新视角研究生英语读说写第一册电子教案unit4BI-U04_4FR

宿迁学院教案课程名称：New Horizon College English （Book I）教者：课题：Unit 4 How to Make a Good Impression Text APeriod (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 remarksWe judge people within the first few seconds of meeting them. We can have a positive effect on other people by means of nonverbal clues, such as eye contact, facial expressions, and body motions. If you want to make a good impression, take the following advice: you are the message (If you use your good qualities, others will want to be with you.); be yourself (Show your good qualities in a natural way and be consistently at your best.); use your eyes (If you lose proper eye contact, you are at the risk of losing the happiness of your life.); and lighten up (To make other people comfortable, you have to appear comfortable yourself.).Step 2 Explanations of new wordsimpression n. an effect, a feeling, or an image retained: to depend on for support and encouragemente.g. What’s your first impression on your English teacher?—I am impressed by...— Her/his... impresses me greatly.1. conscious adj. aware, realizing sth.e.g. He was badly hurt, but he remained conscious.他伤得很重，但仍未失去知觉。

Unit 4 Section A How to Make a Good Impression Teaching Objectives：1. to grasp the main idea ( qualities that we can use to impress others.)2. to master the key language points and grammatical structures in the text;3. to conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit.Importance and difficulties:1. The whole text structure & the main idea2. New words and key sentence patterns3. Writing skill：a general statement support by a list of things or examples.Basic materials and references：1.new horizon college English and reference book for teaching2.other reading materials and pictures3.使用多媒体演示文稿，使用电脑磁带复读机及语音教室训练听力，在网上进行教师与学生的教学互动Lesson procedure：(4 periods)Period 1 （20mins）Period 2 （3 classes）Period 3 （1 class）Period 4 （1.5 classes）Warm-up exercises Global reading Detailed reading ofSection AAfter readingactivitiesSection BTeaching procedure:Period 1：（20mins）I. Warm-up activities1. How long does it take us to judge the people we meet?------we judge other people within the first seven seconds of meeting them.2. What is one way you can have a positive effect on other people?-----by using unspoken languages, such as eye contacts, facial expressions and body movements.II. Global Reading:Main idea of the text: In the passage, several points that we can make use of to impress others are listed: you are the message; be yourself; use your eyes; and lighten up.Period 2: (3 classes)III. New vocabulary and language pointsA.New vocabulary: .1. impression:n. 1. the effect produced in someone's mind 印象，效果He has told me his plan and he's made a good impression on me.2. an idea or opinion that one forms about something 感觉，感想I have the impression that he's not pleased.2. conscious:n. 1. realizing something 感觉到，意识到The children were conscious of their mother's unhappiness.2. fully awake; knowing what is happening around 处于清醒状态，有知觉的The patient was conscious. 这位病人处于清醒状态。

