picked the banana Yielena had pointed at and peeled it half way and handed it to her. Smiles in Yielena and Dmitri's faces told me I had done the right thing. After this experience I spent much time letting the world know that in Russia, the polite thing is to peel the bananas for the ladies. Sometime during my third trip I was politely disabused of my notion."Oh no, Grigorii Davidovich," a Russian graciously corrected me. "In Russia, when a man peels a banana for a lady it means he has a romantic interest in her." How embarrassed I felt. And here I had been proudly telling everyone about this tidbit of cultural understanding.Certain lessons have to be learned the hard way. Some well meaning articles and presentations on cultural differences have a potential to do more harm than good and may not be as amusing. They present, like my bananas, too many generalizations or quite a distorted view.Some often-heard generalizations about the Hispanic culture include: Hispanics1 need less personal space, make less eye contact, touch each other more in normal conversation, and are less likely to participate in a meeting. Generalizations are often dangerous, and especially when accompanied by recommendations such as: move closer when talking to Hispanics, make more physical contact, don't expect participation, and so on.Differences between people within any given nation or culture are much greater than differences between groups. Education, social standing, religion, personality, belief structure, past experience, affection shown in the home, and a myriad of other factors will affect human behavior and culture. Sure there are differences in approach as to what is considered polite and appropriate behavior both on and off the job. In some cultures "yes" means, "I hear you" more than "I agree." Length of pleasantries and greetings before getting down to business, level of tolerance for being around someone speaking a foreign (not-understood) language, politeness measured in terms of gallantry or etiquette (e.g., standing up for a woman who approaches a table, yielding a seat on the bus to an older person, etc.) and manner of expected dress are all examples of possible cultural differences and traditions.In Mexico it is customary for the arriving person to greet the others. For instance, someone who walks into a group of people eating would say provecho (enjoy your meal). In Chile, women often greet both other women and men with a kiss on the cheek. In Russia women often walk arm in arm with their female friends. Paying attention to customs and cultural differences can give someone outside that culture a better chance of assimilation or acceptance. Ignoring these can get an unsuspecting person into trouble.There are cultural and ideological differences and it is good to have an understanding about a culture's customs and ways. Aaron Pun, a Canadian ODCnet correspondent, wrote: "In studying cross-cultural2 differences, we are not looking at individuals but a comparison of one ethnic group against others. Hence, we are comparing two bell curves3 and generalizations cannot be avoided." Another correspondent explained the human need to categorize. True, but the danger comes when we act on some of these generalizations, especially when they are based on faulty observations. Acting on generalizations about such matters as eye contact, personal space, touch, and interest in participation can have serious negative consequences.Unit3-Passage A10 Big Myths About Copyright)"If it doesn't have a copyright notice, it's not copyrighted." This was true in the past, but today almost all major nations follow the Berne copyright convention. For example, in the USA, almost everything created privately and originally after April 1, 1989 is copyrighted and protected whether it has a notice or not. The default you should assume for other people's works is that they are copyrighted and may not be copied unless you know otherwise. There are some old works that lost protection without notice, but frankly you should not risk it unless you know for sure.2) "If I don't charge for it, it's not a violation." False. Whether you charge can affect the damages awarded in court, but that's the main difference under the law. It's still a violation if you give it away - and there can still be serious damages if you hurt the commercial value of the property. There is an exception for personal copying of music, which is not a violation, though courts seem to have said that doesn't include wide-scale anonymous personal copying as Napster. If the work has no commercial value, the violation is mostly technical and is unlikely to result in legal action.3) "If it's posted to Usenet it's in the public domain." False. Nothing modern is in the public domain anymore unless the owner explicitly puts it in the public domain. Explicitly, as you have a note from the author/owner saying, "I grant this to the public domain."4) "My posting was just fair use!" The "fair use" exemption to (U.S.) copyright law was created to allow things such as commentary, parody, news reporting, research and education aboutcopyrighted works without the permission of the author. That's important so that copyright law doesn't block your freedom to express your own works. Intent and damage to the commercial value of the work are important considerations. Are you reproducing an article from the New York Times because you couldn't find time to write your own story, or didn't want your readers to have to pay for the New York Times web site? They aren't "fair use". Fair use is usually a short excerpt.5) "If you don't defend your copyright you lose it." - "Somebody has that name copyrighted!" False. Copyright is effectively never lost these days, unless explicitly given away. You also can't "copyright a name" or anything short like that, such as almost all titles. You may be thinking of trademarks, which apply to names, and can be weakened or lost if not defended. Like an "Apple" computer. Apple Computer "owns" that word applied to computers, even though it is also an ordinary word. Apple Records owns it when applied to music. Neither owns the word on its own, only in context, and owning a mark doesn't mean complete control.6)"If I make up my own stories, but base them on another work, my new work belongs to me." False. U.S. Copyright law is quite explicit that the making of what are called "derivative works" - works based on or derived from another copyrighted work - is the exclusive province of the owner of the original work. This is true even though the making of these new works is a highly creative process. If you write a story using settings or characters from somebody else's work, you need that author's permission.7)"They can't get me, defendants in court have powerful rights!" Copyright law is mostly civil law. If you violate copyright you would not be charged with a crime, but usually get sued.8) "Oh, so copyright violation isn't a crime or anything?" Actually, recently in the USA commercial copyrightviolation involving more than 10 copies and value over $2500 was made a felony. So watch out. On the other hand, this is a fairly new, untested statute. In one case an operator of a pirate BBS that didn't charge was acquitted because he didn't charge, but congress amended the law to cover that.9) "It doesn't hurt anybody - in fact it's free advertising." It's up to the owners to decide if they want the free ads or not. If they want them, they will be sure to contact you. Don't rationalize whether it hurts the owners or not, ask them. Usually that's not too hard to do. Even if you can't think of how the author or owner gets hurt, think about the fact that piracy on the net hurts everybody who wants a chance to use this wonderful new technology to do more than read other people's flamewars.10) "They e-mailed me a copy, so I can post it." To have a copy is not to have the copyright. All the E-mail you write is copyrighted. However, E-mail is not unless previously agreed. So you can certainly report on what E-mail you are sent, and reveal what it says. You can even quote parts of it to demonstrate. Frankly, somebody who sues over an ordinary message would almost surely get no damages, because the message has no commercial value, but if you want to stay strictly in the law, you should ask first. On the other hand, don't go nuts if somebody posts E-mail you sent them. If it was an ordinary non-secret personal letter of minimal commercial value with no copyright notice (like 99.9% of all E-mail), you probably won't get any damages if you sue them.Passage BAre You a Copyright Criminal?It's getting more tempting to infringe on copyright when creating presentations, thanks to many new scanning and duplicating technologies as well as proliferating Web content. But writers,designers, artists and copyright owners are becoming more aggressive, using new tactics and technologies to enforce their rights. If you don't know the rules, you could end up on the wrong side of a lawsuit.You've seen them at work. Sometimes brazen, sometimes oblivious, they break the law without giving it a second thought. Maybe, without even knowing it, you're one of them.They're copyright claim-jumpers - presenters who slip "Dilbert" cartoons, photographs scanned from magazines, graphics downloaded from the Web, photocopies of trade-journal articles, audio files, video clips or CD music into their presentations or handouts with little or no understanding of how they're trampling on someone else's copyright.Some do it knowingly, assuming their chances of getting nabbed are a small risk for the big payoff of easy access to high-quality prefabricated content. Others are unaware of how their seemingly benign reuse of pre-existing material - articles, pictures, music, songs, scripts or film clips - violates copyright law.Autumn Bell, a training specialist and frequent presenter for the University of New Mexico, says