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Unit 2Part I New Wordsdeclaration n.宜布，宜告，宜言，声明a declaration of independence 独立吉The government will issue a formal declaration tomorrow.政府将］•明人发布正式声明。
declare v.断言，宣称He declared （that） he was right.他力陈他是对的。
He declared his true feelings to her.他向她表门J* fl 12的真实感情。
independence n・独立；自主；自立Ive always valued my independence.我〜向很重视自己的独立。
I-Day美国独立纪念口（7月4日）Young people have more independence these days. 现在的年轻人更加独立自上□independent a.自主的;独立的India became independent in 1947.卬度于1947 年独立。
I wanted to remain independent in old age.我希望年老时还能白给Izl足（独立生活）。
obtain v.得到，获得；行，得到公认，应用Where can I obtain the book?我在哪里能买到（得到）这本书?These ideas no longer obtain.这些见解已经fi 不通了□Different laws obtain in different places.不同的法律适川在不同的地方besides prep./ad.除…以外（还）；而且，也He had other people to take care of besides me.除「我以夕卜，他还需要照料其他人。
I don't want to go; besides, I'm too tired.我彳、想去，再说我也太累了。
一、教学目标1. 理解课文内容，掌握课文中的重点词汇和语法知识。
2. 培养学生阅读理解和分析的能力。
3. 提高学生的口语表达能力，让学生能够运用所学知识进行简单的口语交流。
4. 培养学生的写作能力，让学生能够根据课文内容写出一篇完整的短文。
二、教学内容1. 课文内容：本文主要讲述了一位年轻人在面对生活困境时，通过坚持努力，最终实现了自己的梦想。
2. 重点词汇：determination、difficulties、opportunity、achieve、inspire 等。
3. 语法知识：现在完成时、条件状语从句等。
三、教学步骤1. 导入新课（1）展示图片，让学生根据图片内容进行简短的口语交流，引入话题。
（2）简要介绍课文背景，激发学生的学习兴趣。
2. 阅读课文（1）学生自读课文，理解课文大意。
（2）教师引导学生分析课文结构，总结课文内容。
（3）讲解重点词汇和语法知识，让学生进行跟读和练习。
3. 口语练习（1）分组讨论，让学生运用课文中的词汇和语法知识进行口语交流。
（2）教师挑选几组进行展示，给予点评和指导。
4. 写作练习（1）教师布置写作任务，要求学生根据课文内容写一篇短文。
（2）学生独立完成写作任务。
（3）教师批改作文，给予点评和指导。
5. 课堂小结（1）回顾本节课所学内容，强调重点词汇和语法知识。
（2）布置课后作业，巩固所学知识。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、口语表达能力和写作水平。
2. 课后作业：检查学生的作业完成情况，了解学生对本节课内容的掌握程度。
3. 课堂测试：通过课堂测试，评估学生对本节课重点词汇和语法知识的掌握情况。
五、教学反思本节课通过阅读、口语和写作等多种形式，让学生在轻松愉快的氛围中学习英语。
在教学过程中，教师应注重激发学生的学习兴趣，培养学生的阅读理解、口语表达和写作能力。
同时，教师应关注学生的个体差异，给予学生充分的关注和指导，提高学生的学习效果。
Book 2 Unit 2 A The Humanities: Out of Date教学重点：1.To talk about significance of the humanities and major choosing2.Reading skill: getting the topic sentence in each paragragh3.Listening still: getting the required information by identifying thesignial words4.Master the key language points and grammatical structures in the text 教学难点：1.Application of the phrases and patterns2.Oral practice in class: list the reasons for major-choosing3.How to idnetify the signial words in Listening4.Writing paragraphs with the structure ----cause+effect+reasons教学过程：Task 11). for students: group discussion and representationQuestion:How do you think of your current major If you were given a second chance to choose your major, what would you select and whyTips:---If I were given a second chance to choos e my major, I would choose …• accounting, computer science, psychology,•civil engineering, philosophy, medical technology …• popular, interesting, e njoyable, promising, practical, meaningful, beneficial, well-paid …2). for teachersBackground knowledge: The humanitiesThe humanities are a group of academic disciplines that study the human condition, using methods that are primarily analytical, critical, or speculative. Therefore, they are distinguished from the approaches of the natural sciences. Today, humanistic knowledge continues to provide the ideal foundation for exploring and understanding the human experience.Task 2: Text Learning and Discussion1) For students: Discussion in class:Question:: group discussionWhat liberal arts / humanities courses do you learn in college Do you think they are necessary for your educationTips: I learn Chinese, English, philosophy, psychology, history … in college. I think they are an essential part of the college education and benefit me a lot.--gain more insight in life and society--- better understand and predict human behavior--realize different interpretations of life and history - - understand the past which has created the present-- be aware of cultural and religious differences2) For teachers:Text structure analysis and text learningThe passage can be roughly divided into three parts:Part I Introduction (Paras. 1-5) covers five paragraphs, which introduces the background information to the argument. -- Why college students tend to move away from the humanities to “hard skills”.Part II Argumentation (Para. 6—9) presents the advantages of studying the humanities.Part III Conclusion (Para. 10) summarizes the main idea stated in the arguments.Task 3: Detailed studies of the text and sentence structureFor students:1) making sentence by using the given words, such asmajor in, in succession, be bound to, speculate aboutinvest sb with sth be liable to boost one’s prospects 2) try to translate some sentence in classEg: … a college education is more and more seen as a means for economic betterment rather than a means for human betterment. (Line 3,大学教育越来越被看成是改善经济而不是提升人类自身的手段。
