book6 unit1 languahe points

Book one Unit 6 Animal IntelligenceText AThe first time:The first period:I. Preview:1. Let the students be familiar with some important words and phrases in Text A, which will enable them to better understand the text: controversy, encounter, convince, suspicious, blank, relieve, figure out, assess, inaccessible, release, deceive and wipe out.2. Ask the students to search for some information about animal intelligence through Internet or the Encyclopedia while keeping the question in mind that whether animals do have intelligence and what kind of presentation they may show.3. Read Text A in general and paragraph 5&6 in Text B.II. Check the homework left last time when the fifth unit was finished.III. Introductory remarks (Ts’ words):In unit 5, we’ve talked about romance. Of course, it’s about the romance of us human beings. But, do we believe that animals will also fall in love? In this unit, Text B, we have examples showing that animals do have certain affections to the one of the same kind but the opposite sex. As we’ve read paragraphs 5&6 in Text B, the point has been proved in someway.Well, from the stories, we see that animals really have their own way of thinking. But, what animals really think? Do they have intelligence as we do?IV. Check the preview work through discussion:1. What’s the meaning of intelligence? And, what about animal intelligence?→Intelligence refers to the power of perceiving, learning, understanding, and knowing. It also means mental ability.As for animal intelligence, it involves such factors as the ability to learn, to solve new problems, or to create novel solutions to familiar problems and reasoning. The last one means that some animals have the ability to benefit from the experiences of others. That’s what we can find in the third story in Text A, that Towan is clever to do the similar trick as Melati.2. Ask Ss to tell some interesting stories concerning animals’ presentation of intelligence. Here are also two samples.→Story one: My parents once raised a dog named Doudou. One day, my father left his coat behind in the scallion field. Doudou stayed beside the coat until my father returned to the scallion field and looked for his coat. Then, he went home happily together with my father.Story two: Once in Yunnan Province, a boa saved the son of his master from a river.Ts may list some other animal behaviors to arouse the Ss’ interests:E.g.: Bees communicate a food source to other members of the hive by means of various “dancing”.Some other species can communicate by sight, taste or odor, electrical impulse (fish), or touch, and many animals have more than one system.Conclusion: From all above, we find that animals do display intelligence in some areas. Let’s read the text and find more examples of animal intelligence.V. Global reading tasks.The second period: Detailed reading Tasks:Part 1 (paragraphs 1-2)I. Let the students reread the first two paragraphs, and think about the questions:1.What is the traditional way to examine the intelligence of animals?→experiments designed to teach human signs.PS:For example, in one early study, the intelligence level of animals was measured in terms of the human capacities required to perform parallel acts. Such a method led to gross overestimation of intelligence of the animal being studied. (Ts may take this as part of the Background Information.)2.What is the author’s idea?→to observe the animal’s performance for their own purposesII. Difficult Sentences:1. Wondering whether there might be better ways to explore animal intelligence than experiments... not when scientists ask them to. (Paragraph 1)------ I want to know if there might be better ways to find out more about animal intelligence than those experiments which are designed to teach human language to animals. Then I realized one thing that seems to be very clear now. If animals can think, they will probably do their best thinking for themselves. Animals will not think very hard when scientists ask them to do so.2. Most do not study animal’s intelligence, but they encounter it, and the lack of it, every day. (Paragraph 2)----- Most of the zookeepers do not research on animal intelligence, but they meet animal intelligence unexpectedly every day. They also meet the situation that animals show little intelligence everyday.3. The stories they tell us reveal what I’m convinced is a new window on animal intelligence: the kind of mental feats animal perform when dealing with capacity and the dominant species on the planet—humans. (Paragraph 2)----- The stories they tell us show something that I believe is a new aspect of animal intelligence. They tell us about the marvelous thinking that animals do when they deal with the situation of being caught and human, the most powerful species on the earth.III. Important Words and expressions:controversy over/about something encounter problems/difficulties/oppositions/resistanceconvince somebody of/to do something do one’s best thinkingserve one’s own proposePart 2 (paragraphs 3-6)I. Reread this part and do the exercises:1. True or false questions:a. Colo’s example indicates that some animals know quite well how to negotiate with the keepers. _T__b. Colo is a good bargainer, and this case shows that animals may really have intelligence. T_c. Mile’s experiment to teach Chantek to share things proves to be a great success. F_→Mile’s experiment to teach Chantek to share things proves to be a great failure.2. Ask the students to fill in the blanks with the information mentioned in this part, esp. the animals’ action. Then figure out the author’s purpose.a. Colo: Broke the key chainAuthor’s purpose:Animals know how to negotiate with people.b. Chantek: 1) Expanded the money supply by breaking plastic chips in two;2) Found pieces of tin foil and tried to make copies of metal chipsAuthor’s purpose: Animals can even handle the moneyIII. Difficult Sentence:Arriving on the scene, Jendry offered Colo some peanuts, only to be met with a blank stare. (Paragraph 3) ----- When she got to the place where Colo was, Jendry gave Colo some peanuts, but here good will was not well accepted and she got a blank stare from Colo.IV. Important Words and Expressions:a blank stare maintain eye contact raised the stakes careful bargainerspend on treats trade one thing for another catch up with somebody/somethingonly to do why (not ) do be suspicious of/aboutHomework: 1. Do the exercises of structure on pages 181&182. (only to do, why do/not do)2. Preview the left part of the text.The second time:Part 3 (paragraphs 7-10)I. Check the homework and go on to the new stories.II. Five minutes are given to the students to finish reading this part; two questions will be put forward.1. What did Orky do in this section?