大学英语book1 Main Idea

Innovation English Integrated Course Book 1Unit OneAll on BoardObjectivesStudents will be able to:1.Grasp the main idea (that what can you do to adjust your dorm life when you start your first year in college.) and structure of the text (introduction of the topic by asking questions; development of the article by giving some suggestions; conclusion of the article by citing the ideas of experts);2.Appreciate how the author gives valuable tips to solve the problems he raised at the beginning;3.Acquire the key language points and grammatical structures in the text;4.Participate in a series of reading, listening, speaking and writing activities related to the theme of the unit.Suggested Teaching StepsLead-inText A➢Word Study➢Sentence Study➢StructureAfter-readingAdditional MaterialsLead-inDirections: Please translate the following proverbs into Chinese.1）Education has for its object the formation of character.(教育的目的在于品德的培养。

Teaching Plan of Unit 5, Book 1Work to Live or Live to WorkText A The Company ManTeaching Objectives:Students will be able to1.understand the main idea and structure of Text A ;2.Appreciate how the bitter and ironic tone of this text is mainly achieved (by choice of words andselection of details) and how emphasis and irony can be reached(by using some rhetorical device);3.learn to describe a person (A typical workaholic) by using some supporting details;4.master the key language points and grammatical structures in Text A and learn how to use them incontext;5.understand the cultural background related to the content;6.conduct a series of reading, speaking and writing activities centered upon the theme of the unit;7.Write a letter of condolence or sympathy letter in an appropriate way.Time Allotment: 4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about work.Suggested answers:1) All work and no play make Jack a dull boy; all play and no work makes Jack a mere boy. (English Proverb)2) Business sweetens pleasure, and labour sweetens rest.工作后消遣更愉快，劳动后休息更舒畅。

大学英语1考试题及答案一、听力理解（共20分）1. 根据所听对话，选择正确答案。

A) He is going to the library.B) He is going to the bookstore.C) He is going to the cinema.D) He is going to the museum.[答案] B2. 根据所听短文，回答以下问题。

What is the main idea of the passage?[答案] The main idea is about the importance of environmental protection.二、阅读理解（共30分）1. 阅读以下文章，选择正确答案。

According to the article, what is the author's opinion on the issue?A) The author strongly disagrees with the issue.B) The author is in favor of the issue.C) The author is neutral about the issue.D) The author does not express an opinion.[答案] B2. 根据文章内容，回答以下问题。

What are the three main reasons mentioned by the authorfor supporting the issue?[答案] The three main reasons are: 1) It promotes economic growth. 2) It improves the quality of life. 3) It fosters innovation.三、词汇与语法（共20分）1. 根据句子的语境，选择最合适的单词填空。