Book2Unit 2 Lessons from JeffersonTeaching Hours: 4 hoursStudents’ Level: Freshmen of non-English majors in the 2nd semester.Teaching Objectives:1.Get to understand Jefferson and learn his ideas and its meaning in the society of present. Understand “Go and see”, “You can learn from everyone”, “Judge for yourself”, “Do what you believe his right”, “Trust the future; trust the young”, “only a nation of educated people could remain free”. Try to understand the history of the Declaration of Independence; Jefferson’s devoting and achievements; the presidents: Washington and Lincoln2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Key Teaching Points:Key Words: action, agreement, appoint, conflict, constantly, create, custom, educate, error, existence, false, hesitate, influence, latter, obtain, hesitate, talent, threaten.etc. Phrases & Expressions: get out of one’s way, leave to, act on, leave behind, in existence, above all,etc.Grammar: omitting sentences, …nor, emphasize sentencesTeaching Procedures:Part I Warm-up QuestionsAsk students some questions as a lead-in to the text.1）Do you admire any great political figures or statesmen both at home and abroad? Who are they? And why?Zhou Enlai was one of the major leaders of the Chinese Communist movement. He was the first premier of the People's Republic of China, a post he held until his death in 1976. He was educated in Japan and Europe and achieved high rank in the Communist movement at an early age. He was well known as a skilled internationalnegotiator.The Chinese revolutionary leader Sun Yat-sen had a tremendous impact on the development of modern China. Sun was the catalyst in the overthrow of Manchu rule.As prime minister of Britain during World War II, Churchill roused the British to stand against Nazi Germany. The sight of Churchill, with his cigar and two fingers raised in a "V for victory" salute, inspired Britons to rise to what he called "their finest hour."Napoleon Bonaparte was the greatest military genius of the 19th century. He conquered most of Western Europe and Egypt for France, while instituting reforms in these new territories aimed at guaranteeing civil liberties and improving the quality of life. He crowned himself emperor of France in 1804 and introduced reforms intended to unify the revolution-fractured nation. Many of Napoleon's reforms are still in effect today.2). Of the American presidents, how many do you know? Can you recognize the people in the following pictures and say something about them?George Washington (1732-1799): Commander-in-Chief of the Continental Army during the American Revolution, statesman and first President of the United States, born in Westmoreland County, Virginia on February 22, 1732.Abraham Lincoln (1809-1865): the 16th President of the United States, born on February 12, 1809 in a backwoods cabin three miles south of Hodgenville, Kentucky, preserved the Union during the Civil War and brought about the emancipation of the slaves.Franklin D. Roosevelt (1882-1945): the 32nd President of the United States; elected four times; instituted New Deal to counter the great depression and led country during World War II.Bill Clinton (1946-): the 42nd President of the United States (1993-1996) and the first president born after World War II, elected to a second term in 1996Part II Pre-reading ActivityI. Proverbs & SayingsLead the students to learn the proverbs and sayings related to the topic.1. One boy is a boy, two boys half a boy, three boys no boy.一个和尚挑水喝，两个和尚抬水喝，三个和尚没水喝。
大学英语精读第三版第二册教案教案标题：大学英语精读第三版第二册教案教学目标：1. 帮助学生提高大学英语阅读能力，包括理解文章主旨、理解文章细节、推理推断等。
2. 培养学生的词汇积累能力，扩大学生的词汇量。
3. 培养学生的阅读策略，提高学生的阅读速度和理解能力。
教学重点：1. 学会运用阅读策略，如预测、扫读、略读等，提高阅读效率。
2. 掌握文章主旨及细节的理解技巧。
3. 培养学生的词汇积累能力，扩大学生的词汇量。
教学难点：1. 培养学生的阅读策略，使其能够在有限时间内快速获取文章信息。
2. 帮助学生理解并运用文章中的高级词汇和语法结构。
教学准备：1. 大学英语精读第三版第二册教材及相关教辅资料。
2. 多媒体设备和投影仪。
3. 复印教材相关文章和练习题。
教学过程：一、导入（5分钟）1. 利用多媒体设备播放与本课相关的图片或视频，激发学生对话题的兴趣。
2. 引导学生回忆上一课时的内容，过渡到本课的学习。
二、预习导入（10分钟）1. 让学生自主阅读课文标题、段落标题和图片等，预测文章内容。
2. 鼓励学生提出问题并讨论，激发学生的思考和好奇心。
三、阅读训练（30分钟）1. 分段教学，引导学生通过扫读和略读等阅读策略快速获取文章主旨和细节信息。
2. 针对每个段落的重点句子和难点词汇进行解读和讲解。
3. 组织学生进行小组讨论，分享对文章的理解和感受。
四、词汇拓展（15分钟）1. 教师呈现并讲解本课文章中的重点词汇和短语。
2. 组织学生进行词汇拓展活动，如词义辨析、词汇运用等。
五、语法点讲解（10分钟）1. 教师讲解本课文章中的重点语法结构，并与学生一起进行练习。
2. 引导学生在阅读中注意语法结构的运用和理解。
六、练习与巩固（15分钟）1. 分发练习题，让学生进行阅读理解和语法填空等练习。
2. 引导学生相互检查答案，并进行讲解和讨论。
七、总结与反思（5分钟）1. 教师对本课的教学进行总结，强调重点和难点。
2. 鼓励学生提出问题和反思，促进学生对学习的思考和反思。