→Allowed somebody to stand on his head to reach up and release the baby2. What can you get from this example?→Animals can assess the situation and make a right decision.III. Difficult sentence:This is true, but I do not think it goes far enough. (Paragraph 7) ----- What behaviorist say is right, but I do not think their explanation helps very much.IV. Important Words and Expressions:in one’s interest make judgments emergency care go wrong assess based onthrive at throw up size up keep steady slide intoPart 4 (Paragraphs 11-12)I. Ask the students to read through this part quickly , then to answer the following questions.1.How did Melati and Towan play the trick on Shewman ?→Melati: Hid an orange in her other hand. Towan:Hid an orange underneath his foot.2.What did the author want to tell us？→Animal intelligence can be seen in their attempts to deceiveII. Let the students do some true or false questions according to Part 3 and Part 4.1.Behaviorists say that animals cooperate with human beings for their own benefit. ( T )ule believed that Orky, a killer whale, was the most intelligent animal she had ever seen. ( F )→Laule believed that Orky, a killer whale, was the most intelligent animal she had ever worked with.3.Some animals’intelligence can be seen in their attempts to deceive. ( T )4.Orky allowed somebody to stand on his head to reach up and release the baby because he had been trained to do so.( F )→Orky let somebody stand on his head to reach up and release the baby, but he had not been trained to do so.5.Animals can learn from each other in playing some tricks. Towan is a good example. ( T )III. Difficult sentence:Instead of moving away to get it, Melati looked Shewman in the eye and held out her hand. (Paragraph 11)------ Melati looked directly and steadily at Shewman without moving away to get it.Part 5 (Paragraph 13)I. While reading this paragraph, think about the function of the last paragraph. How do you understand it?→It concludes the whole passage--- animal intelligence not only exist but also plays a very important role in their survival. II. Difficult sentences:1. If life is about survival of a species---- and intelligence is meant to serve that survival--- then we can’t compare with pea-brained sea turtles, which were here long before us and survived the disaster that wiped out the dinosaurs.----- If the purpose of life is to survive and intelligence is for survival, then our intelligence can’t be compared with that of the pea-brained turtle. They were on this earth long before we human beings and they even survived the survived the disaster that destroyed thedinosaurs.2. … even if their horizons are more limited than ours.---- even though they can’t assess the world in the same way as we do because of more limited knowledge and experience.III. Important Words and Expressions in the two parts above:deceive somebody into doing something look somebody in the eye hold outinaccessible (get/have access to somebody/something ) move off hold one’s gaze steadilygive in be meant to do something wipe outPost-reading tasks:Ts may give a general conclusion about the whole text and answer the questions raised by the students.Homework: 1. Review the important words we’ve learned.2. Finish all the exercises in the book.The third time:I. Check the homework and do some exercises:a. Words Dictation:intelligence controversy encounter convince dominant suspicious blank negotiate maintain relieve undertake thrive emergency release evidence deceive survival disaster figure out wipe outb. Paragraph dictation: The following paragraph will be read three times; Ss should listen to the paragraph carefully for the first two times. For the third time, Ss should write down sentence by sentence of what they heard. Then check it.Why don’t birds get lost on their long flights from one place to another? Scientists have been puzzled over this question for many years. Now they fill in the blank.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly by night? Tests with artificial stars have proved that certain night flying birds are able to follow the stars in their long-distance flights. What do they do when the stars are hidden by clouds? Apparently, they find their ways by such landmarks as mountain ranges, coast lines and river courses. But when it’s too dark to see these birds circle helplessly, unable to get their ways.II. Deal with the exercises of Text A. (partly & selectively)III. Writing skills:The passages in this unit are expositions. The writing style is not strange to us since we have come to learn about it in Unit Two. The purpose of an exposition is to make something clear to the reader, and its focus is to explain, define and interpret. It is widely used in our daily life. Students’ attention can be directed to some writing techniques of an exposition.1. Using examples to support to a topic. For example, in this article, the author employs the stories of gorilla, three orangutans, and a killer whale to support his point.2. Using transitional devices to make a coherent writing.a. Headings and subheadings provide natural transitions between paragraphs and sections.For example, in this text we have three subheadings for three parts of the main body of the passage. They are: “Let’s Make a Deal”, “Tale of a Whale”, “Primate Shell Game”. The subheading directs readers’attention to another demonstration of animal intelligence.b. Transitional sentences.c. Conjunctions.The sixth periodText B Pre-reading tasksI.Before explaining text B, we will do some listening work together. Listen to the following passage carefully, then, answer the following questions.When lionesses give birth to their young, they usually have three or four cubs to a litter, and stay with them for about two years to protect them from danger when they are tiny, and to teach them the fine art of hunting. They have a very closely-knit family life. But when a lioness has her young she is usually in a very nasty protective disposition. But she is very patient and accommodating towards her cubs. A unique thing about lionesses is that they will nurse cubs from another litter besides their own. They never care less whose cubs they are.II. Ask two Ss to give a report about myquestion left last class. Do animals love each likehuman beings?