A Teaching Plan for Unit 4(In New Horizon College English Book 1)Ⅰ.Time: eight class hoursⅡ. Contents:●Section A: How to Make a Good Impression●Section B: Body LanguageⅢ. Suggested Timetable:1.The first four-class-hour session for Section A2.Next two-class-hour session for exercises of Section A3.The last two-class-hour session for Section BⅣ. Aims and Requirements:●Section A: How to Make a Good Impression1.Let the students acquainted with some new words:Impression, conscious, range, physical, appearance, absorb, consistent, depress, contact,make up one’s mind, lighten up, take…seriously2.Teach the following structure: so… that…/ and emphatic use of ‘do’3.Teach the writing skill: listing●Section B: Body Language1.Teach the reading skill: Reading for the Main ideas in paragraphs2.enable students to grasp the main idea of the textⅤ. Focal Points and Difficult Points:●Section A: How to Make a Good Impression1.Analyze the structure of several compound sentences and comprehend them.2.Learn to use the structure : so… that… / the emphatic use of ‘do’3.Grasp several CET-4 key words●Section B. Body Language1.To grasp the reading skill2.Ask students to retell the storyⅥ. Suggested Teaching Procedure and Methodology●section A: How to make a Good ImpressionPeriod 11. lead-inT: Today we are going to learn unit 4. At first, I’ll give you two m inutes to go through the paragraph on page 73, and then tell me what’s this unit about or what’s the main topic in this unit……yes, from the preview, especially from this sentence “ our gestures and our movements‘talk to others’”, we know we are going to learn something about non-verbal communication or more specifically, learn how we can make effective communication with body language.2. warm-upT: some researcher ever said: “In face-to-face communication 65% of the information is communicated through nonverbal means , do you believe? No? let’s make some examples.” Non-verbal communication includes three types.○1gesturesShow some gestures, eg. ‘be quite’ ‘great’ ‘come here’ …○2facial expression/ eye contactT: when we commu nicate with others, we often ignore this very important point. There’s a saying ‘eyes are the window of the heart’ or we often hear the sentence like this ‘can you say it in looking into my eyes directly’ or ‘your eyes can not cheat yourself’ right? Let’s look some pictures:...Human beings have seven basic emotions: sadness, fear, happiness, interest, anger, disgust, surprise. They can all be reflected just by our facial expressions. Now let’s do a ma tch game. Can you tell me what’s the emotion in every pictures?…○3posture/movementT: now we still look at four pictures. They are silent, but we can know a lot just from their behaviour. Ok, now let’s have a try. Who can describe these pictures and tell us what kind of information you can get from each picture. I’ll give you an example at first. Now, please look at the first picture, what are they doing? They’re shaking hands. One of them, the young man stand straightly, what about the other man? A little backward, and he hold the young man’s hands tightly. What does these mean? Can you tell me who are in a higher position?Ok ,next three pictures, I want to ask some of you to describe..From this exercise, we may know the importance of body language. Ok, after this, let’s think about a situation. If we meet someone for the first time, what kind of body language or non-verbal communication we should have to make a good impression to others? This is also the topic in section A. now, let’s get into the text. Page 74.3. discussionT: we have seen the title right? Do you know the Chinese translation? Ok. Do you still remember my question just now? Or I change another way, if you meet someone for the first time, what do you think is your unacceptable thing that make you dislike the person?eg: dirty clothes; impolite words; smoking; stand not straight, always shaking; spiting; and so on. …Ok we listed many things, so please remember them and omit these behaviours in later communication. But what’s the right thing we should do to make a good impression? Ok, we’ll learn this now.4. structure of the textT: now I’ll give you two minutes to find out the structure of this text. It’s very simple, isn’t it? Yes, with the help of sub-title, we can divide this passage into two parts.1 (para1-para2)2 (para3-para15)Period 21.text analysis (para1—para2)T: go through the first part quickly and answer my question: “according to the passage, how do we show our true feelings during the first seven seconds when we meet someone?”…Yes, with our eyes, faces, bodies and attitudes. This is what the author wants to tell at first, the importance of body language in communication especially for the first time.In this part we meet several language points, let’s look at them together.●impression n. 印象, 效果; 感觉/ impress vt. 给…深刻的印象, 使钦佩eg. 她总是试图以穿新衣给人留下印象.○1.she’s always trying to make an impression on people with her new clothes.