Book 1 Unit 1Text A Secrets of A StudentsBrief Introduction of the UnitNo matter what country they call home or what language they speak, college students all over the world share many interests and experiences. One of the strongest is the desire to succeed in school. The test A in this unit,“Secret of A students,”argues that good study skills are actually more important to academic success than intelligence and hard work. It offers eight practical tips to help you study more effectively.1. ObjectivesStudents will be able to:(1)grasp the main idea (the essence of writing is to write what one enjoys writing)and structure of the test (narration in chronological sequence);(2) master the key language points and grammatical structures in the text;(3) conduct a series of reading, listening, speaking and writing activities related to the theme the unit;(4) learn the way how to present the idea: from general advice to specific examples;(5)appreciate the importance of examples in exposition.2Time Allotment (6 class hours)3 Warm-up Activities(1) Based on the title, guess what the text is about.(2) Arrange the students in group of 4-6, depending on the size of the class; each group elects a chairman, a recorder and a speaker, and introduce the discussion topics;(a) What does your group like or dislike about English?(b) What are the greatest problems your group has in English study?(c)What methods do you think are good in your English study?4Text StructuresThis text is divided into three parts.The first part (1-3paragraph) tells us why A students do well in their study, even if they actually put in fewer hours than their lower-scoring classmates.The second part (4-11) shows us secrets of A students which include eight skills; concentrate, study anywhere, organize your materials, organize your time, learn how to read, take good notes, ask questions, and study together.The third part is to encourage all the students to learn and master the secrets in order to become A students.5 Cultural notes1) grading systemSchool, colleges and universities in Great Britain and the United States commonly use letter grades to indicate the quality of a student’s academic performance: A(excellent), B(good), C(average), D(below average), and F(failing). In the United States, work rated C or above is usually required of an undergraduate student to continue his/herstudies; work rated B or higher is usually required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.2) students at universitiesA university student who has not yet taken his or her first, or “bachelor’s” degree is an undergraduate. In the United States, a first-year student at a college or university, and in a high school as well, is called a freshman, a second-year student a sophomore, and a third-year student a junior, and a fourth-year student a senior. A student is a person who has completed a university degree course while a postgraduate (or graduate in the United States) is a person doing studies that are done at a university after one has received a first degree.6 Language Study1) Word-processingA) perform: (vi/t) do (a piece of work, sth one is order to do, sth one has agreed to do) 做，履行，完成; 演出，表演Examples:a)As a top student, she performs extremely well in every lesson.b)State-owned industries more often than not perform poorly.Derivative:a) performance:(n) [sing] process or manner of performing做，履行，完成; 演出，表演·To be faithful in the performance of his duties.Differences: act and performAct: 表示“充当、扮演或演出”，主要指演员在电影、戏剧中扮演角色，主语既可为演员，也可为电影、剧本等。

⼤学新视野英语1课程教案U4BOOK One (The Second Edition)Unit 4How to Make a Good ImpressionⅠ.Aims:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate the narrative skills demonstrated in the text;3.master the key language points and grammatical structures in thetext;4.conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.Ⅱ.New Lexis:impression conscious reaction range introduction spouse interview encounter focus persuasive presentation physical rate pitch tone absorbed how-to stride impress shake handshake consistent address match depress audience contact relax lighten powerful entertainment roar brood make up one’s mind range from…to…be committed to be absorbed in fix one’s eye’s on drive sb. crazy at one’s best lightenup take sb. or sth. seriouslyⅢ. Structure:1．We show our true feeling with our eyes, faces, bodies, and attitudes, causing a chain of reactions.2．You were so absorbed in the moment that you lost all self-consciousness.Ⅳ. Pre-reading Activities1．What may influence people’s impression of a person?physical appearance, energy, rate of speech, pitch and tone of voice, gestures, …2．You never get a second chance to make a first impression. Then, what can we do to make a good impression on others? (open-ended)Ⅴ. Background Information:Make a strong first impression: six tips that really workWe have all heard this warning: “You never get a second chance to make a good first impression.”Also, psychologists, writers, and seminar leaders caution that we only have from seven to seventeen seconds of interacting with strangers before they form an opinion of us. With thiswidely acknowledged pressure to “make our case”instantly, here are six tips for making your first impression a positive one.1.the greatest way to make a positive first impression is todemonstrate immediately that the other person, not you, is the center of action and conversation. Illustrate that the spotlight is on you only, and you’ll miss opportunities for friendships, jobs, love relationships, networking, and sales. Show that you are other-centered, and first-time acquaintances will be eager to see you again.2.Closely related: You’ll make a superb initial impression when youdemonstrate good listening skills. Give positive verbal cues: “Hmm…interesting!”“Tell me more, please.”“What did you donext?”just as actors benefit from prompts, your conversational partner will welcome your assistance in keeping the exchange going.Nonverbally, you show you’re a skilled listener by maintaining steady eye contact. Remember how you respond to the social gadabout who appears to be looking over your shoulder for the next person he wants to corner. Remember, and avoid that habit./doc/5a8c0c7f0129bd64783e0912a216147916117e6a.html e the name of a new acquaintance frequently. “Judy, I like thatsuggestion.”“Your vacation must have been exciting, Fred.”You show that you have paid attention from the start, catching the nameduring the introduction. Equally as important, you’ll make conversations more personal by including the listener’name several times.4.Be careful with humor. Although a quip or two might serve as anicebreaker, stay away from remarks that could bring about adverse results. Because you don’t know a stranger’s sensitivities, casual joking might establish barriers you can’t overcome, either now or later.5.Appearance counts. Several years ago, a professional colleagueoffered to meet me for lunch. I decided against wearing a suit, opting for a sport coat and tie. When he showed up in shorts and sandals, the message he conveyed was: “Bill, meeting you is a rather ordinary experience, and doesn’t call for me to present a business-like appearance.”Not surprisingly, that was the last time I met with him. True, standards for appropriate dressing have changed greatly. Maybe the best advice I can share came from a participant in a seminar I conducted. She said, “I don’t dress for the job I have now, I dress for the job I want to have.”6.As a communication specialist, I have to point out that an individual’s speaking style impacts the first impression, maybe more than we wish. Listeners judge our intelligence, our cultural level, oureducation, even our leadership ability by the words we select ---and by now we say them.StageⅠPresentationA.Vocabulary1. impression n. an effect, a feeling, or an image retainedWhat’s your first impression on your English teacher?成功⾯试的决窍在于被⾯试者能让⾯试者对他的优点留下印象。