(hint: some animals do love each other deeplyand faithfully. What’s more, their wooingmethods are even more fantastic. Their devotedaffection is touching to some degree. ) Onepicture about some animals’wooing methodswill be presented to help the Ss have a deepunderstanding of animals’ love.Global-reading tasks (15 minutes )I. Ss are given 10 minutes to finish scanning thetext, to count how many examples arementioned in the text. ( 5: Ado, a male parrot,Timmy, Coyotes, Tibby )II.Then ask the Ss to tell the organization of thetext.Part one: ( 1-2 ) Some animals do displayvarious feelings under different circumstances.Part two: ( 3-14 ) Concrete examples areoffered to prove that animals may fall in love.Part three: ( 15 ) Though rejectionremains, the fact that animals experienced, areexperiencing, will experience joy, anger, sorrow,and happiness everywhere. ( the seven humanemotions: joy, anger, sorrow, fear, love, hate, desire) ( 15 minutes )Starling:椋鸟blue tit:蓝山雀quack: 呱呱叫Detailed-reading tasksPart one: Group discussion1. After scan the fist part in two minutes, Ss have a discussion on the following topics:Topic one: what’s true love? Reference: Two persons must love, trust one another. They should help, care, and cherish each other in any case. If one is ill, disabled, or is dying, another is willing to accompany and take good care of her or him wholeheartedly, not to desert him or her. If necessary, one may dedicate his or her life to his or her lover.Topic two: How do you think animals nurse their babies affectionately?Reference: to a large extent, it should be thought as natural instincts.Homework: Ask Ss to read paragraph3, 5, 6, 7, 10, 12, and 13 carefully, and describe those animals’ behavior mentioned in three—four adjective phrases respectively.Ado in para3: silent, depressed, and alone Athan: indifferent, glad, happyTimmy: reluctant, excited, sad, hurt Coyote: affectionate, gentle, happyTibby: get lost, strange, nostalgicThe fourth timeI First check the answers of the homework left last class. Then go on with what we stopped last time.II. Structure:a. what about-----used to make a suggestion e.g.: What about dinner at my place next week?b. how about----used to make a suggestion about what to do e.g.: No, I’m busy on Monday. How about Tuesday at seven?How about doing somethingIII. Useful expressionsBe cautious about doing sth 干----时很谨慎prefer to do/doing 更喜欢prefer A to B 比起B,更喜欢AAdequate parental care 足够的亲本照顾 a sense of loss 失落感IV. ensure ( US insure ) assure guaranteeAssure: tell sb positively or confidently 向-----保证，cause sb to be sure or feel certain about ~ sb of sth 使确信E.g.: I ~ you they will be perfectly safe with us. Assurance n..保险Ensure: make sure guarantee 确保，保证 e.g.: Please ~ that all the lights are switched off at night.Guarantee: promise (usually in writing) in a transaction will be fulfilled e.g.: the watch comes with a year’s ~.Part twoI. Ask the Ss to underline Ado’s, Athan’s，Timmy’s, coyotes’, and Tibby’s behavior respectively in the text. Then tell us theimplied meaning.Ado behavior: He stood…body, he hung his head…became vacant. didn’t have heart…sharply. Pulled himself together …another mate.Implied meaning: fell sorrowful and a sense of loss.Parrot: behavior: ignored a fine-feathered young female but thought an older female in extremely poor condition was the love of his life. The two birds…eventually produced young.Implied meaning: Instinct may…they will love.Timmy: behavior: declined to…at once.Implied meaning: Many species…of their species.Coyotes: behavior: Observations indicate that…sexually active. Pairs can be observed…curled up to sleep.Implied meaning: There is evidence… each other.Tibby：behavior Tibby made a habit…village. She tried to…his house. Acted strangely, even trying to follow him indoors.Implied meaning: An animal raised… when it grows up.II. Important language points :Lay ~ sth aside: put sth aside lay-off: dismissal of a worker, esp for a short time. Layout: arrangementVacant:not filled or occupied a ~ post blank: a ~ stare, look, a ~ mind 茫然的心情Compare A to B 把A 比成B compare A with B 把A和B向比较Shed/cast light on sth: make sth clear or easy to understandIII. Let the students translate the following phrases into Chinese:Put human emotions in animals 赋予动物人类的情感Cross the bridge of reality 逾越现实的鸿沟Whatever distinctions may be made between the love of two people and the love of two animals, the essence frequently seems the same. 无论人类的男欢女爱与动物雌雄相悦之间有多少取别，两者的本质常常是一致的。

人教版高中英语选修六(Book6 Unit1)Unit1Art假如你叫李华，最近你的美国笔友Tony要来北京体验中国传统文化，请根据他的问题回复邮件，为他设计北京一日游活动，帮助他体验中国传统文化。

请描述你们打算去的地方、具体的活动安排以及这样安排的理由。

Dear Tony,I'm glad that you will come to Beijing soon.There are lots of places of interest in Beijing.Here I do recommend Beijing Hutong tour.First,we will go sightseeing along the lanes in Hutong.The houses in Hutong are traditional,called Siheyuan.From them,you can imagine how people used to live.You can stop anywhere you like and it is interesting to take pictures or have a close look.Next,we are going to pay visits to a Hutong family.We can have lunch there and have a short talk with the local residents,which can help you learn about many stories of the past.We can not only appreciate the dramatic changes that Hutong has undergone,but also see evidence of the history of Beijing, experience the old way of life and experience traditional Beijing culture.In a word,Hutongs are the homes of common people in the past.It is easy to know how people lived and had fun in the old days.So it is a good choice to learn about traditional Chinese culture.I'm looking forward to your coming.Yours,Li Hua1.文章体裁:应用文——电子邮件。