Unit2Lessons from JeffersonTeaching Time:8hoursStudents’level:non-English majors of the second semester of the1st year.Teaching Objectives:1.Get to understand Jefferson and learn his ideas and its meaning in the present society.Understand“Go and see”,”You can learn from everyone”,“Judge for yourself”,“Do what you believe his right”,”Trust the future; trust the young”,"only a nation of educated people could remain free”. Try to understand the history of the Declaration of Independence; Jefferson’s devotion and achievements;the presidents:Washington and Lincoln.2.About the text,Ss should grasp the text content,text structure,basic vocabularies and required grammar points of the section.Words:action,agreement,appoint,conflict,constantly,create, custom,educate,error,existence,false,hesitate,influence,latter,obtain,hesitate,talent,threaten.Phrases&Expressions:get out of one^s way,leave to,act on,leave behind,in-existence,above allGrammar:omitting sentences,...nor,sentences for emphasis3.About the reading,help Ss review the reading skills they’ve learnt.4.About the writing,Ss should get to grasp the skill of paragraphdeveloping—topic sentences.5.About the listening,Ss finish the Unit2directed by the teacher. Teaching Procedures:I.Pre-reading Activities1.Background introduction:the Declaration of Independence,social class,Jefferson&French Revolution2.T’s presentationKey words and expressions:A.New words and old wordsB.Chinese and English phrasesC.Study on Key Words and Phrases1.independencea)(n.)freedom from the control of othersE.g.American people impress on their children the value of independence.b)depend(vi.)rely on;be decided byE.g.The city depends considerably on its tourist trade.Our success depends on weather.c).dependent(a.)E.g.Promotion in this company is dependent on consistent hard work.d)independent:(a.)needing no help or support from othersE.g.He will never be independent of his mother.2.source:n.a)place where a river startsE.g.Let's follow the river to discover its source.b)thing or place from which es or sth.is obtainedE.g.Nobody there could find the source of the engine trouble.3.origin:n.a)the thing from which anything comes or risesE.g.The doctors are studying the origin of the disease.b)birth,ancestryE.g.He is an American of Chinese Origin.4.appoint:vt.a)name for an office or positionE.g.George's father was named(to be)/(as)/director of the factory.b)decide onE.g.We named the railway station as the place for the meeting.c)<derivative>appointment(n.)E.g.I have an appointment to see the manager at two.5.threat:n.a).a statement of what will be done to hurt or punish sb.E.g.The boys stopped playing ball in the classroom because of the monitor's threat to report it to the headmaster.b)a sign or source of possible evil or harmE.g.Those black clouds are a threat of rain.c)<derivative>threaten:(v.)to make a threat against;be a sign or source of possible evil or harmE.g.The boss threatened the lazy employee with dismissal.6.reject:vt.a)refuse to take,believe,use or considerE.g.He tried to join the army but was rejected because of his poor health.b)throw away as useless or unsatisfactoryE.g.Reject all the waste paper.7.hesitate:vi.hold back in doubt or indecisiona)<set phrases>hesitate to do(be reluctant to do sth.);hesitate about/over doing(feel doubtful about)E.g.Don't hesitate about/over taking this job,this might be your only opportunity.I hesitate to phone him at this late hour.b)<derivative>hesitation(n.)E.g.He felt some hesitation in joining us.8.prefer:(vt.)like better,choose rather thana)<set phrase>prefer doing/rather than doingprefer N./to do/doing/that-clauseprefer to do rather than(to)doE.g.I prefer to read rather than sit idle.Would you prefer that I(should)come on Monday instead of Tuesday.9.influencea)(n.)power to produce an effect,a person,fact etc.that has this powerE.g.Earthquakes have influence on the weather.b)(v.)have an influence onE.g.They tried not to be influenced by what he said.10.owe:v.a)will have to return/pay(money)back to(sb.)E.g.I owe him1000dollars.b)have or cherish(a certain feeling)toward(a person)E.g.I am sure I owe him no thanks.He was less than helpful.c)admit thankfully(sb./sth.)as the cause of(sth.)E.g.She owes her success to hard work.11.humble:a.a)low in positionE.g.Napoleon's humble origin did not stop his political ambition.b)having a modest opinion of oneselfE.g.I was surprised to find Einstein to be such a humble person.12.go out of one's way(to do sth):take particular trouble,make a special effortE.g.Both China and Britain went out of their way to reach the agreement.13.act on:take as a result of,behave according toE.g.The police are acting in information received.14.leave behinda)remain after one leave a placeE.g.His death left behind a long train of problems and difficulties.b)forget to takeE.g.He was already on his way to the air[ort when he realized he had lefthis suitcase behind.15.above all:most important of allE.g.Children need many things,but above all they need