○2she’s always trying to impress people with her new clothes.Eg. 这个女孩的活泼和幽默感给她未婚夫的家人留下了很深的印象The girl made an impression on her fiancé’s family with her liveliness and sense of humour.The girl impressed her fiancé’s family with her liveliness and sense of humour.●make up one’s mind to do sth. 下定决心做..事eg. 她八岁时就打定注意要成为一名医生.At the age of 8 she made up her mind to become a doctor.●conscious adj. 感觉到,意识到; 有知觉的.be conscious of sth. / be conscious that○1. eg. 孩子们意识到自己母亲的不快.The children were conscious of their mother’ unhappiness.○2.. eg. 他伤的很重, 但仍未失去知觉.He was badly hurt, but he remained conscious.Consciously / unconsciously / self-conscious / self-consciousness●range v. (在一定幅度或范围内)变动; 排列n. 种类; 射程; 距离; 范围range between / range from… to…eg. 这款手表的价格从十美元到一千美元不等.Prices of this watch range from $10 to $1000.我们在他们的炮火射程内(外)We are within range of / out of range of their guns.2. para3—para5T: go through this part quickly and tell me what does the sentence “ you are the message” mean, or which sentence in this part can best explain the sub-title?…Yes, it means that you should use your good qualities to help others form an impression about you. Ok ,there’s some language points in this part we should know better.●I’ve helped them make persuasive presentations,… 帮助他们作有说服力的演讲…presentation n. 表现, 描述; 展现make a presentation: give a speech on sth.make a complete presentation of sth. 对…作完整的陈述●physical adj. 身体的, 肉体的; 物质的, 实物的; 物理的○1.physical strength 体力physical education 体育课physical presence 亲临○2physical world 物质世界●You were committed to what you were talking about and so absorbed in the moment, you lostall self-consciousness.你对你所谈论的事情非常投入, 你当时完全沉浸其中, 以至于已经完全没有了羞涩的感觉.○1be committed to: spend one’s time or energy on sth.; give attention toeg. 他对于语言教学事业十分投入.He is very committed to the cause of language teaching.○2absorb vt. 吸引…的注意力, 使…感兴趣; 吸收be absorbed (in): give all one’s attention (to)eg. 当你聚精会神读一本好书时, 时间会过的很快.Time passes quickly when you are absorbed in reading a good book.○3the structure “ so+ adj. /adv. + (that)”如此...以至于…eg. 艺术家聚精会神于自己的工作, 以至于没有听到来访者进了房间The artist was so absorbed in her work that she didn’t hear her visitor enter the room.T: turn to the page 80, and finish the exercise Ⅵ.3. para6—para9T: this sub-title is very simple to understand, after reading this four paragraphs, please answer my question “why do many how-to books fail to help us make a good impression?”…Yes, because these books always ask us to do the same. What’s the correct way? Which sentence? The trick is to be consistently you, at your best. Ok ,good.●…and tell you to fix your eyes on the other persons.fix one’s eyes on: keep one’s eyes oneg. 所有的人都盯着我, 使我很窘迫.All the people fixed their eyes on me, which made me feel very embarrassed.●The trick is to be consistently you, at you best.consistent: adj. 一贯的; 一致的be consistent with sth. 和…相一致eg. 你做的和说的不一致.What you said is not consistent with what you said.●…addressing their garden club…address: vt. Direct one’s speech to 向…发表讲话.eg, The President addressed the Congress to review the past year and announced plans for the next.总统向国会讲话总结了过去一年的情况, 并宣布了今年的计划.●depress vt. Make sb. unhappy 使抑郁, 使沮丧eg. 我在阴雨天总是心灰意懒.Wet weather always depresses me.Depreesed adj.忧愁的; 消沉的Depressing adj. 令人忧愁的; 使人消沉的Depressed area:经济萧条地区4. para10—para11T: eye contact is very important just as we said before. Now, let’s have a game together. Everyone will have the experience of interview in the future. At first you should give the introduction in front of all the people, right? Now, let’s look at this paragraph, and do as the text tell us.“ As you enter a room, move your eyes comfortably; then look straight at those in the room and smile. Smiling is important. It shows you are relaxed.”I’ll give the example at first. This is what I do every day. Entering the room, looking around to see who is absent, and smiling. “class begin!”right? Ok ,I want ask some students to go to the platform and give us the performance..●relax v. make or become less worried or stressed; spend time not doing very much使(困难)减少; (使)休息, 放松Eg. 洗个热水澡能帮助你放松自己.Taking a hot bath can help you to relax yourself.relaxed: adj. 不紧张的; 轻松的; 不烦恼的relaxing: adj. (指气候)使人无精打采的; 使人懒洋洋的●I disagree. If I did agree, I certainly wouldn’t look at my feet or at the ceiling.Emphatic use of “do”. Here it means “really”Eg. 他的确告诉了我这事.He did tell me about it.看来一知半解确实是件危险的事.A little knowledge does seem to be a dangerous thing.5. para12—para15T: look at the sub-title, do you know the meaning of ‘lighten up’? It’s something you say to tell somebody to stop being so serious or annoyed, in other words, relaxed. In our lives, we should be less serious and have more sense of humour. Then, people will more likely to communicate with you. The example in the text tells us this, right?●You can always see people who take themselves too seriously.take … seriously : treat a thing or person as important 认真地对待eg . 