单词：1. ______________ adj. 现实主义的；逼真的；现实的2. ______________ adj. 抽象的；深奥的n. 摘要3. ______________ n. 雕塑4. _________________ n. 雕刻家；雕塑家5. ______________ n. 美术陈列室；画廊6. ______________ n. 信任；信心；信念_________________ adv. 忠实地7. ________________ adv. 所以；因而n. _________________结果8. ________________ n. 目标；目的vi. & vt. 瞄准；（向某方向）努力9. ________________ adj. 常规的；传统的；因循守旧的10. ________________ adj. 典型的；有代表性的11. ________________ adj. 明显的；明白的12.__________ vt. 采用；采纳；收养12. _________ vt. 拥有；具有；支配_____________n. （尤作复数）所有；财产13. ________________ adj. 卓越的；杰出的；极好的14._________________ n. 技术；方法；技能15._________________ n. 杰作；名著16 ___________ n. 阴影；影子17._________________ adj. 荒谬的；可笑的18. ______________adj. 争论的；争议的19 _________n. 努力；尝试；企图vt. 尝试；企图20. ____________ vt. 预言；预告；预测21.____________ n. 风景；景色22.____________ adj. 确切的；特定的23. ____________ n. 画像；身材；数字24.____________ n. 评论家；批评者25. ____________vt. 雕刻；刻记26.____________ adj. 脆弱的；容易生病的；精致的27. ________________ adv. 有效地adj. ________________28. ________________ n. 展览；陈列；展览会v. _____________________29._________________ adj. 敢作敢为的；侵略的；好斗的30. _______________ n. 学者31. _______________n. 林荫道；道路；大街32. _______________ n. 喜爱；偏爱33._______________ vt. 展示；陈列；显露34 _____________ adj. 精细的；易碎的；脆弱的35. ____________adj. 圆形的；环形的；循环的36. ____________adj. 主要都市的；大城市的37. ______________ n. 名声；名誉38. _______________ n. 文明；文化；文明社会39. _________ adj. 视觉的；看得见的40.______________ adj. 当代的；同时代的41. _____________adj. 永久的；持久的42. _____________n. 区；区域；行政区43. _____________n. 署名；签字短语：1. _____________________ 巧合地2. ________________________ 大量3. ___________________________（可是）另一方面4. _______________________ 对……过敏的5. ________________________活着的；本人6. _________________________（对某人）有吸引力；（使某人）感兴趣7. _________________________ 挣脱，脱离8. _________________________ 集中……于1. ________________________ 达到某人的目标________________________ 意在……;以期______________向……瞄准________________________ 力争做到________________________目的是……__________________________旨在做某事_________________ 目的是；旨在2. adopt vt. ________________ adj.领养的______________________________________ 养子_________________________ 采用某方法/政策_________________________ 适应于……3.尝试做某事__________________________________________________________________第一次尝试__________________________________________________ adj.未遂的___________________________谋杀未遂4._____________________身材好保持体形_____________________________ ________________________________一位政治人物_____________________理解; 想出；计算出5. 拥有，占有某物_________________________________________________________________________________被某人占有_________________________________________vt. 占有，拥有，控制_______________ 财富n. (pl) ____________________ 6.（对某人）有吸引力，（使某人）感兴趣_________________________为某事向某人呼吁________________________ or _____________________ 呼吁某人做某事______________________________Translation:1.经过许多天的航行之后，他们到达了如今称之为美洲的地方。

Book6 Module 1 Small Talk 学案第一课时：Vocabulary and readingI: Fast-reading1. Read the passage and decide what kind of book it is from. Choose from this list.(1) an English teaching book(2) a business course(3) a book which tells you what to do at social events(4) a book to help you prepare for a speaking examination2. Try to find the main idea of each part:Part1 ( para.1-2) How to do small talkPart2 ( para. 3) Dos and don’ts while listeningPart3 ( para.4-7) Introduction to the body of the passage by asking questions Part4 ( para. 8) The social rules3. How is the topic raised?____________________________________________________________________ II. Careful readingIII: Pair work:Topics: 1. your hobby 2. weather 3. your favorite stars 4. food 5. music6. sport7. income8. politics9. examination 10. future jobChoose one topic between your partners to make a conversation. Try to use the vocabulary and the social skills we’ve learnt in the passage. Finally I will choosesome pairs to perform in front of the class.You should write down your conversation first:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________IV. Homework:1.Do exercises1&4 on page2-3.2.Extensive reading: read the passage and finish exercises 8, 9, 10 on page 93-94.课后反思：What good social skills I have learnt?_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________第二课时Language Points1. informal adj.非正式的(反义词__________)非正式谈话__________________2. serious adj.严肃的,认真的(副词_________)1) 你这么说是开玩笑还是认真的?______________________________________2) 认真对待….__________________________3. confidently adv. 自信地adj. ___________4. lack v. 缺乏，缺少1) He lacks courage to do it.________________2) lack sth.=_____________________.3) 用做n. 常于of搭配lack of sth________The plants died for lack of water.__________Lack of fund forced the firm to close down. _______________缺乏常识_______________________由于缺少经验，实验失败了。

Book6 Unit 1 Art 导学案编制人：李慧审核人：高芳Part 1 words&.phrasesI．单词1. abstract adj. ______ n. ________2. sculpture n. __ _____3.gallery n. ___ __ __4. faith n.____ ___5. faithfully adv.___ ___6. aim n. __ __ __vi. & vt.__ _____7. conventional adj. ____ _____8. typical adj. ______ __9. evident adj.____ __10. adopt vt.__ ____11. possess vt. ________12. possession n. ___ ____13. superb adj._________ 14. technique n. _________15. coincidence n.___ __16.shadow n.17. ridiculous adj. _____ _18. controversial adj.______19. attempt n. __ ____ vt. __ _____20. predict vt. ____ ____21. specific adj. ___ ____22. figure n.____ __23. clay n.__ ____24. marble n._____25. carve vt._____ __26. delicate adj._____ __27. cafén. ___ ___ 28. allergic adj. ____ _29. exhibition n.________30.aggressive adj.___ ____ 31. scholar n. __ ___ _32. flesh n.___ ___33. geometry n.____ ___ 34. bunch n.__ ______35. avenue n. __ ____36. preference n. __ ____ 37.appeal vi.____ ____vt.___ ______n.__ ___39. fragile adj._____ __ 40.reputation n. 41. civilization n. 42. visual adj.___ __ 43. fragrant adj.____ __ 44. contemporary adj.45. permanent adj. 46. district n. ___ ____47. committee n. ___ __ __48. signature n. ___ __短语：1.by coincidence _______2. a great deal3. on the other hand _______4. in the flesh ________5. appeal to _______II. 单词1. 抽象的；深奥的adj.摘要n2. 雕塑n.____ ____3.美术陈列室；画_____ __4. 信任；信心；信念n._______ ____5. 忠实地adv.____ ___6.目标；目的n.瞄准；（向某方向）努力vi. & vt.___________7. 常规的；传统的；因循守旧的adj. ____ ___8. 典型的；有代表性的adj.___________9.