she witnessed her share of copyright abuses in a past life working for a telecommunications company. There, she worked with managers who ordered people to copy other companies' training materials to save money. She also saw plenty of lesser violations, such as flagrant photocopying of manuals and books for mass distribution. In six years, Bell says, "Never once did I hear the word copyright spoken."It can be easy for busy presenters to give copyright concerns short shrift; after all, there are deadlines to hit and rehearsals to do. And sometimes that article you read last week in Forbes Magazine or that photo you downloaded from the Web yesterday fits perfectly into the presentation you're giving - tomorrow. Copyright permission? Who has time? Some token attribution ought to do it, you figure. Surely the copyright owners will welcome the free advertising, right? And what are the chances that they'll even find out?The reality is: Whether the bulk of your presentations are in-house or to external audiences, your odds of being caught violating copyright are improving every day, as are your chances of paying a stiff fine. Statutory damages for infringing on copyright can hit $20,000 per violation, and they can go as high as $100,000 in some circumstances of willful violation - and that's above and beyond the fine for actual damages. Furthermore, commercial copyright violation involving more than 10 copies and a value of more than $2,500 is now a felony in the United States.In one recent case, a corporation paid a seven-figure settlement for its unauthorized photocopying of articles from a trade journal and archiving those copies for internal distribution. With similar violations occurring almost daily in corporate America, and with an increase in piracy on the World Wide Web, licensing organizations, performing-rights societies and other copyright cops have stepped up activity to enforce their rights.The Training Media Association, a watchdog for training-video vendors, offers a $10,000 bounty for reporting illegal copying or unauthorized "public performance" of off-the-shelf training videos.A temporary-employment agency recently paid a six-figure out-of-court fee after one of its employees reported it to the TMA for making illegal copies of four videos (the agency had no license to do so) and sending the copies out for use in its 50 offices.United Media the distributor of "Dilbert" cartoons, has been asking people to take illegally imported "Dilbert" cartoons off their Web and intranet sites. ASCAP and BMI, two organizations that license the right to play copyrighted music in public settings (including mostbusiness-presentation scenarios) have reportedly added large conference centers and hotels to the list of sites they patrol to ensure that those using even small selections of pre-recorded music in presentations are properly licensed to do so.Is all this talk of copyright abuse overblown? Is the perceived need to protect yourself from prosecution just another anal-retentive legal formality? And aren't the most flagrant abusers a small segment of the presentation community? You'd be surprised at the answers.Although many cases of abuse undoubtedly are small or accidental - busy presenters who in good faith give full attribution but don't seek permission; others who are unaware of public performance rights or who stretch the fair-use doctrine to its limits - interviews and research conducted for this article indicate a serious lack of knowledge about copyright law among frequent presenters. A two-month review of comments posted to listservs frequented by presenters and trainers, for instance, suggests that many people routinely violate copyright law, and that there is a general lack of understanding about what constitutes legal use.Indeed, a 1993 survey by the Training Media Association found that more than 30 percent of videos in survey respondents' corporate libraries were illegal copies, and more than 75 percent of printed training materials in those same libraries were illegally copied. (Survey responses were anonymous.) And TMA director Bob Gehrke says the problem may have worsened in the six years since the study. A typical copyright violator, Gehrke believes, is someone "who thinks he can be a hero by saving his company some money, especially if faced with a tight budget."Unit4-Passage AMajoring in English for Fun and ProfitThe study of literature is not only civilized and civilizing — encompassing, as it does, philosophy, religion, the history of events and the history of ideas — but popular and practical. One-sixth o f all those who receive bachelor’s degrees from the College of Arts and Sciences are English majors. These graduates qualify for a surprising range of jobs. Their experience puts the lie to the popular superstition that English majors must choose between journalism and teaching: in fact, English majors also receive excellent preparation for future careers in law, medicine, business, and government service.Undergraduates looking forward to law school or medical school are often advised to follow a strict regimen of courses considered directly relevant to their career choices. Future law-school students are advised to take courses in political science, history, accounting, business administration — even human anatomy, and marriage and family life. Future medical school students are steered into multiple science courses — actually far more science courses than they need for entrance into medical school. Surprisingly, many law schools — and medical schools indicate that such specialized preparation is not only unnecessary, but undesirable. There are no "Pre-law” courses: the best preparation for law school — and for the practice of law — is that preparation which makes a student capable of critical thinking; of clear, logical self-expression; of sensitive analysis of the motives, the actions, and the thoughts of other human beings. These are skills which the study of English is designed to teach.Entrance into law school, moreover, generally requires a bachelor’s degree from an accredited institution, a minimum grade point average, and an acceptable score on The Law School Admission Test (LSAT). This test has three parts. The first evaluates skills in reading comprehension, in figure classification, and in the evaluation of written material. The second part。
Book4Unit 1 Big Bucks The Easy WayTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Help Ss get to know the lesson “No pains, no gains” and there is no “big bucks theeasy way”.2.About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the section.Words: cash, echo, competitive, leisurely, pain, sour, finance, marvelous, party, stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally,sale, trash, delivery, inquire, odd, shrinkPhrases & Expressions: pull up, a piece of cake, even as, know better than, be at, make a dent, cut into, have no b usiness, settle for, settle one’s account, quiteawhile, draw attention to, for sale, for rent, be done with, may as well Grammar: p143. About the reading, Ss should learn avoiding vocalization and inner speech.4. About the writing, Ss should learn word choice..5. About the listening, Ss finish the Unit 1 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information1)Montgomery Ward2)Sears,3)Roebuck2.Warm-up questions1)Do you depend on your parents financially?2)Is it easy to earn money by working part-time?3)Are there any easy ways to make much money?3.Key words and expressions:New words and old wordTeacher students(old words or expressions) (new ones)U.S. dollar buckDoor handle doorknobUnhurried leisurelyRelaxed leisurelyProfitable lucrativeSent out deliverEndure live withBeg panhandleTell informFill cramTie bandIncrease reproduceExtra money bonusPart sectionA path walkAn easy job a piece of cakePay settleHave no reason have no businessCome to terms with settle forStrange oddMoney financeFinish be done with English and Chinese phrasesTeacher(Chinese) Students( English)考虑look into总是all the time可以容忍live with令我痛心it pains me易如反掌 a piece of cake壮汉 a big guy干快些get busy好几卡车的truck loads of百货商店department store廉价商店 a dime store小杂货店drug store汽车行auto store外卖餐馆takeout restaurant提高嗓门voice rises超过极限out of the range of恍然大悟work a profound change in 教会某人做人work a profound change inone’s personality 经过调解in mediation结账settle the account劳务支出labor cost相同数额 a like amount托某人做enlist sb. To doII. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.Text and questions for discussionLines 1-91.what did the father tell his college sons to think about?(to deliver bags of magazines to make some of their own money.)2.what was the father worried about?( the sons would become used to or feel content with living by asking for money all the time.)Lines 10-221.why did the mother phone the father?( she wanted him to know what was going on at home.)2.How do you understand the word “super” she snapped?( “super” means very good. But,she “snapped” it, which means she was very angry.She was being sarcastic,i.e. she meant the opposite of what she said.)3.can you paraphra se the sentence “Another truck just pulled up out front”?(Another truck has stopped outside in front of our hous to deliver more materials.) Lines 23-291.which company did the two sons do the delivery job for?( the Sunday Newspaper Company.)2.why did each truck deliver 4000 of the inserts?( Each one was from a different company and had the ads the sons were required to deliver to 4000 houses.)3.why did he think so?( He had no idea of how much work it would mean.)Lines 30-35What did the father mean when h e said “they are college men.”?He meant that they were grown-ups, and should be capable of dealing with the situation.Lines 36-501.In what cases does people’s voice become unnaturally high and quavering?When they are excited, angry, upset and the like.2.what does “magazine sections” mean?Parts of magazines, 8 or 12 pages long.3.how many steps are there in the process before delivering?Five: take out, roll, slip, band and slide.Lines 51-661.what do you think of the father’s answer?