别把他当回事儿, 他老开玩笑.Don’t take him seriously. He’s always joking.Period 31.review the language point○1so…that…○2emphatic use of ‘do’○3important new words and expressionsImpression/ conscious/ range/ focus/ ab sorb/ consistent/ contact/ relax/ make up one’s mind/ range from…to…/ lighten up/ take… seriously2.explain the exerciseSection B Body LanguageⅠ,reading skillsReading for the main ideas in paragraphsT: now let’s look at this part all together. Please pay attention to this sentences, ‘ often one sentence in the paragraph tells the reader exactly what the rest of the paragraph deals with and, therefore, gives the main idea. This main idea sentence may appear in one of several places, such as in the beg inning, in the middle or at the end of the paragraph.’ Here are some examples taken from Reading Passage A.Example1.Other will want to be with you and help you if you use your good qualities. They include: physical appearance, energy, rate of speech, pitch and tone of voice, gestures, expression through the eyes, and the ability to hold the interest of others. Others form an impression about you based on these.Main idea: make a good impression on others with your good qualities.Example 2The trick is to be consistently you, at your best. The most effective people never change form one situation to another. They’re the same whether they’re having a conversation, addressing their garden club or being interviewed for a job. They communicate with their whole being; the tones of their voices and their gestures match their words.Main idea: how to project yourself as being consistent in whatever you do.Here are some more points for you to consider when you are looking for the main idea of a paragraph:1.the main idea of a paragraph may be clearly stated or may be only implied or suggested.2.the main idea may be state anywhere in a paragraph: at the beginning, in the middle or at theend of the paragraph.3.very often one sentence in a paragraph tells the reader exactly what the main idea is. To pickup the main idea, sometimes we can just choose one complete sentence in the paragraph as in the above example 1, or sometimes we have to write a sentence to summarize the main idea ofa paragraph.Ok, after this, let’s check out whether we have masters this skill. We should do the fast reading of the text ‘ body language’, and tell me the structure of this passage.Ⅱ. text structure analysisT: what’s the title of the text, body language, yes, so please find out where does these two words appear first, in which paragraph? Yes , the fifth paragraph. The what’s the first four paragraph about? Leading? What about the conclusion? Ok .the last paragraph.1para1—para4: some people say ‘snap judgments’ are not sound and overestimate the importance of speech.2Para5—para9: people communicate with others in many ways.3Para10: a wealth of information in body language makes snap judgments seem sound.Ⅲmain idea and do the exercise on page 90Comprehension of the text1. D (para1, 3rd line)2. C (para3)3. C (para4 key point ‘overestimate)4. A (para4 5th line)5. B ( the title tell us the main idea)6. B (first sentence)7. A (understanding of this paragraph)8. D (last sentence)Ⅳnew words and expressions●because people assume‘you are what you say you are’, they talk a lot to become acquaintedwith each other.○1. assume: to accept or believe that something is true even though one has no evidence. 假定; 想当然认为eg. 大部分人都认为他的失败是粗心的结果.Most people assume the lack of success is the result of his carelessness.○2. be/ become/ get acquainted (with): get to know sth. / sb.Eg. 警察说很明显那些贼对校园很熟悉.Police said the thieves were obviously well acquainted with the school grounds.●as behavioural sciences develop, however, researchers find the importance of speech has been overestimated.estimate: vt. Figure out; judge 评估; 判断overestimate v. think sth. Is bigger or more important than it really is 过高估计, 评价eg. 他估计这个工作需要三个月.He estimated that the work would take three months.Eg. The sales manager overestimated the demand and the company was as a result left with 20,000 unsold copies.销售经理过高地估计了需求, 公司因此有两万册书没有售出去.●pick up○1.pick sb up 用汽车搭载某人或接某人; 偶然结识某人; 逮捕某人Eg. 7点钟我开车来接你I’ll pick you up at 7 o’clock.Eg. 他在学校的迪斯科舞会上偶然认识了那姑娘He picked up the girl at a college disco.Eg. 他正要离开该国时, 警方把他捉住了.The police picked him up as he was trying to leave the country.○2. pick sth up 通过实践学会(外语,技术等); 得,染(疾病); 获得,得到Eg. 她到法国居住后很快就学会了法语.She soon picked up French when she went to live in France.Eg. pick up an infection, a cold 受传染, 着凉Eg. 他听到一则有趣的新闻.He picked up an interesting piece of news.… the picture of yourself you are projecting..Project oneself: pr esent or show one’s qualitiesEg. 那个年轻人设法表现自己以获得新老板的好感.That young man tries to project himself in order to make a good impression on the new boss.Ⅴ. Exercise on page 89Reading skills1.People use other forms other than language for communication.2.We communicate with our body movements.3.The clothes you wear also communicate many things.4.Small ornaments you wear communicate many things, too.5. A wealth of information in body language makes snap judgments seem sound.。