Unit 1, Book OneSection A: Toward a brighter future for all1. Teaching Objectives:To know the meaning and usage of some important words, phrases and patternsTo study Passage A and understand the main idea of the textTo understand the structure of the text and the devices for developing itTo talk about college education2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises)Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. What is the ideal university like in your eyes?2. What are your expectations of your college life?3. What advice did your parents give you before you left for college?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-3) Opening part of the welcome speechPart 2 (para.4-7) Making the best of what you have.Challenging yourself.Facing new experiences.Opportunities and responsibilities.Part 3 (Para.8) Concluding remarks of the welcome speech.Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understandi ng and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1)pledge to do sth. 作保证，承诺China and the United states pledge to boost cooperation and exchange to ensure a better future for China-US ties.中美政府承诺将加强合作与交流以确保两国关系的未来更加美好。

Unit 2Text A Gaining a Foothold in the Business World1. Warming up activity1.1 leading-inRunning a business start-up like the one founded by Parker Maroney needs the, willingness to take risks, a passion towards a goal, and a clear vision on the part of the 13-year-old. But they are not enough for a successful entrepreneur. Bo Peabody, a well-known venture capitalist and founder of several quite successful companies, demonstrates through his interesting “A-students vs. B-students”theory that a partnership between a target-driven business starter and a perfectionist manager may even be more important and rewarding.1. 2 Listening:Directions: Listen to the following passage and fill in the blanks with what you have just heard.Script:Managers and entrepreneurs are perceived as two groups of professionals, each having unique traits. For example, entrepreneurs envision new enterprises, while managers may see opportunities for expanding the scale and scope of existing business.They also differ in terms of competence, where entrepreneurial competence is comprised of six elements: time and energy spent looking for products / services that provide real benefits to customers; accuracy in perceiving customers’unmet needs; identifying products / services customers want; seizing high-quality opportunities; strong internal drive to see their venture through; and ability to develop technically superior products / services.Managerial competence is characterized by proper resource allocation, organizing and motivating people, coordinating tasks, ability to supervise, influence and lead people, ability to delegate effectively, and keep the organizationrunning smoothly.1.3 SpeakingWhat qualities do you think a person should have to become an entrepreneur or a manager? Discuss with your partners and share your opinions in class..Tips:1) For a professional manager:Knowing how to properly allocate resourcesKnowing how to effectively delegate the task to the right peopleKnowing how to supervise, influence, lead, organize, or motivate peopleKnowing how to coordinate tasks1) For a professional manager:Knowing how to keep the organization running smoothlyKnowing how to decently cope with social and interpersonal relationships (celebrities, journalists, the public, etc.)Knowing how to build and lead a teamKnowing how to change or adapt during a transitionKnowing how to avoid mistakes2) For an entrepreneurCapable of identifying products / services customers wantCapable of seizing high-quality opportunitiesHaving strong internal drive to see their venture throughHaving ability to develop technically superior products / servicesHaving the ability to spot opportunitiesHaving self-confidenceHaving clear vision and taking actionsHaving courage to defy some conventional wisdom2. Related information1) Entrepreneurs and business managersEntrepreneur is a loanword from French defined as an individual who organizes or operates a business or businesses. The entrepreneur is commonly