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting somebody.2.why did the father say “That’s encouraging”?the sons were learning how to solve the problem of manpower shortage;they hired other people to help, and learnt to improve efficiency by establishing assembly lines.3.why did the mother say “it is very discouraging”?the measures weren’ working at all.Lines 67-771.what do you think of the father’s bonus program？It is reasonable and logical. Bonus is a popular incentive that management adopts. Sometimes we have to lose something in order to gain something. If you are reluctant to use a small bait, you can hardly get a big fish.2.did the son understand that at first thought?No. he thought the more the workers got, the less he obtained.3.why did the son answer “Yes, Sir”?he had come to realize it was a business and he took the father’s instructions as and order.Lines 78-861.what does “see the color of cash” mean?See Note 7 in your text book.2.what’s the difference between the original payment and the demanded one?The original payment was five dollars per person, shile now they demanded five dollars per hour.3.who probably played the mediating role?The mother.Lines 87-94Why did the son think it “enough”?No matter how much, it was the money they made by themselves with great efforts and they learnt a lot from the experience.Lines 95-1091.what did the youngest sons learn from their college brothers?They learnt to make their own money in order to avoid having to ask for money all the time.2.what were they going to do to try to earn money?They were going to sell or rent the family’s books.3.do you agree “you’re never done with books”?Yes. Because………No. because ………..3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the newwords.2.Ss hand in the summary of the text.Summary questions and concluding remarks1) Do you think it necessary for the sons to make some money for themselves?Give reasons for your answer.I think it necessary…….because………..2) what do you think is needed in accomplishing something difficult?I think it is self-confidence, perseverance, co-operation or team work,reasonable management, strategies of solving problems, etc.3)what is the father’s tone in telling the story?The tone is light and ironic because the story is meant to be funny. The problem in the story was one that people think is very serious when it happens, but later they can laugh about.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to thenew words and topic.5. Exercise:Sentence making in dialoguesTeacher: now I’d like you to complete the following dialogues by making Sentences with the giver phrases.Pull up1.what do you ask your driver to do when you reach your destination?I ask the driver to pull up near the place I want to go.2.what does a bus driver do when a passenger wants to get off?He pulls up at a bus stop.3.what does the red light mean to a moving vehicle?It means that the vehicle must pull up at the zebra.A piece of cake1.can you recite the 26 English letters?Sure. It’s a piece of cake.2.do you think it difficult to use a tape recorder?No. it’s a piece of cake.Make a dent in1.have you finished your outline?No, I’ve hardly made a dent in it.2.How are you getting along with your project?We have made only a small dent in it.Cut into1.do you watch TV in your study period?No. that would cut into my study time.2.what cuts into the factory’s profit?The rise of the labor costs, material prices, the increased consumption of power, etc.Settle for1.if you can’t sell your bicycle at a hig h price, what will you do?I have to settle for a lower price.2.If you can’t get a well-paid job, will you settle for a lower-paid job?Might/may/could as well1.what do you suggest we do during the winter vacation?If you have nothing to do, you might as well take up a part-time job.2.what should I do if I can’t afford a house?You may as well rent an apartment and set aside your money for a new house.Unit 2 Deer and The Energy CycleTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know the energy cycle and instruct them to observe the animal’s living instinct in order to value the natural resource; learn about food-enery-life-death.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy, fundamental, accumulate, internal, hencePhrases & Expressions: to meet the needs, turn of mind, convert into Grammar:3. About the reading, Ss should know the usage of dictionary.4. About the writing, Ss should get to know the writing skill—coherence .5. About the listening, Ss finish the Unit 2 directed by teacher.Teaching Procedures:I. Pre-reading Activities1. Warm-up questions1)Allow Ss to go over the text for 10 mins.2)Ask them to list the facts about the life of deer in the four seasonsrespectively.3)Sum up Ss’s results2. Introductory remarks:1) What do you think life depends on?Money, love, or something else?2) where does energy come from?Food, spirit, God, or what?3)what happens to life there is no food , or source of energy?if life useless after it comes to an end?4) Life is energy, isn’t it? What do you think?The planet we live on is made up of 2 major components: living organisms and inorganic substances. As far as living things are concerned, life spans vary. Some may live for thousands of years, while others live only a few seconds. Regardless of the this difference, every life develops from a lower stage to a higher stage until its death, and every species develops in this way, too. But what makes life perform in this way? What happens after life? Our earth has been functioning for billions of years. What has made it work for so long? Let’s have a careful study of the text 3. New words and phrases studyStudy of the words and phrasesNew words and old wordsTeacher students(old words or expressions) (new ones)tendency turn of mindmoney currencychange into convert intoautumn fallsomething stored reservesrare scarceto satisfy the demands to meet the needsarea regionplentiful amplepossessions resourcestore depositspend expendsleepy drowsybecome liquid meltat the same time meanwhilebasic fundamentaltherefore hencecollect accumulateinside internalsmall wooden house cabinEnglish and Chinese PhrasesTeacher(Chinese) students(English)注重/有……的倾向 a … turn of mind生态系统an ecological system 倚赖to depend on年复一年from year to year尽可能多as much as one can旺季times of plenty储存的脂肪reserves of fat/stored fat 不甚出名,鲜为人知less well known能说明问题的例子 a good case in point 营养食品nutritious food生理成熟physically mature生育to give birth to食物资源food resources熬过冬天to survive the winter/to pull through the winter 大雪deep snow小雪light snow基本规律 a fundamental ruleII. While-reading Activities1.Text and questions for discussion .Lines 1-61.what does “love makes the world go round” mean?People with a romantic turn of mind think that love, romantic love, is what makes life worth living..2.why does the author say that energy is the “currency” of the ecological system?An ecological system is all the plants, animals and people, and their surroundings, considered as a whole, In the commercial world, money is the currency , or means of survival. For life, the most important support is food, the source of energy for life, which allows growth, reproduction, and survival.Lines 7-121.what do wild animals do with the food in different seasons? Why do they do so?Wild animals seem to know when there will be plenty of food and when there won’t. so they eat as much as they can when there is plenty of food so that they can become fat and strong and grow well. In winter, they have little to eat. But they do not starve because the fat they have stored in their bodies brings them through this hard time.Lines 13-221.what does “ this is good timing” mean?This means that the female deer uses the most suitable seasons, i.e.summer and fall, for the birth of fawns and the production of milk because both the conception and production cost the female deer much energy and in both seasons there is plenty of food, which meet the deer’s physical needs.Lines 23-311.to what does the author compare the process of fat reserving?A bank savings account, from which one can draw when he needs the money. Lines 32-441.what is the phenomenon of lowering metabolism?The heart rate slows. The animal becomes slow and drowsy. Therefore, the use of and need for energy is reduced.2.what protects the deer from cold winter? How does it work?They undergo physical and internal physiological changes, i.e. the hair growth andthe slow metabolism. The thick hair keeps the deer warm and the slow metabolism makes the deer consume less energy, which is stored in the form of fat for use when they need it for growth.Lines 45-561.what decreases as winter progresses?The deer’s activities.2.why were people advised to behave like that?To use less oil and electricity for conserving energy to pull through the crisis.3.what does the author imply by “watched the deer”?He implies that men can learn from the deer to reduce unnecessary cost of energy. Lines 57-641.“…to pull them through”. Can you say it in other words?