明显的；明白的adj.10. 采用；采纳；收养vt.____ ____11. 拥有；具有；支配vt.____ __ 12.（尤作复数）所有；财产n. ___________13.卓越的；杰出的；极好的adj._________ 14. 技术；方法；技能n.___________15.巧合（的事）；（事情、口味、故事等）相合n.____ __16.阴影；影子n.___________ 17.荒谬的；可笑的adj._______ ____18.争论的；争议的adj.___________ 19.努力；尝试；企图n.尝试；企图vt. ____20.预言；预告；预测vt.______ 21.确切的；特定的adj.22.画像；身材；数字n.____ ____ 23. 黏土n._____ __24. 大理石n.____ ___ 25.雕刻；刻记vt._______ 26. 脆弱的；容易生病的；精致的adj. ________ 27. 咖啡馆；小餐馆n.28. 过敏性的；对……过敏的adj. 29. 展览；陈列；展览会n.___________30. 敢作敢为的；侵略的；好斗的adj. _____ ______ 31. 学者n.__ _________32.肉；肌肉肉体n.____ _______33. 几何学n.______ _____34.束；串n._____ ____35. 林荫道；道路大街n._____ ____36. 喜爱；偏爱n. 37. 有感染力；呼吁；求助vi. 将……上诉呼吁；恳求n. 38.精细的；易碎的脆弱的adj.___ _____40. 名声；名誉n._________ __41.文明；文化；文明社会n._____ __ 42.视觉的；看得见的adj.______ ____ 43. 香的；令人愉快的44.当代的；同时adj.______ __ 45.永久的；持久的adj.________ _46. 区；区域；行政区n.______ _____ 47.委员会n.___ ________48.署名；签字n.___ _____短语：1.巧合地________2.大量3. 另一方面_______4.活着的；本人___________5.（对某人）有吸引力；（使人）感兴趣__ _____Part 2 Important language points1.faith n. 信任；信心；信念faithful adj. 忠实的faithfully adv. 忠实地必背短语：have faith in sb./sth.对某人/某事有信心→（反义）lose faith in sb./sth.对某人/某事失去信心eg. We shall (对未来失去信心)in no case.→In no case （句型转换）（倒装）2.aim n. 目标；目的v. 瞄准；（向某方向）努力必背短语：achieve one’s aim达到目的miss one’s aim打不到目标/达不到目的without aim漫无目的的take aim (at) (向…)瞄准aim at doing sth./aim to do sth意欲/企图做某事eg. 1. He took an aim at the bird and shot at it.(改错)2. She aimed (at/in/for) becoming a good doctor in life.3. typical adj. 典型的；有代表性的；平常的typically adv. 典型地；有代表性地必背短语：be typical of sb./sth.是…的特点句型：It is typical of sb to do sth某人一向…eg. 他一向上课迟到。

Book6 Unit1 Using Language（一）知识目标1. Get students to learn about Mamhattan’s art galleries2. grasp the main meaning of the text.(一)能力目标Improve the students reading skills(二)教学重点、难点1．重点：important words and expressions.2．难点：the usage of the above .StepI.课前预习：1)Words:1．脆弱的，精致的__________ 2.咖啡馆________________3.对---过敏__________________4.有效果地________________5.效率高的__________________6.展览；陈列_______________7.学者_______________________8.敢作敢为的，侵略的_________9.肉体，肌肉_________________10.束；串_____________________11.喜爱，偏爱________________12.陈列，展示___________________13.阴影，影子__________________14.尝试，企图_________________15.预言，预告__________________ 16.雕刻；刻记______________________ 17.画像，身材，数字_________ 18.信任，信心______________________19确切的，特定的___________ 2 0.署名，签字_______________________ 21.易碎的，精细的______________ 22.名声，名誉___________________________ 23.视觉的，看得见的_____________24.永久的，持久的_______________________ 25.行政区，区域__________________26.委员会_____________________________2)Phrases:1. 同时___________________________2. 总是__________________3. 每隔一年________________________4. 入场费_____________5. 非常值得________________________6.活着的，本人______________________7.hold an exhibition ____________8. on exhibition/show/display_____9. appeal (to sb.) for sth.________________________________appeal (to sb.) to do sth.__________________________The police are appealing to the public for information about the crime .The public appeal to the government to take measures to protect the enviroment.appeal to sb._________________________________The exhibition will appeal to those who love Impressionist paintings. StepII.: Comprehending:1.What’s the main idea of this passage?______________________________________________________________.2.Match the numbers on the map with the name of the museum.(P6)plete the chart with the information from the reading passage.(page7) StepIII. Multiple choiceThe passage may probably come from ___ .A. a newspaperB. a magazineC. a tourist guide bookD. a text book2. You must walk all the way instead of taking a lift if you visit _____ .A.Metropolitan Museum of ArtB.Whitney Museum of American ArtC.Museum of Modern ArtD.Guggenheim Museum3. If you want to see Van Gogh’s paintings, you may go to _____ .A.The Frick CollectionB.Guggenheim MuseumC.Museum of Modern ArtD.Metropolitan Museum of Art4. You can expect to see videos in_____ .A.Metropolitan Museum of ArtB.Museum of Modern ArtC.The Frick CollectionD.Whitney Museum of American Art5. If you want to know how people lived 5,000 years ago, you should visit _____ .A.Metropolitan Museum of ArtB.Whitney Museum of American ArtC.Museum of Modern ArtD.Guggenheim MuseumStepIII.Important points:1. Henry Clay Frick died, leaving his house.1）…leaving his house,… (现在分词短语作结果状语)e.g. Both of them died in the accident, leaving their son alone.2）collection n. 收集，收藏；收藏品make a collection of… 收藏make a collection for… 为…募捐have a large collection of… 收藏有大量的…2．worth adj. 值得的，价值为e.g. This pen is worth five yuan.e.g. I think his suggestion is well worth considering. (很值得的用well 修饰)结构：It is worthwhile to do sth. /doing sth.be worth doingbe worthy of doing / to be donee.g. This book is worth reading.e.g. This book is worthy of reading / to be read3. It is amazing/strange/interesting/disappointing/clear that-4.work un. 工作cn. 作品(指工厂时，单复均可)e.g. Have you read his works？5.every two years=every other year=every second yearevery + 基数词+复数名词every + 序数词+ 单数名词every few +复数名词every three days=every third day6: 表示喜好：prefer+ n.prefer to do sth.prefer doing sth.prefer + n./doing sth. + to + n./doing sth.prefer to do sth. rather than do sth. = would rather do sth. than do sth. StepIV. 好句大家背：1．在纽约，比起其他艺术馆许多艺术爱好者都更乐意参加这家小型艺术馆。

（完整版）Book6Unit1TwoWordstoAvoid,TwotoRememberUnit OneText IPre-reading Questions1.You may have kept in your memory some words, phrases or even whole sentences that are ofgreat wisdom and can serve as guidelines in your life. Share them with your classmates and discuss their value.2.The two words that, as the author of the text suggests, should be avoided are "if only", and thetwo be remembered are "next time". Can you guess, before you read the text, what message the author intends to convey to the reader with such a suggestion?General ReadingI. Judge which of the following best states the purpose of the article.A. To explain how Freud's psychotherapy works.B. To demonstrate the power of positive thinking.C. To call attention to the importance of the choice of words.Key: BII. Judge whether the following statements are true or false.1.That wintry afternoon, the author was in a bad mood and he happened to meet an old friendof his in a French restaurant in Manhattan.2.The Old Man