一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）了解篇章结构、写作特点和文化背景知识；（3）提高阅读理解能力，培养阅读策略。

2. 能力目标：（1）提高口语表达能力，学会用英语进行交流；（2）培养写作能力，学会撰写不同类型的文章；（3）提高自主学习能力，学会查阅资料、拓展知识面。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养学生良好的学习习惯；（2）培养学生关注社会、关爱他人的情感；（3）提高学生的文化素养，培养跨文化交际意识。

二、教学重点与难点1. 教学重点：（1）掌握本单元的核心词汇和短语；（2）了解篇章结构、写作特点和文化背景知识；（3）提高阅读理解能力，培养阅读策略。

2. 教学难点：（1）培养学生运用所学知识进行写作的能力；（2）提高学生的跨文化交际意识。

三、教学过程1. 导入新课（1）播放与本单元主题相关的视频或图片，激发学生的学习兴趣；（2）引导学生讨论与本单元主题相关的问题，如：“你认为什么是真正的友谊？”等。

2. 阅读理解（1）让学生快速阅读课文，了解文章大意；（2）引导学生分析文章结构，归纳段落大意；（3）针对课文内容，设置问题，让学生进行思考、讨论；（4）总结课文，加深学生对文章的理解。

3. 词汇学习（1）讲解本单元的核心词汇和短语，让学生掌握其用法；（2）设置词汇练习，巩固所学知识；（3）引导学生运用所学词汇进行口语和写作练习。

4. 写作指导（1）分析本单元的写作特点，如：议论文、说明文等；（2）指导学生进行写作，如：如何提出观点、如何组织论据等；（3）让学生进行写作练习，教师批改并给予反馈。

5. 课堂小结（1）回顾本节课所学内容，强调重点和难点；（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、互动性等；2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度；3. 写作能力：通过写作练习，评估学生的写作水平；4. 口语表达能力：通过课堂讨论、角色扮演等方式，评估学生的口语表达能力。

《新视野大学英语（第四版）读写教程1》教案Unit 4 Social media matters一、单元教学概况（一）教学目标1. 知识目标（1）语言层面：学生能够学会并使用本单元重点词汇、短语、句型结构，并能够掌握主题相关词汇。

（2）内容层面：学生能够理解社交媒体对社会和个人生活的影响及社交媒体使用中可能出现的问题。

2. 能力目标（1）词汇应用能力：学生能够使用主题相关词汇进行话题内容阐述。

• 学生能够进行有关社交媒体的讨论，意思表达准确，词汇丰富。

• 学生能够对社交媒体的影响进行评估，同时能够就有关观点进行分析评价。

（2）阅读能力：学生能够理解分析有关社交媒体的讨论和案例研究，提取关键信息。

（3）写作能力：学生能够就社交媒体的利弊进行讨论，表达清晰，逻辑性强，并使用准确、丰富的标记词汇。

（4）应用能力：学生能够制作一个可上传社交媒体的短视频，介绍和传播中国文化。

学生需要撰写脚本并完成短视频制作。

（5）思辨能力：学生能够反思自己使用社交媒体的情况，并能分析判断社交媒体的影响，认识其正面和负面影响。

3.思政育人目标学生能够正确认识和使用社交媒体，培养良好的网络道德，进行积极健康的社交活动；在使用社交网络时，积极传播正能量，共创安全健康的网络环境。

（二）教学基本内容本单元聚焦“社交媒体”主题，围绕三篇“社交媒体”主题相关的阅读素材，进行相关内容、词汇、技能等层面的学习，并在单元最后，应用单元所学，完成一篇介绍中国文化的媒体作品。