…to help them survive the winter.2.what is the fundamental rule of life?The more fat the deer reserve, the more chance there is for them to survive the crises. Only the largest and strongest are likely to survive.3.Is the fundamental rule of life applicable to human beings?Yes. If we human beings do not protect nature and ourselves by saving energy, we will be punished by nature and will eventually be wiped out from this planet. Lines 65-681.what is the life cycle?Food-energy-life-survival-reproduction-death-food-energy-other life… .Food –energy-seek more food-new energy-food…..Energy is vital to our world. But energy is not always plentiful. The supply can vary, either seasonally or for other reasons. Some animals, the white-tailed deer, for instance, have developed natural ways or varying their own use of energy with the variations of the supply. Human beings can and should learn this lesson for their own survival.2. Teacher explains the key points in detailsturn of mind1.what is your turn of mind?I have a logical turn of mind, or literary/critical/philosophic/humorous/optimisticturn of mind.2.what kind of person is likely to create things?A person of a creative turn of mind is likely to create things.3.what words can you use to describe people of different turns of mind?Down-to-earth, poetic, business-like, humorous, etc.Depend on1.How do crops grow?They depend on the sunlight,water, and fertilizer for growth.2.How are the prices of commodities set?They mainly depend on the relation between demand and supply.A case in point1.can you give an example of a successful person?Yes. A case in point is Thomas Edison, a great inventor.2.can anything heavier than air stay in the sky?Yes. A case in point is the helicopter.3.How can we conclude that a person is selfish.A case in point is…Meet…needs1.why do people drink so much water on the sports ground?They have to meet their body’s needs for water as they play in the sun.2.why does a factory install another assembly line?They want to meet the needs of increasing production.Draw on1.How can a good writer write so many interesting stories?He draws on his experience, knowledge, observation, perception and interpretation of life for the material of his stories.2.How can a person put forward such a peculiar idea?I think he’s drawn on his imagination.Slow down1.what is a driver expected to do if a police car comes towards or follows him/her?He/she is expected to slow down and then stop by the road side.2.what does a runner do after he passes the finish line?He slows down and stops.Pull through1.what should you do in face of difficulties?I should use my skills, work hard,and sometimes I should take somebody’s advice.This might help to pull me through the difficulties.2.why was the little boy, Schatz,waiting for death?He believed he had a fatally high temperature and would not pull through.3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to the newwords and topic.Unit 3 Why Do We Believe That The Earth Is Round? Teaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know the author’s purpose is to teach Ss to have a correct attitude towards knowledge and accepting of knowledge by taking the examples of other’s arguments of the shape of Earth.2 About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: preface, remark, cite, exaggerate, mast, appeal, analogy, cast, precarious, produce, burden, botherPhrases & Expressions: appeal to, follow up, for the sake of, throw light on, shaped like, cast on, fall back on, stray away from,Grammar:3. About the reading, Ss should know the reading skills of telling difference bwteenfacts and opinion sentences.4. About the writing, Ss should get to know the writing skill—coherence.5. About the listening, Ss finish the Unit 3 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information1)George Orwell2)George Bernard Shaw3)The Flat Earth Theory and the Round Earth Theory4)Eclipses5)Playing Cards6)Comrade Mao Tse-tung on knowledge, on Direct Experience andIndirect Experience2. warm-up questions and introductory remarks1)Do you believe that the earth is round? Why?Yes, I do, because science proves that it is true.2) Have you heard of other conclusions about the shape of the earth?What are they? Why don’t you believe them?Yes. The earth was said to be flat or oval. I don’t believe them because the photos from satellites or the scenes of eclipses show that it’s round.2)why is “the earth is round” put in a question?3.Key words and expressions:study of the words and phrasesnew words and old wordsteacher students(old words or expressions) (new ones)forward prefacesay,argue remarkquote citesimply merelyaccept without question swallowoverstate exaggerateattract appeal tofor the good of for the sake ofpole on a ship mastbend curvecomparison analogyquickly promptlyround plate discthrow castgo to aim atinsecure precariousturn to for help fall back onin another way otherwisemove from stray away fromshow produceload burdentake trouble botherEnglish and Chinese PhrasesTeacher(Chinese) students(English)在某处somewhere or other序言the preface to中世纪the middle ages普遍认为the widespread belief that 普通人the ordinary citizen迎合口味appeal to我的…完蛋了bang goes my…求助于fall back on不屑一顾would not even bother to 反驳say…against天体heavenly body由此可见it will be seen that靠不住的理由precarious reasons知识面the range of knowledge 无力的论据weak argumentII. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in details.Appeal to1.do detective films appeal to you?Yes, ….No, … .2.what kinds of books appeal most to youth?Books on …3.why are children’s clothes colorful?Bright and colorful clothes usually appeal to children.Follow up1.what do the police do if a case is reported to them?They follow up the case.2.what do you do if you read an interesting story series on a newspaper?I follow it up.For the sake of1.what do people usually do for the sake of health?They eat healthy food, do exercises and don’t smoke,don’t…2.why is it necessary to widen the streets?It’s necessary to widen the streets for the sake of a smoother flow of traffic. Throw light on1.what is the use of the background knowledge of a story?It throws light on it.2.why are illustrations, data and charts or tables necessary in scientific reports orbusiness presentations?They throw light on the reports and presentations.Shaped like1.Why is a UFO also called a flying saucer?It is shaped like a saucer.2.what is a space shuttle like?It is shaped like a huge plane.Cast on1.what can you see on a moon-lit night in the open?I can see my shadow cast on the ground.I can see the shadows of the trees cast on the wall/window.Fall back on1.why do you set aside some money every month?I set aside some money every month so that I can fall back on it if I get sick orbecome unemployed.2.what do you do when you get lost in a new city?I fell back on the police.Stray away from1.what must you bear in mind when you walk along a path in an area of swamp?I must not stray away from the path.2.what kind of people don’t you like to talk to?I don’t like to talk to those who often stray away from the topic.Text and questions for discussionLines1-71.why is “ Saint Joan” in italics?It is the name of a play. See note 3 in your textbook.2.who is Bernard Shaw?See Note 4 in your textbook. He is widely considered the treatest British dramatist since Shakespeare. He was awarded the Nobel Prize for literature in 1925. For more details, refer to Note 1,2. in Teacher’s book.3.what do “gullible and superstitious” mean?Gullible means willing to believe anything or anyone, easily deceived.“superstitious” means willing to believe something that cannot be explained by reason or science or that brings good or bad luck.4.can you paraphrase “swallows this theory”?accepting the theroy blindly without questioning and suspicions.Lines 8-131.what does “it” refer to in the sentence “ the light it throws on modernknowledge”?It refers to “ the question”2.what is the question that is worth following up?Are we too gullible and superstitious today?3.why does the author only tend to speak of ordinary men when answering why webelieve that the earth is round?Ordinary men don’t have the espertise to prove it scientifically.Lines 14-191.why is a distant ship invisible but its mast and funnel can be seen from theseashore?Look at the picture on the next page.2.can you paraphrase “what can I say against it?”I can refute the Flat Earth theory but I need more proofs to refute the Oval Earththeory.Lines 20-261.does the aut hor really “play cards”?no. this is a figure of speech used to mean preenting an argument point by point.“the first card I can play” means the first pointi can make to support my argument.2.what does “analogy of the sun and moon” mean?To compare the earth to the sun and the moon.Lines 27-311.when does a lunar eclipse occur?When the earth passes between the sun and the moon and blocks the sunlight, or casts its shadow onto the moon, a lunar eclipse occurs.e the Oval Earth theory to refute the author’s eclipse argument.The shadow cast on the moon is round, but it doesn’t follow that the earth is spherical. It may perfectly well be flat like a disc.3.what is the author’s argument about the eclipses based on?Publications, such as newspapers and magazines.Lines 32-391.what does the author mean by “ the minor exchanges?”the less important points of debate.2.what does the author think of his previous defeats?He considers them minor/unimportant points, and he is hopeful to win in thedebate.3.who is Royal?See note 6.4.which is higher, Queen,King, or Ace?King is higher than Queen,and Ace is higher than King.5.can you paraphrase the last sentence?Refer to note 23.Lines 40-461.what does “bang goes my ace” mean?My ace doesn’t work. I lose my ace. My argument isn’t conclusive.2.what does the author think of his “ last card”?he believes that the last point of his argument defeats the Oval Earth man.Lines 47-601.what does the author think of his evidence?He doesn’t think it convincing enough.2.what does “an exceptionally elementary piece of information” mean?A piece of information that everyone knows.3.what is this piece of information?The earth is round.4.can you use a Chinese saying to explain “when the range of knowledge is so vasthat the expert himself is an ignoramus as soon as he strays away from his own specialty”?