asked the author to go to his office because he thought that the office was abetter place than the restaurant for their talk.3.The three speakers on the tape had all been unfavorably affected by what had happened tothem.4.In the Old Man's opinion, it was a bad way of thinking always to regret what one had done orhad not done.Key: 1. F 2. F 3. T 4. TBackground Notes1.Manhattan, an island near the mouth of the Hudson River, is a borough of New York City, insoutheastern New York State, U.S.A. Commercial and cultural heart of the city, Manhattan is the site of the Metropolitan Opera House, Carnegie Hall, the City Center of Music and Drama, and numerous other music institutions.2.Sigmund Freud (1856–1939) is an Austrian physician and the founder of psychoanalysis.Freud explored the workings of the human mind and developed psychoanalysis as a therapeutic technique to treat neurosis or mental disturbances.Text StudyTextTwo Words to Avoid, Two to RememberArthur Gordon1 Nothing in life is more exciting and rewarding than the sudden flash of insight that leaves you a changed person — not only changed, but changed for the better. Such moments are rare, certainly, but they come to all of us. Sometimes from a book, a sermon, a line of poetry. Sometimes from a friend ...2 That wintry afternoon in Manhattan, waiting in the little French restaurant, I was feeling frustrated and depressed. Because of several miscalculations on my part, a project of considerable importance in my life had fallen through. Even the prospect of seeing a dear friend (the Old Man, as I privately and affectionately thought of him) failed to cheer me as it usually did. I sat there frowning at the checkered tablecloth, chewing the bitter cud of hindsight.3 He came across the street, finally, muffled in his ancient overcoat, shapeless felt hat pulled down over his bald head, looking more like an energetic gnome than an eminent psychiatrist. His offices were nearby; I knew he had just left his last patient of the day. He was close to 80, but hestill carried a full case load, still acted as director of a large foundation, still loved to escape to the golf course whenever he could.4 By the time he came over and sat beside me, the waiter had brought his invariable bottle of ale. I had not seen him for several months, but he seemed as indestructible as ever. "Well, young man," he said without preliminary, "what's troubling you?"5 I had long since ceased to be surprised at his perceptiveness. So I proceeded to tell him, at some length, just what was bothering me. With a kind of melancholy pride, I tried to be very honest. I blamed no one else for my disappointment, only myself. I analyzed the whole thing, all the bad judgments, the false moves. I went on for perhaps 15 minutes, while the Old Man sipped his ale in silence.6 When I finished, he put down his glass. "Come on," he said. "Let's go back to my office."7 "Your office? Did you forget something?"8 "No," he said mildly. "I want your reaction to something. That's all."9 A chill rain was beginning to fall outside, but his office was warm and comfortable and familiar: book-lined walls, long leather couch, signed photograph of Sigmund Freud, tape recorder by the window. His secretary had gone home. We were alone.10 The Old Man took a tape from a flat cardboard box and fitted it onto the machine. "On this tape," he said, "are three short recordings made by three persons who came to me for help. They are not identified, of course. I want you to listen to therecordings and see if you can pick out the two-word phrase that is the common denominator in all three cases." He smiled. "Don't look so puzzled. I have my reasons."11 What the owners of the voices on the tape had in common, it seemed to me, was unhappiness. The man who spoke first evidently had suffered some kind of business loss or failure; he berated himself for not having worked harder, for not having looked ahead. The woman who spoke next had never married because of a sense of obligation to her widowed mother; she recalled bitterly all the marital chances she had let go by. The third voice belonged to a mother whose teen-age son was in trouble with the police; she blamed herself endlessly.12 The Old Man switched off the machine and leaned back in his chair. "Six times in those recordings a phrase is used that's full of subtle poison. Did you spot it? No? Well, perhaps that's because you used it three times yourself down in the restaurant a little while ago." He picked up the box that had held the tape and tossed it over to me. "There they are, right on the label. The two saddest words in any language."13 I looked down. Printed neatly in red ink were the words: If only.14 "You'd be amazed," said the Old Man, "if you knew how many thousands of times I've sat in this chair and listened to woeful sentences beginning with those two words. 'If only,' they say to me, 'I had done it differently — or not done it at all. If only I hadn't lost my temper, said the cruel thing, made that dishonest move, told that foolish lie. If only I had been wiser, or more unselfish, or more self-controlled.' They go on and on until I stop them. Sometimes I make them listen to the recordings you just heard. 'If only,' I say to them, 'you'd stop saying if only, we might begin to get somewhere!'"15 The Old Man stretched out his legs. "The trouble with 'if only,'" he said, "is that it doesn't change anything. It keeps the person facing the wrong way —backward instead of forward. It wastes time. In the end, if you let it become a habit, it can become a real roadblock, an excuse for not trying any more.16 "Now take your own case: your plans didn't work out. Why? Because you made certain mistakes. Well, that's all right: everyone makes mistakes. Mistakes are what we learn from. But when you were telling me about them, lamenting this, regretting that, you weren't really learning from them."17 "How do you know?" I said, a bit defensively.18 "Because," said the Old Man, "you never got out of the past tense. Not once did you mention the future. And in a way — be honest, now! — you were enjoying it. There's a perverse streak in all of us that makes us like to hash over old mistakes. After