本单元三篇学习素材各有侧重，旨在从不同维度加深学生对于社交媒体的思考：Text A通过案例探讨社交媒体对个人心理健康的影响，Text B从个人经历出发讨论社交媒体在维持人际联系中的作用，Text C描述了社交媒体如何成为中国人日常生活的一部分。

1. 词汇（1）重点词汇：addict/addition, depression, cyberbullying, compromise, impact, psychology, communication, considerable, influence, survive, obsession, interfere, withdrawal, encounter, access, promotion, significant, essential, preliminary, be headed for, contribute to, in particular, as for, thanks to（2）主题相关词汇：social media:addition, mental health, information, network, profile, follow, trend, viral, hashtag ... verbs of this topic: post, share, tag, mention, retweet, engage, ...adjectives of this topic: beneficial, informative, convenient ...; additive, deceptive, superficial ...; diverse, influential, ambiguous ...2.技能• 阅读技能：介绍重要的阅读策略“标记词”。

Unit 4, Book One I. Section A: How to Make a Good Impression 1. Teaching Objectives: 1. To promote the students to think about the effective way of making a good impression. This unit is intended to explore other ways of good communication (nonverbal communication) in addition addition to to to words, words, words, feelings feelings feelings and and and senses. senses. senses. After After After learning learning learning it, it, it, Ss Ss Ss are are are expected expected expected to to to understand understand understand how how how to to master as well as to present good communication signs in an English culture, such as appearance, eye contact, gestures, movements, etc. 2. Scan the text and understand the structure of the text “How to Make a Good Impression”.3. Understand the main idea of the text. 2.Time Allotment: Section A (3 periods): 1st ---2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (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 sentences 3.Teaching Procedures: 3.1 Pre-reading Activities Step 1 Greetings Greet the whole class as usual. Step 2. Lead-in and preparation for reading Listen to the tape and answer some questions: 1) How long does it take us to judge the people we meet? 2) What is one way you can have a positive effect on other people? 3) What are the difficulties you have in social relationships? 4) What is the key to being the best person you can be? Step 3. Fast reading Ask Ask the the the Ss Ss Ss to to to scan scan scan the the the text text text and and and remind remind remind the the the students students students of of of keeping keeping keeping in in in mind mind mind the the the following following questions: 1) How many ps did the author offer in the passage as to how to make a good impression? (4) 2) What are they? (the italicized part of the passage) Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writing ) Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph. Method: Method: Read Read Read the the the text text text individually individually individually and and and talk talk talk in in in groups; groups; groups; Use Use Use task-based task-based task-based language language language teaching teaching method, reading approach, communicative approach and total physical response method. Part Part I I I (Para. (Para. (Para. 1-2):1-2): Research Research shows shows shows that that that we we we make make make up up up our our our minds minds minds about about about people people people through through unspoken communication within seven seconds of meeting them. Part II (Para.3-14): The four qualities we can use to impress others ：you are the message; be yourself; use your eyes; lighten up Part III (Para.15): We all have within ourselves the power to make a good impression. Just be ourselves and we’ll make it.Step 4. Preparation for details of the text on the screen Ss are required to look at the words and phrases on the screen and give a brief presentation in class. Words and Phrases: and total physical response method. 1) conscious: a dj. adj. realizing something 感觉到，意识到感觉到，意识到The children were conscious of their mother's unhappiness. 孩子们意识到母亲的不快。