隔行如隔山5.what does “ credulous” mean?Ready to believe, without evidence.3.T asks Ss to come out the main idea, structure of the text (10mins)Summary questions and Concluding remarks1.what cards does the author play to refute opinions different from his?The phenomenon of the seashore view, the analogy of the sun and the moon, the earth’s shadow, the newspapers and books, the opinions of the experts, andnavigation.2.do you have any other cards to support the author?High above on a plane, we can see the curved horizon, still higher above in a space ship, astronauts tell us that the earth is round, like a ball. Pictures taken from spaceships or sky labs show the earth in no other shape than spherical.3.can you sum up the main idea of this text?III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to the new words and topic.Unit 4 Jim ThorpeTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know Thorpe’s experiences before and after his career success and the influence of racial discrimination towards American Indians.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: await, arrival, beat, opponent, bunk, strain, utterly, glide, bewildered, desert, declinePhrases & Expressions: build on, breeze through, catch up withGrammar:3. About the reading, Ss should know the usage skimming.4. About the writing, Ss should get to know how to write a recount.5. About the listening, Ss finish the Unit 4 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information2.Introductory remarks: This is a well-known story. The story may not be true,3.Warm-up questions1) who was Jim Thorpe?He was an American Indian, was a great athlete. He won both the pentathlon and the decathlon, the two most demanding Olympic events, in the 1912 Stockholm Olympic Games.2)Can you say anything about Olympic Games?---what is the symbol?Five interlocking circles,red,blue, yellow, black and green, on a white field representing the continents of the world joined in friendship.3)what is the motto?。
大学英语(全新版)第四册电子教案大学英语(全新版)第四册电子教案Unit Four The MulticulturalSocietyI. Teaching objectivesStudents will be able to:1.grasp the main idea( Man changes nature in order to live. However, man must also be careful not to disregard the lawofnature.)andstructureofthetext(Acomparison-and-contrast analysis of the two invasions);2.practice their critical thinking ability through in-depth discussions in issues mentioned in the text;3.master key language points and grammatical structures in thetext;4.conduct a series of reading, listening , speaking and writing activities related to the theme of the unit.II. Text AnalysisPeople tend to worship things printed in black and white.Yet we would like to cultivate in our students the ability to think critically. They should understand that not everything they read is true. At the same time they need to be able to , and they should be able to, justify their disbelief.Take Question 1 in the after-text Points for discussion for17/ 1大学英语(全新版)第四册电子教案example. Is Euro-centeredness really phasing out ? The economic and political power still rests with the whites, not the Asian Americans, African Americans, Hispanics , or Native Americans. Has white mainstream America really given up on policing the world? The 9/11/2001 event was tragic and should not have happened, but it does show that there are groups strong opposed to what they see as the interference of America and the West in affairs beyond their borders.Let's look at Question 2. According to the author, Los Angeles is a symbol of the future. Yet he hadn't anticipated theLos Angeles riots of 1992. (The essay was written before they took place.) During the riots, African Americans attacked Asian Americans, especially Korean Americans. Can the Los Angeles of 1992 stand for racial harmony?Now Question 3. Many Westerners, idea of the non-Western world is dated. However , nowadays the non-Western world, especially Asia, is developing at a rapid pace. People here have acquired quite a strong sense of time. A good case in point: if you observe the subway patrons in Hong Kong, Tokyo or Shanghai, they walk as fast as commuters in major cities in the West.In a word, our students must realize that there are always17/ 2大学英语(全新版)第四册电子教案different perspectives.II. Cultural Notes:IV. Language Study1.in decline/ on the declinelosing strength; declining 衰落中；衰退中e.g. He is still one of the world's most popular tennis players, but his game is in decline.Home cooking seems to be on the /in decline.现在在家做饭的人似乎越来越少了.She seemed to be recovering after taking some medicinesbut after a while her health was again in decline.2.debtn. 欠款；负债e.g. He had enough money to pay off his father's debts.He ran/ got into debt after he lost his job.失业后他歉了不少债.3.dropout: n. person who withdraws from conventional society or school逃避现实社会的人; 中途退学者e.g. a high school/ college dropout 中学/大学辍学者He was a loner and a dropout. 他是个不和群,逃避现实17/ 3大学英语(全新版)第四册电子教案的人.4.characteristicn. special mark or quality 特点，特征，特性e.g. Genes determine the characteristics of every living thing.5.dynamism: n. power , energy 活力; 精力e.g. She keeps a freshness and dynamism about her while others grow stale.当其他人变得无精打采时,她还保持着饱满的精神和充沛的活力.Ever since it adopted the reform and open up policy, China has shown to the outside world that it is full of dynamism.中国自实行改革开放以来,已经向世界表明这个国家充满活力.6.paralyzevt. make ineffective; make (sb.) lose the ability to move partor all of the body 使失去功能；使瘫痪e.g. He had a minor stroke in 1987, which left him partly paralyzed.The drug paralyzes the nerves so that there is no feelingor movement in the leg.那种药会麻痹神经,所以腿没有感觉,也不能动.17/ 4大学英语(全新版)第四册电子教案A sudden snowstorm paralyzed the city.突来的暴风雪使整个城市陷入瘫痪.7.thesisn. (pl theses) 论题，论点；论文, 毕业（或学位）论文e.g. Their main thesis is that inflation is caused by increase inthe money supply.8.precedentn. earlier happening, decision, etc. taken as an example orrule for what comes later 先例；惯例e.g. The trial could set an important precedent for dealingwith large numbers of similar cases.There are several precedents for promoting people who don't have formal qualifications.以前有过几起让没有受过正规教育的人升职的先例.Some politicians fear that agreeing to the concession would set a dangerous precedent.有些政治家担心,做出让步会开创一个危险的先例.9.have a/ the sense thatfeel/ believe/ realize that 感到；意识到e.g. As soon as we had the sense that something was wrong,we moved the children away.Although she said nothing , I had the sense that she was17/ 5大学英语(全新版)第四册电子教案annoyed.尽管她没开口,但我能感到她的不快.He had a sense that his guests were bored, though theywere listening politely.10.unprecedented : a. without precedent; never done or know before 无前例的; 空前的e.g. This century has witnessed environmental destruction on an unprecedented scale.本世纪人们对环境的破坏史无前例.In an unprecedented step, Walt Disney has the scene cut from the film.华特.迪斯尼让人把那个镜头从影片中删去了,他以前从未这么做过.11.pluralism: n. a condition of society in which numerous distinct ethnic, religious, or cultural groups coexist within one nation 多元主义; 多元文化e.g. After years of state control, the country is now moving towards political /religious/cultural pluralism.在国家集权统治了多年之后,现在这个国家正向政治/宗教/文化多元化发展.They are committed to democracy, human rights and pluralism.17/ 6大学英语(全新版)第四册电子教案他们决心为民主, 人权和多元化而奋斗.12.leave behindcause (sth.) to remain; fail or forget to bring or take 留下，遗留；未能（或忘记）带e.g. I am afraid we'll have to leave the dog behind at home.I arrived at the meeting to find I'd left my notes behind.13.mentalityn. characteristic attitude of mind; way of thinking 心理状态；思想方法e.g. Can you understand the mentality of someone who likesto watch animals fighting each other?He hopes that closer links between Britain and the rest of Europe will change the British mentality towardsforeigners.他希望加强英国给其他欧洲国家之间的联系能改变英国人对外国人的看法.14.plural : a. concerning, or made up more than one kind of, person or thing多元的, 多种的; 复数的e.g. We need to recognize that we are now living in a plural society.我们应该认识到我们现在生活在一个多元的社会里.17/ 7大学英语(全新版)第四册电子教案Very few countries allow people to have plural citizenship.没有几个国家允许国民拥有多重国籍.position : n. the way in which something is made , esp. in terms of different parts构成; 组成部分e.g. There were dramatic changes in the composition of the committee after the election.选举后委员会的构成有了重大改变.He's doing research into the chemical composition.他正在研究植物的化学成分.16.immigrantn. a person who moves as a settler to another country 移民e.g. Historically, the United States has attracted vast numbers of immigrants from around the globe.It was estimated that more than 11 out of every 20 New Yorkers were immigrants or the children of immigrants.ndscape: v. improve the aesthetic appearance of ( a piece ofland) by planting trees and shrubs, etc. 对(土地)作景观美化e.g. It will take us several months to landscape the garden.The slagheap is still an eyesore after it had been17/ 8大学英语(全新版)第四册电子教案landscaped.那座矿渣堆虽已经过外观处理, 但还是不顺眼.18.ultra-常与形容词结合构成新词,说明原词描述的品质超过平常, 极度. 例如, 说某人ultra-intelligent, 表示这人极聪明; 说某人后某物ultra-modern, 表示他们时常时髦或新潮; 说某种材料ultra-light, 表示那是超轻的.19.exploitation: n. selfish use; use for one's own benefit 剥削; 利用e.g. Britain's exploitation of its natural gas reserves began after the Second World War.英国对天然气资源的利用始于二战后.20.under-的构词能力比较强, 能与动词,名词, 过去分词结合构成新词, 表示某物不足后做的事在数量,质量上未达到预定的要求.e.g. 1) underestimate 低估, 看轻2)The hospital are under-financed. 这医院资金匮乏.3)He was an under-grown boys, thin, with a long pale face.他是个发育不健全的男孩,身材瘦长, 张着一张瘦长,苍白的脸.under-也可与表示职业, 工作的名词结合, 表示人在级别,地位上低于他人.17/ 9大学英语(全新版)第四册电子教案e.g. undergraduate 本科生; under-secretary 副部长21.constructivea. having a useful purpose; helpful 建设性的；有裨益的e.g. Criticism is welcome only when it is constructive criticism.After their meeting, both sides described the talks as frank, friendly and constructive.22.cooperationn. working or acting together for a common purpose 合作；协作e.g. The mission of the United Nations is to maintain world peace, develop good relations between countries, promote cooperation in solving the world's problems, and encourage respect for human rightsThe European Union is an organization dedicated to economic cooperation among European nations.23.conceptionn. idea about what sth. is like or understanding of sth.;process in which sb. forms a plan or idea 观念，概念；构想e.g. Their conception of love seems to be very different from our own.I had no conception of the finished product.17/ 10大学英语(全新版)第四册电子教案The symphony is admirable in conception.24.destructivea. causing destruction 毁灭（性）的；破坏（性）的e.g. Technology can be conceived as both a creative and a destructive process.The strong El Nino which occurred between 1982 and 1983 was the most destructive in more than a century.I worry about the destructive effect that violent films may have on children.