attention.D.Synonym Discrimination1.get obtainget:ordinary word,to receive or have by any meansobtain:to receive or have by spending time or energyE.g.This is what I want to get.Knowledge is obtained through study.3.source origin:the beginning of something or a starting point or placesource:the metaphorical to the fountainhead of a riverorigin:a remote beginning in time or placeE.g.We'll have to find a new source of income.The origin of the custom is unknown.4.appoint name:put(sb.)in or choose(sb.)for a positionappoint:the selection is made by someone officially charged with this dutyname:less formal,tells little about the chooser or the method of choice involvedE.g.The President appoint4d a new cabinet member.He was named captain of the team.5.reject refuse decline:to be willing to accept,receive or take into considerationrefuse:stronger than decline,suggesting firmnessdecline:to refuse politelyreject:more emphatic than refuse,implying an unmistakable denial E.g.I wonder why he refused to discuss the problem at the meeting.She rejected his marriage proposal.I declined her invitation to the party because I had a prior appointment.6.error mistakeerror:sth.done wrongmistake:wrong opinion,act or ideasE.g.We all make mistakes in our life.I find several spelling errors in my composition.Ⅱ.While-reading Activities1.Warm-up Questions(1)Who was Thomas Jefferson?(2)What lessons were left by him?Are those ideas out of date?2.Introductory Remarks---Thomas Jefferson,the well-known statesman,contributed to human progress by leaving a rich legacy of thought,which is still meaningful today.Let's study the text carefully and think about his lessons.3.Ss have the silent reading on the text(10mins)4.T explains the text in detail.Lines1--131.Questions for Discussion(1)What are they famous for,Washington,Lincoln and Jefferson?---Washington is Well-known for his leadership in the American Independence War.Lincoln is well-known for his role in abolishing slavery in the United States.Jefferson is well-known for his written of the Declaration of Independence.(2)What does the sentence"Many of his ideas are especially interesting to modern youth"mean?---His ideas are not out of date.Lines14--201.Questions for Discussion(1)What are the sources of knowledge?---Reading,information,investigate,observation,experiment,etc. (2)What are the advantages and disadvantages of personal investigation?---Advantages:to get first-hand material,not to have to rely on falseinformation or situations which have changed,ability to ask and answer your own questions.---Disadvantages:limitation in time and ability to travel,lace of money, no expertise on the subject.(3)Did he do the investigation single-handed?How do you know?---Yes.He went in a small boat,called a canoe.(4)What is the meaning of this lesson in modern society?---Getting first-hand knowledge is as important as ever.Lines21--28nguage PointsBy birth and by education Jefferson belonged to the highest social class. =Judging by his family and educational background,Jefferson was a member of the group with top social statue.Yet,in a day when few noble ever spoke to those of…except to give an order,Jefferson went out of the his way to talk with……a)those of humble origin:those born into families of low rank or stationb)"When few noble…give an order"is attributive clause,modifying "day".c)except:(prep.)butE.g.He had no choice except/but to take the job.He does nothing but sleep.d)<set phrases>speak to sb.:say hello to sb.in few wordstalk to/with sb.:have a conversation with sb. E.g.He is so proud that he is never speak to his neighbors.He never talks with me;at most speaks to me.2.Questions for Discussion(1)Who were"those of humble origin"?(2)Why didn't noble persons speak to those of humble origins except to give an order?---The noble persons thought they were superior and looked down upon the people of humble origins,but sometimes they had to,because they had to order those people to do things for them.(3)Why would going into the people's homes help understand the French Revolution?---If one looked at the miserable life they lived,he would understand why the people were dissatisfied and rebellious.(4)What is the meaning this lesson in modern society?---If you want to know about life,pay attention to the people,whatever their birth and occupation.Lines29--37nguage PointsNeither believe nor reject anything…because any other person has rejected or believe it.=Do not accept blindly other people's likes or dislikes without a careful independent thought.Were it left to me to…I should not hesitate a moment to prefer the latter.=If it were left to me to decide…I should choose the latter promptly for sure.2.Questions for Discussion(1)Why should a person make his own judgement?