seen as an innovator —a generator of new ideas and business processes.Entrepreneurs are leaders willing to take risks and exercise the initiative, taking advantage of market opportunities by planning, organizing and employing resources often by innovating new or improving existing products. Management skill and strong team building abilities are often perceived as essential leadership attributes for successful entrepreneurs.A business manager is a person who drives the work of others in order to run a majorbusiness efficiently and make a large profit. He or she should have working knowledge of many areas, and may be a specialist in one or more, such as sales, marketing, public relations; statistics, finance, and personnel.The outstanding list of world-renowned entrepreneurs in the 20th and 21st century includes, for instance,Sam Walton,Henry Ford,Bill Gates,Mark Elliot Zuckerberg3. Reading and discussing3.1 Reading skill focus:Scanning for specific informationUnderstanding comparison and contrastBy comparison and contrast, the writer brings together two subjects in order to show their similarities and differences, or highlight the essential characteristics of one or more subjects.Readers may understand comparison and contrast relationship in a passage by:identifying synonyms or antonyms used in the passageidentifying connectives indicating comparison and contrast relationshipdistinguishing between point-by-point and subject-by-subject patterns in presenting comparison and contrast relationshipPoint-by-point pattern:the author examines two things at the same time, discussing them one point after the other.Subject-by-subject pattern:the author examines one thing thoroughly and then starts the other.The author may choose one or both of the two patterns to achieve variety in his writing.Successful Entrepreneurs, A-Students or B-Students?Read the title and Paras.1-2 of Text A, and then share your answers to the questions in class:1) Who are likely to become successful entrepreneurs, A-students or B-students?The answer varies.Why did Bo’s mum’s think that he would be a B-student?He probably has the character traits of a B-student.3. 2 Text organization1) Main idea: By presenting comparison and contrast relations between B-students andA-students, entrepreneurs and managers, the author puts forward the idea that B-students are more likely to be entrepreneurs while A-students _are more likely to be managersHe also holds that A-student managers and B-student entrepreneurs should understand and appreciate each other so that they can cooperate productively.2) Text organization4. In-class DiscussionWork in groups and discuss the following questions.1) Do you agree with the author in saying that B-students are entrepreneurs and A-students are managers? Please give reasons and examples to support your opinion.Tips:The answer may vary. As far as I’m concerned, the author’s viewpoint is reasonable. For instance, an entrepreneur should have vision and take risks to start up a business and seek opportunities to develop the company. He may not focus on one thing for a long time and get it done perfectly. This kind of character trait can also be seen in B-students. Instead, the character traits of managers do coincide with those of the A-students, especially as perfectionists in doing things.Unit 21. Language Points1) I do nothing. But I do it very well. (Para.3)[Paraphrase]I don’t do anything in particular. But I can do very well whatever I do.[Translation]我不具体做什么，但我什么都做得很好。

BOOK 1 — Unit 1 — Language Focus - V ocabulary1。

Alan was always in trouble with the police when he was young but he’s now a ［respectable］married man.2。

The people who had been hurt in the car accident lay screaming in [agony］.3。

Because his condition’s not serious they've[put] his name ［down］on the hospital waiting list。

4. The second part of the book describes the strange ［sequence] of events that lead to the King’s fall from power.5。

When I saw my little boy crying bitterly over the death of his pet dog，I could hardly ［hold back] my tears.6. They are going to ［distribute］those clothes and blankets among the flood victims (受害者)。