我很担心暴利影片可能对孩子产生毁灭性的影响.25.show upput in an appearance; be present 出现；出席e.g. If I don't show up for class this morning, I'll be kicked out.I invited him for eight o'clock, but he didn't show upuntil nine-thirty.我请他八点来,可他直到九点才出现.We were expecting thirty people to come, but half ofthem never showed up.26.offendvt. hurt the feelings of; give offence to 伤…的情感；得罪e.g. Richard was deeply offended that people thought he'd17/ 11大学英语(全新版)第四册电子教案faked the story.He apologized for his comments and said he had no intention of offending the professor.I think she was a bit offended that she hadn't been invited to the party.她没有收到宴会的邀请,我觉得她有些不高兴.He looked a bit offended when you called him middle-aged.你把他称为中年人,他有些不快.27.in the ... senseas far as ... is concerned 在…意义上e.g. In the environmental sense, your plan to build a chemical factory is a disaster, whatever the economic benefits may seem to be.In the academic sense , this article is not well written. Security defined in the board sense of the term meansgetting at the root causes of trouble and helping to reduce regional conflict.从广义上说,安全意味着找出动乱的根本原因,减少地区冲突.28.mosaic: n. picture or pattern that is made by fitting together differently colored bits of stone, etc. 镶嵌画, 镶嵌图案;17/ 12大学英语(全新版)第四册电子教案镶嵌画般的东西th century mosaic 一幅十世纪的漂亮镶嵌e.g. a beautiful 10画The country is now a cultural and social mosaic due to the influx of several different ethnic groups.因为有来自不同民族的移民,这个国家现在成了一个文化和社会大熔炉.29.from the perspective offrom the viewpoint of 从…的观点来看e.g. From the perspective of women, the article is well worth reading.The novel Harry Potter is written from the perspective of a child.His father's death gave him a new perspective of a child.父亲的死使他对生命有了全新的看法.30.religionn. 宗教信仰；宗教e.g. Philosophy comprised all areas of speculative thoughtand included the arts, science, and religion.31.submergev. (cause to) go under the surface of water; cover or completely hide（使）沉没；淹没；遮盖17/ 13大学英语(全新版)第四册电子教案e.g. Submarines are designed to submerge and surface, and to maneuver quietly underwater to avoid detection.She was taken to hospital after being submerged in an icyriver for 45 minutes.她在冰冷的河中淹了45分钟,随后被送到医院32.harmonious: a. in agreement; free from ill feeling 和谐的; 和睦的e.g. She seems to have enjoyed a fairly harmonious relationship with al three of her children.The government is understandably reluctant to do anything which might spoil the harmonious relations between the country's ethnic groups.政府不愿做任何有损咯民族间和谐关系的事,这完全可以理解.33.harmonize : v. bring into harmony or agreement 使和谐; 使一致e.g. The garden has been designed to harmonize with the natural landscape.这座花园的设计意在使它与周围的环境融为一体.The plan is to harmonize safety standards across all the countries involved.这个计划是要使所有国家的安全标准一致.17/ 14大学英语(全新版)第四册电子教案比较: harmony n. 和谐; 和睦e.g. Your suggestions are not in harmony with the aims ofthe project.你的建议与这个计划的目的不一样.We must ensure that the tourism develops in harmonywith the environment.我们必须保证旅游业的发展与环境协调.34.ethnica. of a race or the races of mankind 人种的；种族的e.g. Although America's culture is becoming more uniform,its society remains a diverse mix of ethnic, racial, andreligious groups.Long-held ethnic tensions escalated into a violent armed conflict.35.essentiala. fundamental; most important; necessary 基本的；最重要的；必要的e.g. Most teachers agree that play is an essential part of achild's development.binationn. joining or putting together; state of being joined 联合，结合；组合17/ 15大学英语(全新版)第四册电子教案e.g. It is the combination of wit and political analysis that makes his articles so readable.37.stagnanta. unchanging; still and stale 停滞的；静止的e.g. Thousands of disputes between management and labor resulted from stagnant wages coupled with inflation.They tried to drain stagnant pools where mosquitoesbreed.The stagnant property market is making it very difficultfor many people to sell their houses.疲软的房地产市场使大量的房屋很难出售.Disease is a serious threat in the region because food is in shout supply and the water is stagnant.疾病对这个地区是个严重的威胁,因为食物短缺, 只有一滩滩死水.38.destinyn. one's fate 命运e.g. She wanted to be an artist, but destiny decreed that she should become a doctor.We are masters of our own destinyThe destiny of our nation depends on this vote.我们国家的命运系于这次投票.17/ 16大学英语(全新版)第四册电子教案She felt that her destiny had been shaped by her gender.她觉得她的命运因她的性别而注定.39.discouragevt. take away the courage or confidence of 使气馁；使沮丧e.g. Michael was so discouraged by repeated failures that he decided to give up his project.Many people were discouraged by the seemingly endless economic depression.17/ 17。
Unit One Men and Women’s Prejudices1.Teaching Objectives:In This unit, the students will:·listen and then talk about job prejudice·read about men's roles at home·learn new words and expressions·write about the differences between men and women·practice reading skills: Recognizing generalizations·practice translating skills: Multiples·practice describing structures of an organization·write a job advertisement·visit culture salon for a discussion on computers and the changes in women's employment2.Main contents and hours distribution:1)Lead in: Listen and Talk / 1 period2)Read and Explore (passage A and B) / 3 periods or more3)Write and Produce / 1 period4)Oral activities / 1 period5)Culture Salon / off class3.Main focus and points:1)Speaking:talk about prejudices against certain kinds of jobs, such as lawyers, nurses,teachers and so on.2)Words and expressions:to put forward a phenomenon and illustrate it from differentaspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.3)Reading skills: recognizing generalizations4)Translating skills: Multiples5)Writing skills: description of structure and organization and writing job advertisements 4.Extended contents:Passage C and D in Extended Book5.Teaching methods:Multimedia teaching tool. Student-centered and task-based teaching methods.6.Reference books:/7.Exercises and practice:Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.8.Further thinking:(Refer to the courseware)9.Teaching procedures:The first two periods (90m)1)(T←→Ss) Lead in / discussion: what prejudices do people have about certain kinds ofjob? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)2)(T←→Ss) Listening to the passage on page9 (10m)3)(Ss←→Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs.(14m)4)(Ss←→Ss) Communicative task 2: read dialogue 2, learn some tips and practice in pairs.(11m)5)Passage A:Pre-reading tasks1.(T←→Ss) What does father mean to you? Use one sentence to describe.2.(T←→Ss), (Ss←→Ss)Share your ideas:What kind of man could be called “ agood family man”? Is your father a good family man? Do you want to be /marry agood family man? Why?While reading tasksQuestions for thinkingThe first reading: reading through text A for reading comprehension in exercise 3.The second reading: fill in the blank about the detailed information of text A.Words and expressions: pick out some valuable sentences and words for students toanalyze and remember. Encourage them to use these expressions while writing.Reading reflection❖Generalizing main ideaRead the passage and generalize its main idea.( It’s mainly about some media trends toward diminishing the importance of fathers inthe U.S.)❖Sum up the media trends towards fatherhood.Marginalizing fathers;abusive husbands/deadbeat dads;At-home dads and working mothers are praised.At-home mothers and breadwinner fathers are devalued.At-home wives are regarded as “status symbols”, etc.Find words or expressions in the text which show the author’s attitude towards themedia trend of marginalizing fathers.6.(T←→Ss) Assignment: writing a composition on prejudices against men/women injob-hunting.The third period (45m)1)(Ss←→Ss) Prepare as many questions as possible about the roles of the father in the familyand interview your classmates with the help of the tips given on page 17.2)(Ss←→Ss) In groups of 4, interview your group members and write down their answers.(15m)3)(Ss←→Ss) Discuss in groups about your answers and draw a conclusion.4)(S←→Ss) Report to the whole class about your group’s opinions.The fourth and fifth periods (90m)1)(Ss←→Ss) Passage B: Discuss the following questions: would you like to change careers oreven give up jobs at the request of your spouse? Why or why not? (5m)2)(T←→Ss) Read through the text and in your own words generalize its main idea.3)(T←→Ss)Read the passage more carefully and try to complete the summary. (Seecourseware)4)(T←→Ss) Words and expressions: analyze some valuable sentences in passage B. (15m)5)(Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)6)(T←→Ss) Reading skills: recognizing generalizations and exercise 15. (15m)7)(T←→Ss) General writingDescription of structure and organizationFirst, read the introduction on p. 26.Study the expressions on p. 26.Write a description of an organization in your college or at the University such as the Students’Union, Science Association, etc. Be prepared to make an oral presentation on your work.The sixth period (45m)1) Role-play•Role A•You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself):•You feel that in such a marriage, you will:•develop a broader point-of-view•enjoy more straightforward, honest communication•share cultural backgrounds•have a chance to travel or live overseas•be able to raise bilingual children•You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman)from (name of country). I hope that you will give your approval."•Role B•You are the mother or father of a young person who has decided to marry someone who comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself):You worry that in such a marriage, your child will- quarrel too much over different ways of thinking- have a limited relationship because of language barrier- have difficulty with different customs, foods, etc.