(2)What is a government without newspaper?---A society in which the government dictates what is right or wrong with no allowance for public reaction.(3)What is newspaper without a government?---A society in which newspaper provide people with information and the people make the judgement and decision.(4)What's the modern meaning of the lesson?---In a modern society,independent thinking is most important.Lines38--44nguage Points…for many years the object of strong criticism…a)object:(n.)goal,targetE.g.In the meeting I became the object of being criticized.b)(n.)purposeE.g.Their object is to investigate the matter thoroughly.c)(v.)be againstE.g.I objected that the statement was misleading.I objected to the plan.2.Questions for Discussion(1)What is a free country in this context?---A country where people have freedom of speech and thought. (2)Why did Jefferson never answer his critics?---He accepted the conflict.He respected their freedom to think their own thoughts.(3)What is"philosophy"here?---His overall viewpoint about life.(4)What do you understand his philosophy?---It's difficult to satisfy both sides,it's natural that there are two sides to every question.(5)What is the meaning of this lesson in modern society?---Think and act on your own thoughts and don't be afraid of criticism. Lines45--51nguage PointsHow much pain has been caused by evils which have never happened. =A great deal of pain and suffering has been caused by worrying about bad things which never came to pass.2.Questions for Discussion(1)What are customs which have lost their usefulness?Give an example. ---Customs which no long have meaning today.Foe example,womenhave to stay at home and should not have their own career.Children should not interrupt while parents are speaking.Students should not argue with their teachers.(2)Why cannot a society make a perpetual constitution or a perpetual law?---Society changes and people's ideas change,too.What's good today is not necessarily good tomorrow.(3)What's the modern meaning of this lesson?---Be optimistic,keep up with the times.Lines52--69nguage Points…be superior to any other in existence.=be better than any other that is existing.a)be superior to:be better thanE.g.The new machine is superior to the old ones in that it consumes less fuel.American education owes a great deal debt to Thomas Jefferson. =Jefferson is well-known for his great contribution to the development of education in America.2.Questions for Discussion(1)What are"the tasks of ordinary life"?---Routine work we have to do in our daily life.(2)Why have so many people thrilled to his words?---Because his words have touched his people and reflected what they wanted to say.(3)Who are his country men?---The Americans.(4)What is a nation of educated people/---A country whose people are well educated.5.T asks Ss to come out the main idea,structure of the text(10mins)6.T summarizes the main idea and structure of the text(5mins)Ⅲ.Summary Questions and Concluding Remarks1.Summary Questions(1)Can you conclude what kind of person Jefferson was and give your reasons?---A well-known statesman:president of the United NationsA thinker:philosophical instructions,ideasA writer:The Declaration of Independence,complete works of50 volumesAn educator:education reform,university founder,An architect:influential figureAn expert in agriculture:crop rotation,plow,soil conservationAn inventor:devices for daily uses,etc.(2)Which of the Jefferson's lessons do you think is the most interesting?Give your reasons.2.Concluding Remarks---Although he lived more than200years ago,Thomas Jefferson showed us many good examples and his ideas are not only interesting to modern youth,but also practical in the modern world.Ⅳ.Post-reading Activities1.Let the students do the exercises in the textbook which arc 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.。
#### 教学目标：1. 帮助学生掌握本单元的核心词汇和语法结构。
2. 培养学生阅读理解能力，提高对文章主旨和大意的把握。
3. 培养学生的口语表达能力，通过小组讨论和角色扮演等形式，让学生积极参与课堂活动。
4. 培养学生的写作能力，引导学生撰写一篇关于个人兴趣和爱好的短文。
#### 教学内容：- 单元主题：个人兴趣和爱好- 核心词汇：hobby, enthusiasm, passion, cultivate, pursue, satisfy- 语法结构：过去进行时、现在完成时#### 教学步骤：一、导入（10分钟）1. 利用多媒体展示一些学生感兴趣的图片或视频，引导学生谈论自己的兴趣爱好。
2. 提问：What are your hobbies? Why do you like them?3. 引出本单元主题：Personal Interests and Hobbies。
二、阅读理解（20分钟）1. 分组阅读课文，让学生了解文章大意。
2. 课堂讨论：What are the main points of the article? How do the authors express their opinions about hobbies?3. 解答学生疑问，讲解重点词汇和语法结构。
三、词汇学习（15分钟）1. 利用PPT展示本单元的核心词汇，让学生通过例句理解词义。
2. 进行词汇练习，如：填空、翻译等。
3. 学生之间互相检查练习，教师点评。
四、口语表达（15分钟）1. 分组讨论：Choose a hobby that you are interested in and discuss why you like it.2. 小组代表进行角色扮演，展示讨论结果。
3. 教师点评，指出学生的优点和不足。