7。

Linda managed to support herself by working ［off and on］as a waitress.8. Parts of my childhood are so ［vivid] to me that they could be memories of yesterday。

9. People often [associate］the old days with good times，and seem to forget the hardship they suffered.10。

大学英语精读第一册1. 引言《大学英语精读第一册》是一本面向大学生的英语教材，旨在提高学生的英语阅读能力。

本文档将为读者介绍该教材的概述、目标、内容结构以及使用方法。

2. 概述《大学英语精读第一册》是一本适用于大学英语专业的教材，也适用于其他相关专业以及对英语阅读感兴趣的学生。

该教材旨在培养学生的英语阅读能力，并提高其英语综合应用能力。

3. 目标《大学英语精读第一册》的目标主要包括以下几个方面： - 提高学生的英语阅读理解能力； - 培养学生的英语表达能力；- 提高学生的跨文化交际能力； - 培养学生的独立学习能力。

4. 内容结构《大学英语精读第一册》的内容结构分为十个单元，每个单元都包含了以下几个部分： - Warm-up：旨在引发学生对主题的兴趣，通过图片、问题或小故事引导学生进行讨论和思考。

- Reading Skills：通过教授阅读技巧和策略来提高学生的阅读能力，如词汇理解、词义推测、主旨概括等。

- Reading Comprehension：包含一篇主题相关的英语原著文章，并通过问题回答、填空、判断等形式来检验学生对文章内容的理解。

- Vocabulary Building：介绍与文章主题相关的重点词汇，并提供词汇练习和扩展训练。

- Language Focus：通过语法、词汇、短语等方面的训练来提高学生的语言表达能力。

- Cultural Corner：介绍与文章主题相关的跨文化知识和背景，拓宽学生的视野和跨文化交际能力。

- Real-Life Reading：通过现实生活中的真实场景和材料来训练学生的英语阅读能力，并使学生将所学知识应用于实际情境中。

5. 使用方法《大学英语精读第一册》的使用方法主要包括以下几个方面： 1. 与教师指导：根据教师的指导，按照教学计划进行学习和阅读训练。

2. 自主学习：根据个人时间和进度，自主学习教材的每个单元，并完成相关的练习和任务。

3. 合作学习：与同学进行合作学习，相互讨论、分享彼此的理解和感悟，提高学习效果。

New College English （Second Edition) Integrated Course 1 全新版大学英语（第二版）综合教程第1册Unit 1 Growing UpText A Writing for MyselfI。

Teaching ObjectivesStudents will be able to：1。

grasp the main idea （the essence of writing is to write what one enjoys writing）and structure of Text A （narration in chronological sequence);2. appreciate the narrative skills demonstrated in Text A （selection of details，repetition, coherence）；3。

master the key language points and learn how to use them in context；4。

understand the cultural background related to the content;5. express themselves more freely on the theme of Growing Up after doing a series of theme—related reading，listening, speaking and writing activities；6. write a letter of congratulations in an appropriate way.II。

Teaching Focus1。

Talk with the students about the different ways of learning English in the middle school and college；2。