- risk being separated from family and relatives- raise children who are confused about their cultural identity (which culture they belong to) Your child will speak first. Listen, then think and respond to what he or she says.2) Comments and suggestionsUnit Two Culture1. Teaching Objectives:In this unit, the students will•first listen, and then talk about different cultures• read information about aspect of culture• learn more words and expressions• practice reading skills: distinguishing fact from opinions• practice translation skills: numbers• learn how to write a program for performance and a passage to introduce the internet•learn to talk about “ Is it necessary to protect traditional culture?” (e.g. on protecting old buildings)• visit culture salon for information about Chinese dragon culture2. Main Contents and Hours Distribution:1)Introduce the course and listening and speaking practice / 1 period2)Read and Explore (Passage A and B) / 4 periods3)Exercises / 1 period4)Write and Produce / 1 period5)Culture Salon / off class3. Main Focus and Points:1)Listening: for specific information2)Speaking: Inviting a friend to celebrate the Dragon Boat Festival3)Reading: Distinguishing fact from opinion4)Writing: Forming compound and complex sentences5)Language points: alter, compel, deceive, inflict, misrepresent, option, be capable of, betaken in, loud and clear, thanks to, with the exception of4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Teacher’s instruction and students’ discussion6. Teaching Procedures:The first two periods (90m)Task 1: (T←→Ss) Lead-in questions: Here are typical symbols of some major cultures.What do you think they represent respectively?Would you prefer to live in a monoculture or multi-racial society? Why?Visit Culture Salon about “Chinese Dragon Culture”.Task 2: (Ss ←→Ss)Sharing experienceThink about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates.Task 3: Talk About ItListen to Dialogue Sample 2 and try to answer the following questions.➢What time should a guest arrive?➢What generally does the guest first do when he/she arrives?➢If the guest is caught in a traffic jam, what should he/she do?➢If the guest has accepted an invitation and can’t make it, what should he/she do?➢Need the guest bring any gifts?Task 4: (T←→Ss) How much do you know about Shakespeare?Discuss the short paragraph on P 34 with your neighbor and point out the errors.Then look at the pictures of Shakespeare’s life and make comments based on these pictures.Task 5: (Ss ←→Ss) Lead-in listening (textbook)Ss are going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)Passage D Appreciating Cultural Differences Makes Good Business SenseTask 1. Skimming and Scanning1. It’s essential to understa nd the cultural differences if you want to be proved more reliablein commercial relationships.2. Japanese, Latins and Germans are playing vital roles in international business and trade.3. Latins like physical touching and small personal distance, so are Germans.4. Latins tend to be much more casual and informal than Germans and Japanese in manners.5. If you stare at your Japanese business associate at a meeting, he is most likely to turn awayhis eyes.6. Germans place both hands above the table when they are having dinners.7. It’s considered acceptable for the guests to make some negative comments about the foodserved if it is really badly cooked.Task 2. V ocabulary DevelopmentEach of the verbs and nouns in the following lists occurs in this passage. Choose the nounthat you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down.Task 3. Read and SimulateThe third period (45m)Culture Shock1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page.The 4th 5th periods (90m)1) (T←→Ss) Reading skills practice: Distinguishing facts from opinion2) (Ss) Read Passage B on cultural differences and answer the questions.3) (Ss) Translate the sentences into Chinese.4) (T←→Ss) Vocabulary Development5) Read and simulate6) (T←→Ss) Language points7) (Ss) Exercise 12, 13, 148) (T←→Ss) Assignment:Choose one aspect of culture in China or other countries and prepare a presentation to the class. The 6th period (45m)1)(Ss←→Ss) Ss’ presentation of different cultures in different countries.2)(T←→Ss) Comments and suggestions.Unit Three Copyright1. Teaching objectivesThis unit will1) provide students with materials to learn about Copyright;2) provide students with useful information about Copyright;3) provide students with practical reading skills: making references;4) provide students with translating skills: negatives;5) provide students with practical describing advantages and disadvantages;6) provide students with writing a letter of complaint;7) provide students with cultural information for a discussion on academic honesty.2. Course Arrangements and main contents1st period: Cultural salon + talk about it (half class)2nd period: Cultural salon + talk about it (another half class)3rd period: Listening comprehension, vocabulary of passage A (whole class)4th period: Analysis of passage A (whole class)5th period: Practical writing + communicative skills (half class)6th period: Practical writing + communicative skills (another half class)7th period: Passage A: exercises, Passage B: vocabulary (whole class)8th period: Passage B (whole class)3. Extended Contents:Passages C and D in Extended Book4. Teaching Methods:Teacher’s instruction and students’ discussion5. Teaching proceduresThe First and Second Periods (90m)Task 1: Warm-up questions1) Where do you get your favorite MP3 or mobile phone?2) Have you ever bought any fake products or pirated products? What are they?3) Why do you think people ignore or violate copyright?Task 2: Listen and fill inTask 3: Listen to the long conversation, and answer the following questions.Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions:1. 商标______2. 消协_____________3. 假货________4. 备份文件_________ Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:1. 盗版软件___________2. 正版产品___________3. 升级__________4. 不道德的___________Passage A: 10 Big Myths About Copyright1. Key words and expressionscopyright notice 版权标识violation 侵权Berne copyright convention 伯尔尼版权协定Usenet 世界性的新闻组网络系统fair use 合理使用civil law 民事法sue 起诉commercial value 商业价值2. Is it true? Please give the reasons.1) If it doesn’t have a copyright notice, it’s not copyrighted.2) If I don’t charge for it, it’s not a violation.3)If it’s posted to Usenet it’s in the public domain.4)My posting was just fair use.5)If you don’t defend your copyright you lost it. --- Somebody has that name copyrighted.6)If I make up my own stories, but base them on another work, my new work belongs tome.7)They can’t get me. Defendant s in court have powerful rights.8)Oh, so copyright violation isn’t a crime or anything.9)It doesn’t hurt anybody–in fact it’s free advertising10)They e-mailed me a copy, so I can post it.3. Read and thinkWhat do the members of the Dawson community value and respect?What is the pledge of the members?What kinds of behaviors are considered as plagiarism?What do you think is academic dishonesty? Please list some forms of it.The third period (454m)(T←→Ss)Practical writing + communicative skills1) Practical writing: Letter of ComplaintWriting a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.The 4th and 5th periods (90m)1. (Ss←→Ss) Reading skills practice: Making inferences + exercise 152. (T←→Ss)Content awareness questions:Why does the passage say the copyright owners are becoming more aggressive?Why do some managers encourage their people to do illegal copying?What is the lower limit set for severe punishment of copyright violation in the USA?What is the purpose for the TMA to offer fines?What does the two-month review of comments posted to Listservs show?3. (Ss) Read Passage B and translate the following sentences into Chinese.1)It’s getting more tempting to infringe on … Web content. (para.1)2)Some do it knowingly, assuming th eir chances of … prefabricated content.(para.4)3)The reality is: Whether the bulk of … paying a stiff fine.” (para.7)4)ASCAP and BMI, two organizations … are properly licensed to do so.” (para.10)5)Although many cases of abuse undoubtedly … among frequent presenters.” (para.12)4. Choose 3-5 sentences for others to remember, and give the reasons for your choice.5. Finish Exercises 10,12, 13.6.Assignment: Based on the information of Passages A,B, C and D and other sources ofinformation, prepare for a debate on a the topic:“Are copyright protection laws good or bad for poor countries?”The 6th period (45m)1) (Ss Ss) Ss’debate on the topic : “Are copyright protection laws good or bad for poor countries?”2) Comments and suggestions.Unit Four Language and Economy1. Teaching Objectives:1) This unit provides guidance to learners to listen and talk about the importance of English2) This unit tells learners the problems connecting with the development and influence ofEnglish3) This unit provides students with new words and expressions4) This unit broadens learners’ horizon in relation between language and economy2. Main contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore ( Passage A and B) / 4 periods3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1) Speaking: talk about influence of English and language and society2) Translation Skills Practice: translation of relative clauses3) Reading Skills: identifying tone4) Writing Skills: describing sizes and shapes5) Key words and expressions: in the name of, count, to a large extent, instead of, multiplicity,identify, claim, beyond.4. Extended Contents:Passage C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books:7. Exercises and Practice:Exercises 3,4,5,6 and 12,14,16,178. Further ThinkingSee PowerPoint9. Teaching Procedures:The first two periods (90m)1) (T←→ Ss)Introduction to the contents of the unit (5m)Britain’s colonial expansion established the pre-conditions for the global use of English, taking the language from its island birthplace to settlements around the world. The English language has grown up in contact with many others making it a hybrid language that can rapidly evolve to meet new cultural and communicative needs. In the 20th century English was closely linked to the rise of the US as a superpower. Its influence has extended beyond language itself to economics, technology and culture. In the same period, the international importance of other European languages, especially French, declined. Languages were not equal in political or social status, particularly in multilingual contexts. From the trend, English seems set to play an ever more important role in world communication, international business, and social and cultural affairs.2) (Ss)Listening practice task: Lead-in listening for brainstorming (10m)3) (Ss←→ Ss)Oral practice task: Speaking Practice referring the expressions in Communicative Tasks(10m)4) Passage A: (Ss←→Ss)The first reading: Understanding the general ideas of the passage (15m)Questions for thinking (5m)1. “Why does the author think of English as a lingua franca for the smooth functioning of the EU institutions?”According to the author, for a smooth functioning of the EU institutions, the use of English as a lingua franca would be infinitely better.2. “What the author’s conclusion about English as a lingua franca?”English should be used as a lingua franca in Europe simply because it may be “owned” by all Europeans — not as a cultural symbol, but as a means of enabling understanding.