五、写作训练（20分钟）1. 介绍写作要求：写一篇关于个人兴趣和爱好的短文，字数不少于150字。
2. 学生根据要求进行写作，教师巡视指导。
Unit 3 Lessons from JeffersonTeaching Time: 8 hoursStudents’ level: non-English majors of the second semester of the 1 st year.Teaching Objectives:1.Get to understand Jefferson and learn his ideas and its meaning in the present society. Understand “Go and see”, ”You can learn from everyone”, “Judge for yourself”, “Do what you believe his right”, ”Trust the future; trust the young”, "only a nation of educated people could remain free”. Try to understand the history of the Declaration of Independence; Jefferson’s devotion and achievements; the presidents: Washington and Lincoln.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: action, agreement, appoint, conflict, constantly, create, custom, educate, error, existence, false, hesitate, influence,latter, obtain, hesitate, talent, threaten.Phrases & Expressions: get out of one^s way, leave to, act on, leave behind, in-existence, above allGrammar: omitting sentences, ...nor, sentences for emphasis3.About the reading, help Ss review the reading skills they’ve learnt.4.About the writing, Ss should get to grasp the skill of paragraphdeveloping —topic sentences.5.About the listening, Ss finish the Unit 2 directed by the teacher. Teaching Procedures:I.Pre-reading Activities1.Background introduction: the Declaration of Independence, social class, Jefferson & French Revolution2.T’s presentationKey words and expressions:A.New words and old wordsB.Chinese and English phrasesC.Study on Key Words and Phrases1. independencea) (n.) freedom from the control of othersE.g. American people impress on their children the value of independence.b) depend (vi.) rely on ; be decided byE.g. The city depends considerably on its tourist trade.Our success depends on weather.c). dependent ( a.)E.g. Promotion in this company is dependent on consistent hard work.d) independent : (a.) needing no help or support from othersE.g. He will never be independent of his mother.2. source :n. a) place where a river startsE.g. Let's follow the river to discover its source.b) thing or place from which sth. comes or sth. is obtainedE.g. Nobody there could find the source of the engine trouble.3. origin :n. a) the thing from which anything comes or risesE.g. The doctors are studying the origin of the disease.b) birth, ancestryE.g. He is an American of Chinese Origin.4. appoint :vt. a) name for an office or positionE.g. George's father was named ( to be ) / ( as ) / director of the factory.b) decide onE.g. We named the railway station as the place for the meeting.c) <derivative> appointment (n.)E.g. I have an appointment to see the manager at two.5. threat :n. a). a statement of what will be done to hurt or punish sb.E.g. The boys stopped playing ball in the classroom because of the monitor's threat to report it to the headmaster.b) a sign or source of possible evil or harmE.g. Those black clouds are a threat of rain.c) <derivative> threaten : (v.) to make a threat against ; be a sign or source of possible evil or harmE.g. The boss threatened the lazy employee with dismissal.6. reject :vt. a) refuse to take, believe, use or considerE.g. He tried to join the army but was rejected because of his poor health.b) throw away as useless or unsatisfactoryE.g. Reject all the waste paper.7. hesitate :vi. hold back in doubt or indecisiona) <set phrases> hesitate to do ( be reluctant to do sth.) ;hesitate about / over doing ( feel doubtful about)E.g. Don't hesitate about / over taking this job, this might be your onlyopportunity.I hesitate to phone him at this late hour.b) <derivative> hesitation ( n.)E.g. He felt some hesitation in joining us.8. prefer :(vt.) like better, choose rather thana) <set phrase> prefer doing / rather than doingprefer N. / to do / doing / that-clauseprefer to do rather than (to) doE.g. I prefer to read rather than sit idle.Would you prefer that I (should) come on Monday instead of Tuesday.9. influencea) (n.) power to produce an effect, a person, fact etc. that has this powerE.g. Earthquakes have influence on the weather.b) (v.) have an influence onE.g. They tried not to be influenced by what he said.10. owe :v. a) will have to return / pay (money) back to (sb.)E.g. I owe him 1000 dollars.b) have or cherish (a certain feeling) toward ( a person)E.g. I am sure I owe him no thanks. He was less than helpful.c) admit thankfully ( sb. / sth.) as the cause of (sth.)E.g. She owes her success to hard work.11. humble :a. a) low in positionE.g. Napoleon's humble origin did not stop his political ambition.b) having a modest opinion of oneselfE.g. I was surprised to find Einstein to be such a humble person.12. go out of one's way (to do sth):take