1 Unit1
上帝显灵
1 罗布·博尔医生正渴望吃上一顿热乎乎的火鸡晚餐和苹果馅饼。这位52岁的内科医生在他的家庭诊所忙碌了整整一个星期，治疗那些患有咽喉疼痛或耳朵感染的病人，这时正准备在他所属教会的年度筹款晚宴上享受一些家常烹饪，并和教友相聚。
2 博尔和家人走进拥挤的圣约翰联合基督教会体育馆，发现很多人排着长队等座。对此他已司空见惯。伊利诺伊州莫克那镇的火鸡宴已成为深受欢迎的活动，成百上千的人从芝加哥周围的郊区赶来参加这项活动。许多人甚至不是这个教会的会员，他们只是听说这里有美食，愿意花上10美元饱餐一顿，同时为教会的新活动中心做点贡献。博尔和妻子达娜还有他们14岁的儿子凯尔每年都来。
3 博尔刚坐下，还没来得及把餐巾在膝盖上放好，就听到房间另一头传来了喧闹声。“快帮帮忙！”一个女人大叫着。“有人知道怎么做海姆利克急救吗？”
4 博尔医生一跃而起，看到一个银发老太太伏在椅子上。“我是医生，出什么事了？”博尔对围在76岁的帕特·罗勒身边的人群问道。
5 “我婆婆被一块火鸡卡住了。”焦急的科琳·罗勒答道，“我们已经试过海姆利克急救了，但没有效果。”博尔从后环抱住帕特，将手放在她的腹部，用拳头使劲往上推，但没有任何动静。他迅速把帕特扶起来，放到地上，让她的姿势更有利于急救。他又用海姆利克急救试了两次，但仍不见效。
6 这太不可思议了，博尔心想。他开始担心自己救不了她。抬起头，他认出了史蒂夫•霍布林，他办公室附近一家医院的护士。“史蒂夫，你把手指伸进她的喉咙，看看能否掏出什么，”他吩咐道。霍布林将手指伸进去，掏出了一小块火鸡
7 但是帕特仍然没有呼吸。事实上，她的脸色正在迅速变青。显然她的喉咙里还卡着食物。博尔知道，要把空气送入她的肺部，必须采取极端的行动，而且要快。唯一可以做的就是进行紧急气管切开手术。
8 “打911！给我拿把锋利的刀过来！”他大声喊道。他的妻子赶紧跑向厨房，霍布林则把他的小折刀递了过来。
Application-oriented College English Course Book 2
1
授课题目
（章、节） Unit 1 Thanks for the Best Laugh
We’ve Had in Years! 授课方式 Student-oriented
communicative
teaching
授课时间 年 月 日 第 周 第 次课 课时
教材及主
要参考书
教学目标与要求：
1. A hotel incident: helping students understand the ridiculousness of racial
stereotypes.
2. Dialogue: Acquainting students with hotel reservation skills.
3. A hotel layout: Acquainting students with hotel facilities.
知识点、难点与重点：
1. Patterns such as take a break, be about to do sth., not be about to do sth., etc.
2. Inanimate nouns as the subject.
3. How to avoid writing sentence fragments.
教学过程设计：（包括教学方式及方法、时间分配、媒体选用及板书设计）
period 1 Warming-up activities 15mins
Period 2 New words and expressions 75mins
Practical English Reading and Writing Course Book 1
- 1 - Unit Two
A. Objectives of this unit
a. Content
1. The Landlord’s Mistake: A snob versus a great man.
2. Discussion: The Declaration of Independence.
3. The setup of a business meeting.
4. Functions and types of presentation.
b. Key language points
1. Compound adjectives formed with a. + v-ing.
2. The use of the relative pronoun that when its antecedent is an indefinite pronoun or a
noun that is modified by only, an ordinal or an adjective in the superlative form, etc.
3. The use of the modal verb shall in the second or third person.
4. Synonyms used for emphasis or variety.
5. Compound sentences (1).
c. Vocabulary
Basic requirements: 40 new words.
Intermediate requirements: 8 new words.
Advanced requirements: 5 new words.
UNIT2
Done with this task. Your score: 89%
271
Part I: Vocabulary and Structure
Section A: Choose the best way to complete the sentences.
1.
When was the last time you were in _______ with your childhood friends?
A. context
B. contact
C. control
D. content
2.
Like a boat at sea, his mind started to _______ when he wasn't interested.
A. float
B. soar
C. sink
D. drift
3. Mrs Jones didn't trust Jack, so she was very _______ to let him cut her grass.
A. reluctant B. reluctantly
C. enthusiastic
D. enthusiastically
4. My house seems to be in a _______ state of disrepair—something is always broken!
A. perpetually
B. perpetual
C. perpetuity
D. perpetuate
5. The problem needs to be looked at from a historical _______ .
A. prospective
B. directive