Unit 1A Working CommunityTeaching Objectives（教学目的）Students will be able to1. grasp the main idea and structure of the text2. master the key language points and grammatical structures3. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Teaching procedures（教学步骤）1. Pre-reading activity （Period1）a. Introduction to the authorb. Information related to the textc. Pre-reading questions2.While-reading activity（Periods2-5）a. The organization of the textb. Detailed reading---study of the language points3. Post-reading activity （Period6-8）a. Speaking Activityb. Writing Practicec. Have students finish the exercisesPeriod 1Pre-reading activity1. Background Informationa. Introduction to the AuthorEllen Goodman is a Pulitzer-prize-winning columnist, author, speaker, and commentator who refuses to call herself a pundit. Ellen has long been a chronicler of social change in America, especially the women’s movement and its effects on our public and private lives. She frequently pens newspaper columns on such topics as feminism, child rearing, divorce, alternative lifestyles, and gardening. Although Goodman once appealed principally to women, her essays now interest readers of both sexes who are, in the words of New York Times critic John Leonard, “full of gratitude for having been introduces to a witty and civilized human being in a vulgar and self-pitying decade.”b. Information Related to the TextEthnic Identity refers to one’s sense of belonging to an ethnic group and the part of one’s thinking, perceptions, feelings, and behavior that is due to ethnic group membership. The ethnic group tends to be one in which the individual claims heritage. Ethnic identity is separate from one’s personal identity as an individual, although the two may reciprocally influence each other. There are 4 major components of ethnic identity, that is, ethnic awareness (understanding of one’s own and other groups),ethnic self-identification (label used for one’s own group), ethnic attitudes (feelings about one’s own and other group) and ethnic behaviors (behavior patterns specific to an ethnic group).Kaffeeklatsch is a German phrase translating literally as “coffee chat”. This is the type of casual conversation, small talk and especially gossip enjoyed by people who meet in the afternoon for a cup of coffee. Kaffeeklatsch is also used to describe such a gathering itself. Several student newspapers, journals and arts councils utilize the term as a means of describing the informally hosted meetings of influential members at coffee shops and cafes near their home university. It is occasionally used in a more specific and derogatory sense to mean a group of people who waste time talking rather than doing. 咖啡会（一种非正式聚会）c. Pre-reading QuestionsLead-in questionsPurposes：1. To present key words and phrases related to working community2. To encourage students to think about the theme of the coming text, i.e. the rapidly changing society and the change of the concept “community”3. To arouse students’ interest in the topic of the coming text4. To develop students’ skill in predicting the main idea of the textSteps:1.The teacher can divide the class into groups of 4/5.2.Students can be given 2-3 minutes to discuss the following questions.·What does community mean to you in China?·How do you define community in your life?·In what ways are communities important to society?3.Each group should have a reporter to report the result of their discussion to thewhole class.Methodology：1. The purpose of pre-reading activity is to arouse students’ interests in the topic ofthe text and prepare them to read the text actively. It may be very easy for your students to give a definition to community geographically, but to define it socially is more difficult. If you encourage students to think carefully about the change of the concept, they will probably hit upon the central idea and the main purpose of the coming article.2．In order to get the whole class involved, group work is recommended. If time permits, you can ask each group to report to the class what they have discussed.Period 2-5While-reading activitya. The organization of the text·The Gist of the ArticleThe author of this article mainly argues that People’s jobs or professions have made them become members of certain communities.In the past few years, people have transferred the major portion of their lives from home to office. Thus the sense of community has shifted from neighborhood to workplace. In modern society, people are busy with their work and spend most part of their time in their workplaces. The towns where they are living become the places only for sleeping. The afternoon gathering for friends to have a casual conversation and to sip coffee, which was popular in the fifties, has also been enjoyed by people in the eighties during their break at work. The sense of community has not only shifted from our neighborhood to our workplace, but also stretched to the profession we enter. The immigrant grandparents came to America with their original ethnic identities. They assumed they had something in common with people from their native countries and they tried to seek out their connections with their old countries. When people move from place to place to have different professions, they seem to identify themselves with their professions. The shifting identity makes the author uncomfortable.·Text Outline1. Introduction (Para. 1–4)Everyone of us belongs to a certain community owing to our professions.2. Body (Para. 5–12)1) Our sense of community has changed from the neighborhood to the workplace.