particular trouble, make a special effortE.g. Both China and Britain went out of their way to reach the agreement.13. act on :take as a result of, behave according toE.g. The police are acting in information received.14. leave behinda) remain after one leave a placeE.g. His death left behind a long train of problems and difficulties.b) forget to takeE.g. He was already on his way to the air[ort when he realized he had left his suitcase behind.15. above all :most important of allE.g. Children need many things, but above all they need attention.D. Synonym Discrimination1. get obtainget : ordinary word, to receive or have by any meansobtain : to receive or have by spending time or energyE.g. This is what I want to get.Knowledge is obtained through study.3.source origin :the beginning of something or a starting point or placesource : the metaphorical to the fountainhead of a riverorigin : a remote beginning in time or placeE.g. We'll have to find a new source of income.The origin of the custom is unknown.4.appoint name :put (sb.) in or choose (sb.) for a positionappoint : the selection is made by someone officially charged with this dutyname : less formal, tells little about the chooser or the method of choice involvedE.g. The President appoint4d a new cabinet member.He was named captain of the team.5.reject refuse decline :to be willing to accept, receive or take into considerationrefuse : stronger than decline, suggesting firmnessdecline : to refuse politelyreject : more emphatic than refuse, implying an unmistakable denial E.g. I wonder why he refused to discuss the problem at the meeting.She rejected his marriage proposal.I declined her invitation to the party because I had a prior appointment.6. error mistakeerror : sth. done wrongmistake : wrong opinion, act or ideasE.g. We all make mistakes in our life.I find several spelling errors in my composition.Ⅱ. While-reading Activities1. Warm-up Questions(1) Who was Thomas Jefferson?(2) What lessons were left by him? Are those ideas out of date?2. Introductory Remarks---Thomas Jefferson, the well-known statesman, contributed to human progress by leaving a rich legacy of thought , which is still meaningfultoday. Let's study the text carefully and think about his lessons.3.Ss have the silent reading on the text (10 mins)4.T explains the text in detail.Lines 1--131. Questions for Discussion(1) What are they famous for, Washington, Lincoln and Jefferson?---Washington is Well-known for his leadership in the American Independence War. Lincoln is well-known for his role in abolishing slavery in the United States. Jefferson is well-known for his written of the Declaration of Independence.(2) What does the sentence "Many of his ideas are especially interesting to modern youth" mean?---His ideas are not out of date.Lines 14--201. Questions for Discussion(1) What are the sources of knowledge?---Reading, information, investigate, observation, experiment, etc. (2) What are the advantages and disadvantages of personal investigation?---Advantages : to get first-hand material, not to have to rely on false information or situations which have changed, ability to ask and answer your own questions.---Disadvantages : limitation in time and ability to travel, lace of money, no expertise on the subject.(3) Did he do the investigation single-handed? How do you know?---Yes. He went in a small boat, called a canoe.(4) What is the meaning of this lesson in modern society?---Getting first-hand knowledge is as important as ever.Lines 21--281. Language PointsBy birth and by education Jefferson belonged to the highest social class. = Judging by his family and educational background, Jefferson was a member of the group with top social statue.Yet, in a day when few noble ever spoke to those of …except to give an order, Jefferson went out of the his way to talk with……a) those of humble origin : those born into families of low rank or stationb) "When few noble…give an order" is attributive clause, modifying "day".c) except : (prep.) butE.g. He had no choice except / but to take the job.He does nothing but sleep.d) <set phrases> speak to sb. : say hello to sb. in few wordstalk to / with sb. : have a conversation with sb.E.g. He is so proud that he is never speak to his neighbors.He never talks with me; at most speaks to me.2. Questions for Discussion(1) Who were "those of humble origin"?(2) Why didn't noble persons speak to those of humble origins except to give an order?---The noble persons thought they were superior and looked down upon the people of humble origins, but sometimes they had to, because they had to order those people to do things for them.(3) Why would going into the people's homes help understand the French Revolution?