all, when you relate the story of some disaster or disappointment that has happened to you, you're still the chief character, still in the center of the stage."19 I shook my head ruefully. "Well, what's the remedy?"20 "Shift the focus," said the Old Man promptly. "Change the key words and substitute a phrase that supplies lift instead of creating drag."21 "Do you have such a phrase to recommend?"22 "Certainly. Strike out the words 'if only'; substitute the phrase 'next time.'"23 "Next time?"24 "That's right. I've seen it work minor miracles right here in this room. As long as a patient keeps saying 'if only' to me, he's in trouble. But when he looks me in the eye and says 'next time,' I know he's on his way to overcoming his problem. It means he has decided to apply the lessons he has learned from his experience, however grim or painful it may have been. It means he's going to push aside the roadblock of regret, move forward, take action, resume living. Try it yourself. You'll see."25 My old friend stopped speaking. Outside, I could hear the rain whispering against the windowpane. I tried sliding one phrase out of my mind and replacing it with the other. It was fanciful, of course, but I could hear the new words lock into place with an audible click....26 The Old Man stood up a bit stiffly. "Well, class dismissed. It has been good to see you, young man. Always is. Now, if you will help me find a taxi, I probably should be getting on home."27 We came out of the building into the rainy night. I spotted a cruising cab and ran toward it, but another pedestrian was quicker.28 "My, my," said the Old Man slyly. "If only we had come down ten seconds sooner, we'd have caught that cab, wouldn't we?"29 I laughed and picked up the cue. "Next time I'll run faster."30 "That's it," cried the Old Man, pulling his absurd hat down around his ears. "That's it exactly!"31 Another taxi slowed. I opened the door for him. He smiled and waved as it moved away. I never saw him again. A month later, he died of a sudden heart attack, in full stride, so to speak.32 More than a year has passed since that rainy afternoon in Manhattan. But to this day, whenever I find myself thinking "if only", I change it to "next time". Then I wait for that almost-perceptible mental click. And when I hear it, I think of the Old Man.33 A small fragment of immortality, to be sure. But it's the kind he would have wanted.Words and Phrases1.prospect n. sth. one expects to happen; a possibility or likelihood of sth. happeninge.g. I look forward to the prospect of being a volunteer doing social work in the GreatNorthwest.There is a reasonable prospect of reaching the trapped miners within the next 24 hours.prospects pl. — opportunitiese.g. Most people are not quite optimistic about the prospects for/of employment.Don't think too much how the job pays now. What really matters is that it holds good prospects.2.eminent adj.famous and respected within a particular profession, e.g. eminentdoctor/surgeon/scientist, etc.3.invariable adj. never changinge.g. The invariable question the mother asked her child after school every day was: "How dideverything go today?"4.proceed v. begin a course of actione.g. After the preparations had been made, we proceeded to draft the plan.5.at some length: (formal) in some detaile.g. She described to us her trip to New Zealand at some length.cf. at length— after a long time; at laste.g. He thought over the mathematical problem day and night and solved it at length.6.false move: an unwise action that turns out to be a mistake and brings one risks or failuree.g. Be very careful with the designing of the plan; a false move and it will fall through.7.berate v. (formal) scold or criticize angrily because of a faulte.g. Don't berate anyone just because he has made a mistake. Don't we all make mistakesfrom time to time?/doc/882829dd69ec0975f46527d3240c844769eaa0e2.html ment v. feel or express deep sorrow (for or because of sth.)e.g. One should not lament the past mistakes, but should try to do better later.9.ruefully adv. regretfullye.g. He faced his recent failure ruefully.10.promptly adv. quickly, at oncee.g. He always responded to the customers' requests promptly.11.grim adj. harsh, unpleasant, dreadfule.g. He was depressed when he heard the grim news that two-thirds of the workforce might bedischarged.Notes1.the sudden flash of insight that leaves you a changed person: the quick and spontaneousunderstanding that makes you a different persona flash of insight— an understanding that comes to one suddenly and quicklyleave(with object and adverbial or complement) —cause (object) to be or to remain in a particular state or positione.g. Buying an expensive car has left the family penniless.The children were left in the care of the nanny.2. chewing the bitter cud of hindsight: thinking repeatedly about the painful realization ofwhat had happenedLiterally cud means "partly digested food returned from the first stomach of ruminants to the mouth for further chewing" (反刍的⾷物). When an animal chews the cud, it chews further the partly digested food. When a person chews the cud, he thinks about something reflectively.e.g. He chewed the cud for a long while before he set pen to paper.hindsight— understanding the reasons for an event or situation only after it has happenede.g. The accident could have been avoided with the wisdom of hindsight.With hindsight they should not have left their little daughter alone in the country villa.3.he still carried a full case load: he still kept himself fully occupied in the treatment of hispatientscase load— the number of patients a doctor has to deal with4.I had long since ceased to be surprised at his perceptiveness.: I had long before come toknow that he was good at perceiving how others thought and felt; so I was not at all surprised when he noticed my troubled state.perceptiveness(n.) — unusual ability to notice and understand; awareness and understandinge.g. We all admired his perceptiveness; he was always so quick to respond to a new situation.5.With a kind of melancholy pride: Apparently the author was still proud of his "project ofconsiderable importance", though he was sad because of "several