(T←→ Ss)Difficult sentences (8m)1. “Powerful translators’ lobbies fight for their raison d'etre”Paraphrase: The translators want to translate a variety of languages to make a living. Here,“raison d’etre” is a French word, which means reason for of justification of sb’s/sth’s existence.2. “In the name of the high ideal of linguistic equality a time-consuming, expensive and increasingly intractable translation machinery is maintained that is doing its best to translate the illusion of equality into illusions of multilingualism and translatability.”Paraphrase: For keeping the cumbersome illusion of making all the languages equal, some huge translation machinery is maintained to translate the various languages, which costs a lot of time and money.(T←→ Ss)Language Points (25m)(Ss←→ Ss)Summary of the Text (10m)The European Union(EU) decides to adopt a multi-linguistic approach in its organizations, therefore requiring all of its documents to be translated into each of the official languages of the EU. While this is a costly, and somewhat inefficient system, it does allow the EU to present an image of linguistic equality, which is symbolic of wider equality between its member states.In this article, the author severely challenges the EU’s language policy , by presenting the reasons why English would be a more ap propriate choice as Europe’s lingua franca. He states that English is suitable due to its flexibility, its wide usage and is diversity.The author argues against the common fears that a widespread use of English in EU member states will change other European languages, or destroy the identities of these languages altogether. He also addresses the concern that English carries a cultural identity which will be used as a form of cultural domination over non-native speaking countries. The author concludes that English has great potential for uniting the people of Europe, promoting mutual and could in fact strengthen their own national identities at the same time.The third period (45m)1) (Ss) Exercises 3, 4, 5, 6, (15m)2) (T←→ Ss) Reading Skills Practice: Identifying tone by using the title of Passage B (5m)3) (Ss)Reading Passage B and completing Exercise 10, 11 (25m)4) (T←→ Ss)Homework assignment12, 13, 14The fourth and fifth periods (90m)1) (Ss←→ Ss)Talk about Passage B (20m)2) (T←→ Ss)Language Points of Passage B (20m)3) (Ss) Exercises 12, 13, 14 ,16, 17, 18 (30m)4) (T←→ Ss)Solve the questions students ask (15m)5) (T←→ Ss)Homework assignment: Culture Salon (5m)The sixth period (45m)(Ss←→Ss)Discussion: Do you think Chinese English should be accepted as a variety of English1) Brainstorming (5m)2) Discussion (20m)3) Reporting (15m)4) Summarizing (5m)Unit Five Business Ethics1. Teaching Objectives:11)The students are informed of the ethics (such as morality, fairness, responsibility, charity,honesty, etc.) in business12)The Unit impresses learners with a proved conclusion that morality will never beoutdated and it is closely related to business success.13)The Unit rectifies the prejudice in business and set up confidence and methods for thosewho are dealing with business.14)The Unit provides learners with brand-new, practical words and expressions15)This Unit exercises appositive translation and letter of apology.16)The Unit informs us of the importance of corporate culture.2. Main Contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore (Passage A and B) / 4 periods or more3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1)Speaking: talk about merits and demerits in businessThe words and expressions which should be mastered:Well, I suppose the most important thing is ...It was far worse that that.Well, to begin with ...Yes, it was certainly a bad start.And take the tourist agency to court!Well it was like a nightmare!The main/essential/crucial/interesting thing is ...I can’t comment on that.I wouldn’t know about that.2）Grammar: Appositive Translation3）Reading skills: identify the author’s purpose4）Writing skills: Three paragraph Writing5）Key words and expressions: represent, consist of, establish, elect, facility, demonstrate, enrich, on the basis of, aim at, at large, apply for.4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books:/7. Exercises and Practice:Exercise 3, 4, 5, 6 and 11, 15, 17 19.8. Further thinking:See PowerPoint9. Teaching Procedures:The first two periods (90m)1)(T→Ss) Teacher’s introductio n of ethics and virtue in business (10m)Business Ethics, according to Cambridge International Dictionary of English, is a system of accepted beliefs in business, which controls behavior, esp. such a system based on morals in business. It has been a very popular topic recently. Business ethics examines morality, honesty, and virtues, etc in business. More and more people, esp. some CEOs in big companies have realized the importance of business ethics by trial and error. On the other hand, the traditional focus of business ethics is on the morality of action. This results in conclusions about which business practices are acceptable and which are not. For example, employees have ethical rights. When a business practice violates these rights, this practice is unethical.a)(T←→Ss) The pre=listening material (15m)b)(T←→Ss)Teacher’s remark of the passage A (5m)c)(Ss)Students’ skimming for the whole text and do exercise 3 (15m)d)(T←→Ss)Some questions about the content are raised (25m)e)(T←→Ss)Word class transference (10m)f)(S s←→Ss)The textual analysis (10m)The third period (45m)1)(S s←→Ss)A check of exercises 4,5,6 &20 (15m)2)(S s←→Ss) Oral Practice: Faithfulness in Business(1)Teacher’s summarization (5m)(2)The present situation of marketing economy (5m)(3)Vocabulary laying-off (5m)(4)Students’ individual lecture (15m)The fourth and fifth periods (90m)1)(S s←→Ss) Talk about the content of passage B (15m)2)(T←→Ss)Some involved sentences to translate (10m)3)(T←→Ss)Language points (65m)The sixth period (45m)1)(T←→Ss)Check of the exercises of Passage C and D (10m)2)(T←→Ss) Exercise of identifying the author’s purpose (the tone, point of view,attitude, etc.) (15m)3)(S s←→Ss) Writing skills mastery: Three paragraph Writing (Introduction,development and conclusion) (20m)Unit Six Psychological Health1. Teaching Objectives:a) The students are to test their own psychological situations with several questionnaires.b) The Unit impresses learners with different kinds of psychological problems and theimportance of being psychologically healthy.c) The Unit present learners with a new look of life.d) The Unit provides learners with brand-new, practical words and expressionse) This Unit exercises noun clauses translation skills and the way to make anquestionnaire.f) The Unit informs us of Weird Dresser2. Main Contents and Hours Distribution:a) Listen and Talk / 1 periodb) Read and Explore (Passage A and B) / 4 periods or morec) Write and Produce / 1 periodd) Culture Salon / off class3. Main Focus and Points:1)Speaking: Psychological problems2) Reading skills: Drawing Conclusion3) Writing skills: Write a passage Based on the Graph.4) Key words and expressions: abandon, arouse, conflict, markedly, self-esteem, root for,back up, stave off etc.4. Extended Contents:Passages C and D in Extended Book5. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books:/7. Exercises and Practice:Exercise 2-188. further thinking:Refer to the courseware9. Teaching Procedures:The first two periods (90m)1) (T←→Ss) Introduction to the contents of the unit (5m)2) (Ss) Task 1: Listening Practice for brainstorming (10m)3) (Ss) Task 2: Reading Practice (10m)Passage A: (T←→Ss) Questions for thinking (3m)(Ss←→Ss) The first reading: Get the main idea (5m)(Ss←→Ss) Understanding the details of the passage (10m)(T←→Ss) Difficult sentences (10m)(T←→Ss) Language Points (25m)(Ss←→Ss) Summary of the Text (10m)5) (T←→Ss) Homework assignment (3m)The third period (45m): impromptu writing(Ss←→Ss) Ss write an essay to your classmates and remind them to beware of drugs.The fourth and fifth periods (90m)1)(T←→Ss) Lead in questions and discussion (10m)2)(T←→Ss) Language focus and difficult sentences of Passage B (30m)3)(Ss←→Ss) Exercises 11, 15, 17, 19 (40m)4)(T←→Ss) Solve the questions students ask (15m)5)(T←→Ss) Homework assignment: Culture Salon (5m)The sixth period (45m) Oral English practice1) (Ss←→Ss) Preparation before class:Ss are required make a set of questionnaire on certain topics they are interested in.2)(Ss←→Ss) During class: Make a survey among the class, and prepare a reportof 2-3 minutes based on the research.。