---If one looked at the miserable life they lived, he would understand why the people were dissatisfied and rebellious.(4) What is the meaning this lesson in modern society?---If you want to know about life, pay attention to the people, whatever their birth and occupation.Lines 29--371. Language PointsNeither believe nor reject anything…because any other person has rejected or believe it. = Do not accept blindly other people's likes or dislikes without a careful independent thought.Were it left to me to …I should not hesitate a moment to prefer the latter. = If it were left to me to decide…I should choose the latterpromptly for sure.2. Questions for Discussion(1) Why should a person make his own judgement?(2) What is a government without newspaper?---A society in which the government dictates what is right or wrong with no allowance for public reaction.(3) What is newspaper without a government?---A society in which newspaper provide people with information and the people make the judgement and decision.(4) What's the modern meaning of the lesson?---In a modern society, independent thinking is most important.Lines 38--441. Language Points…for many years the object of strong criticism…a) object : (n.) goal, targetE.g. In the meeting I became the object of being criticized.b) (n.) purposeE.g. Their object is to investigate the matter thoroughly.c) (v.) be againstE.g. I objected that the statement was misleading.I objected to the plan.2. Questions for Discussion(1) What is a free country in this context?---A country where people have freedom of speech and thought.(2) Why did Jefferson never answer his critics?---He accepted the conflict. He respected their freedom to think their own thoughts.(3) What is "philosophy" here?---His overall viewpoint about life.(4) What do you understand his philosophy?---It's difficult to satisfy both sides, it's natural that there are two sides to every question.(5) What is the meaning of this lesson in modern society?---Think and act on your own thoughts and don't be afraid of criticism. Lines 45--511. Language PointsHow much pain has been caused by evils which have never happened. = A great deal of pain and suffering has been caused by worrying about bad things which never came to pass.2. Questions for Discussion(1) What are customs which have lost their usefulness? Give an example. ---Customs which no long have meaning today. Foe example, women have to stay at home and should not have their own career. Children should not interrupt while parents are speaking. Students should notargue with their teachers.(2) Why cannot a society make a perpetual constitution or a perpetual law?---Society changes and people's ideas change, too. What's good today is not necessarily good tomorrow.(3) What's the modern meaning of this lesson?---Be optimistic, keep up with the times.Lines 52--691. Language Points…be superior to any other in existence. = be better than any other that is existing.a) be superior to : be better thanE.g. The new machine is superior to the old ones in that it consumes less fuel.American education owes a great deal debt to Thomas Jefferson. =Jefferson is well-known for his great contribution to the development of education in America.2. Questions for Discussion(1) What are "the tasks of ordinary life"?---Routine work we have to do in our daily life.(2) Why have so many people thrilled to his words?---Because his words have touched his people and reflected what theywanted to say.(3) Who are his country men?---The Americans.(4) What is a nation of educated people/---A country whose people are well educated.5.T asks Ss to come out the main idea, structure of the text (10 mins)6.T summarizes the main idea and structure of the text (5 mins)Ⅲ. Summary Questions and Concluding Remarks1. Summary Questions(1) Can you conclude what kind of person Jefferson was and give your reasons?---A well-known statesman : president of the United NationsA thinker: philosophical instructions, ideasA writer: The Declaration of Independence, complete works of 50 volumesAn educator: education reform, university founder,An architect: influential figureAn expert in agriculture: crop rotation, plow, soil conservationAn inventor: devices for daily uses, etc.(2) Which of the Jefferson's lessons do you think is the most interesting? Give your reasons.2. Concluding Remarks---Although he lived more than 200 years ago, Thomas Jefferson showed us many good examples and his ideas are not only interesting to modern youth, but also practical in the modern world.Ⅳ. Post-reading Activities1.Let the students do the exercises in the textbook which arc 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.。
