大学体验英语教案第4册25页精简版

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and follow the tape and explain some of the language points1) circular letter: a letter of notice or notification2) outdated: old- fashioned, out-moded, eg. an outdated building3) prejudice: n.成见 , 偏见 损害, 伤害 歧视eg.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。