miscalculations on his part"./doc/882829dd69ec0975f46527d3240c844769eaa0e2.html mon denominator: This is a term used in mathematics, meaning "the common multipleof the denominator of several fractions" (公分母). In this context, it means "the characteristic shared by the three persons", i.e. the phrase if only was used by all three of them.7.all the marital chances she had let go by: all the chances for her to get married she hadmissedlet (sth.) go by— lose sth.e.g. The short course is a good opportunity for you to learn a skill. Don't let it go by.8.There's a perverse streak in all of us that makes us like to hash over old mistakes.:There's an obstinately unreasonable quality in all of us which makes us enjoy bringing up old mistakes again for consideration.perverse—(of a person or one's actions) showing an obstinate desire to behave in anunreasonable waye.g. We just couldn't understand her perverse decision against the majority.streak— an element of a specified kind in one's character （性格⾏为的）倾向, an often unpleasant characteristice.g. Her streak of stubbornness makes her difficult to get along with.hash over— (slang) bring up (sth.) again for consideratione.g. What has been done cannot be undone. Don't hash over past mistakes. Cheer up and tryto do better next time.9.substitute a phrase that supplies lift instead of creating drag: use a phrase (in place of ifonly) that provides encouragement that pushes you forward instead of discouragement that pulls you backwardsubstitute (v.) — use (sth.) in place of (sth. else)e.g. The old lady suffers from diabetes, so she substitutes saccharine for sugar/so shesubstitutes sugar with saccharine.substitute (n.) — a person or thing acting or used in place of anothere.g. The actress's substitute performed as well as the actress herself.10.when he looks me in the eye: when he looks directly at me without showing embarrassment,fear, or shame11.I could hear the new words lock into place with an audible click: I could sense the newwords firmly fixed in my mind without any doubt12.that almost-perceptible mental click: the reminder provided by the Old Man that canroughly be felt in the mind13.a small fragment of immortality: a small piece of advice to be remembered foreverQuestions1.How were the author and the old man related?Key: The old man was an eminent psychiatrist and the author was a client of his.2.According to the author, how much did the session with his psychiatrist friend that afternoonmean to him? (para. 1)Key: To him, the session was just like "a flash of insight that leaves him a changed person —not only changed, but changed for the better."3.Why did the old man let the author listen to the three speakers on the tape? (para.15)Key:The three speakers on the tape were all unhappy, and the two words they all used frequently in what they said were "if only". What the old man wanted to point out to the author was that to keep saying "if only" would not change anything; on the contrary, it only kept the person facing the wrong way — backward instead of forward. Thus it did more harm than good to the person who kept saying them.4.What did the old man advise the author to do to get out of his depressed state of mind? (para.20)Key: Shift the focus; substitute "next time" for "if only".5.In what way are the two phrases "if only" and "next time" different? (para. 20)Key: They point to entirely different mental directions; one is backward and negative, and the other forward and positive.6.What do you think is the tone of the passage?Key: It is instructive and inspirational.Activity1.Failures and setbacks are an inevitable part of our life. Tell your classmates about one such"unfortunate" experience and how you managed to get back on your feet.Sentence patterns for your referenceWhen I was ... I met ...It is true that life is ...In spite of the ..., I ...2.Discuss the "flash of insight" Gordon suddenly got. What psychological effect did this pieceof advice produce on Gordon? Do you believe that one's mentality is an essential factor when one is unfortunately thrown into adversity? Give examples to support your view.Sentence patterns for your referenceIn case one meets ..., it is essential that ...As in Gordon's case, ...An example to show ... is that ...Organization and DevelopmentNarrationIn terms of mode of development, the present text is basically a narration, in which the author, Arthur Gordon, relates his meeting with his psychiatrist friend "the Old Man".Characteristics of NarrationThe purpose of a narration is to recount an event or a series of events; therefore it is usually chronological in its arrangement of details. The chief purpose of narration is to interest and entertain, though, of course, it may be used to instruct and inform. Narrative Structure of the TextGordon's purpose of writing, obviously, is not just to tell what happened during his meeting with his friend, but, more importantly, to instruct. The instructive significance of the story is madeclear in the first paragraph. In the first few lines Gordon has already made it clear to the reader that what he is going to do is to tell how "the sudden flash of insight that leaves you a changed person — not only changed, but changed for the better — ... Sometimes from a friend."In the first three paragraphs, which serve as a kind of introduction to the narration, we learn something about the physical circumstances for the meeting, i.e. the time —one rainy wintry afternoon, and the place — a French restaurant in Manhattan; the author's somber mood caused by his failure to complete an important project; and also something about the Old Man —his age, his profession, and perhaps more importantly, his positive attitude towards life.The last two paragraphs form a sort of conclusion, in which what the author has learned from his friend, which is also what he wants his readers to learn, is explicitly stated: ... whenever I find myself thinking "if only", I change it to "next time". TranslationEnglish-Chinese Translation1.Even the prospect of seeing a dear friend (the Old Man, as I privately and affectionatelythought of him) failed to cheer me as it usually did.译⽂：即使想到要见⼀位好朋友（私底下，我会亲切地把他想成“⽼头⼦”），我也⾼兴不起来，尽管通常不是这样的。