课程名称：New Horizon College English （Book I）教者：课题：Unit 1 Learning a Foreign LanguagePeriod (1-2)Teaching Objectives:1) Students learn some key words and expressions of CET-4.2) Help students grasp the new words and expressions of section A.Teaching Focus and difficult points:1) The main idea of section A.2) The understanding of section A including some difficult expressions. Teaching Aids:Teaching notes prepared by the teacherBlackboard,Tape recorderTeaching ProcedureStep 1 Ts’ opening remarksStep 2 Explanations of new words1.rewardv. reward sb with/for stheg. Her parents rewarded her for her passing the exam.The citizens rewarded the winners with gifts of fruit and flowers.n. He give the boy a reward of one dollar for bringing back the lost dog.rewards (pl)好处Teaching children has its own rewards.rewarding a .有益的,报答的,值得做的,有用的rewardless a. 无报酬的,徒劳的Compare: reward /awardreward 指干了好事或有益的事受到奖赏得到报酬award 指官方给予或授予award sb sth award sth to sb2.frustratev. ~ing ~edIt is (was) ~ing to do sth/ It is ~ing thatIt is ~ing that no one agreed with mebe ~ed in sth be ~ed to do sthI am ~ed in the result of the exam.~tion n. 挫折,失败Compare: beat , defeat, discourage3.positivea. Do not just watch me; give me some ~advice.(effective, helpful)We still do not have a ~ answer as to how he died.(definite)Be ~ of /that : Are you ~ that he is the man you saw yesterday?Are you ~ of her honesty?近: definite 反: negativemunicatev. ~ sth to 向…传达~ with 和…沟通(相连)We should learn to ~ with others.The officer ~d his order to the soldiers by radio.She tried to ~ her thoughts to her children.~tion n. ~tive a. 愿意说的~nicable a.可传达的5.mediumn. Air is a ~ of sound.Newspaper is a prime ~ of communication.The boy is of ~ height for his ageCompare: ~ / middle ~ 指按照具体或抽象标准衡量中等或适中的Middle 指距离.要求.标准.方位等的中间A man was lying in the middle of the road.I want to buy a ~-sized coat.6. accessn. have ( get, gain ) ~ to sth ( sb )The only ~ to that building was guarded by the soldiers.He was not allowed ~ to his brother who was in prison.It is difficult to gain ~ to him.Students must have ~ to good books.accessible ( to ) a. 容易得到的,可以使用的accessibility ( to ) 易接近,易取得Compare: assess 评定(估,价),核定,判断, asset 优点,天赋,(复数)资产excess 超过,超量,过剩mitment]n. make/take/undertake a ~ to do sthHe felt he did not have to make such a ~ to Mary.I do not want to get married because I do not want any ~s.Commit v. commit a crime /mistake commit suicidecommit oneself to 承担义务,承诺admit ,emit, limit, omit, permit, submit, transmit8. minimumn. The ~ passing mark is 40 out of 100.The temperature reached a ~ at midnight.~ ( pl )- minimums or minima (反) maximummini- 微型的,小的miniskirt minibusminimal a. 最小的,最低限度的minimize v. 使减少到最低限度9．embarrassvt. It ~ed her that her husband was drunk at the dinner.~ing a. ~ed a. ~ingly adv. ~ment n. 局促不安,难堪be/feel ~ed sth is ~ing ~ sb with sth/by doing sthShe was ~ed when they asked her age.I do not like making speeches in public; It is so ~ing.Compare:~ing/~ed/awkward~ing (某事,某种情理)使人尴尬~ed (某人)尴尬的awkward a.尴尬的,棘手的,可修饰人,也可修饰物.He was in an awkward situation.10. benefitn. He told me that he got no personal ~ from the businessRain will ~ the crops.v. (sth.) ~ sb ; ~ sb ; ~ (a lot/greatly) from/by (sth./doing sth.)for the ~ of =for the interest / good of ; be of ~ to sb. /sth. 对….有裨益I travel for the ~ of my health.The book was not of much ~ to me.beneficial a.Compare: ~ ; good ; profit11.be well worth sth./doing sth.A bird in hand is worth two in bush.The picture is worth ten thousand dollars.The film is well worth seeing.12.not only….but alsoShe is not only a good wife , but she is also a good mother.Not only did we enjoy the film, but we also had a wonderful time.另外: Only in this way can you hope to finish the work at the end of this month.当它连接两个并列成分做主语是,谓语的单复数采用就近原则,由but also 后的名词决定,英语中还有either….or… ; neither….nor….Not only she but also I like the dress.13. reap the benefits ofHe has reaped the benefits of a first-class education.I hope you will reap the benefits of investing in it.14.reach out ( to )We must ~ to those in need.reach out for You must reach out for any opportunity that comes your way.reach for He reached for the phone and dialed the number.15. rade…for/with:歌迷用五张光盘换到一张演唱会的入场券。