(Para. 5–10)A. In the past, the community to which we belonged was decided by ourneighborhoods.(Para. 5)B. At present, a large part of our daily lives are transformed from home to office, theworkplace becomes our neighborhood. (Para. 6–10)2) As our sense of community has changed from the neighborhood to theworkplace, our sense of identity has shifted from ethnicity to our profession.(Para.11–12)3. Conclusion (Para. 13 –14)The shifting sense of community and identity makes it hard for us to separate ourselves from our professionsb. Detailed reading---study of the language pointsDetailed reading of the textPurposes：1. To help students draw important facts of each paragraph2. To help students identify and remove the source of difficulty in understanding thetext3. To help students actively interact with the text and develop strategies to work out themeaning of the text4. To give students practice in note-takinglanguage points：1. mind you：also take this fact into account 尽管如此；应该考虑到e.g.I’ve heard they’re getting divorced. Mind you, I’m not surprised—they were always arguing.He spends a lot of time in bed now; mind you, he is 93!2. a chunk of：a fairly large amount of something 相当大的量e.g.I’ve already written a fairly large chunk of the article.The car repairs took a chunk of his salary.3. transfer … to …：move sth from one place to anothere.g.How can I transfer money from my bank to his?The patient was transferred to another hospital.4. shmoose：talk casually and friendly, esp. in order to gain an advantage or make a social connection 闲谈；闲聊e.g.The men were sitting in the cafe and shmoosing.5. assume：think or accept that sth is true but without having proof of it 假设e.g.Let us assume for a moment that the plan succeeds.It is reasonable to assume that economy will continue to improve.6. have sth in common with sb / sth：(of people) have the same interests, ideas, etc assb else or (of things or places) have the same features or characteristics, etc 与……有共同之处e.g.He has nothing in common with Jane.The two cultures have a lot in common.7. replace... with / by...：take the place of sth with sth; to use sth instead of sth else用……替换e.g.We’ve replaced the old adding machine with / by a computer.Teachers will never be replaced by computers in the classroom.8. disruptive：causing problems, noise, etc so that sth can not continue normally 破坏性的e.g.She had a disruptive influence on the rest of the class.The strike was disruptive to transport services.Methodology：When working through the text, you can, besides explanation and paraphrase (refer to “Detailed Explanation of the Text’’ in the teacher’s book), use the techniqueof asking questions to develop students’ understanding. Make sure students always keep their text open when they answer the questions. The purpose of asking questions is to make students actively interact with the text and develop their strategies to derive the meaning from the text. At the same time, they can become aware of the way language is used to convey meaning. There is a close connection between answering questions and developing understanding.At the start, three types of questions should be designed for this purpose. First, straightforward questions need to be asked to draw students’ attention to important facts in the text and to ensure they understand the literal meaning of the facts．The second type of questions should be used to develop students’ skills of tackling difficult sentences．A third type should make students recognize grammatical and lexical features that play a crucial part in the interpretation of the text．‘When students answer your questions they should also practice taking notes.Period 6-8Post-reading activitya. Speaking ActivityExercise VII on page. 8b. Writing PracticeExercise IX on page. 8c. Have students finish the exercises。

BOOK 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 the text;4.conduct a series of reading, listening, speaking and writing activities related tothe 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 broodmake 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 lighten up 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 peopl e‟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 this widely 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 to demonstrateimmediately 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 you demonstrategood listening skills. Give positive verbal cues: “Hmm…interesting!”“Tell me more, please.”“What did you do next?” 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.e the name of a new acquaintance frequently. “Judy, I like that suggestion.”“Your vacation must have been exciting, Fred.”You show that you have paid attention from the start, catching the name during 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 an icebreaker, stayaway 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 colleague offered to meetme 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 speakingstyle impacts the first impression, maybe more than we wish. Listeners judge our intelligence, our cultural level, our education, even our leadership ability by thewords 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。

新视角研究生英语读说写教程Unit1教案Unit 1A Working CommunityTeaching Objectives（教学目的）Students will be able to1. grasp the main idea and structure of the text2. master the key language points and grammatical structures3. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Teaching procedures（教学步骤）1. Pre-reading activity （Period1）a. Introduction to the authorb. Information related to the textc. Pre-reading questions2.While-reading activity（Periods2-5）a. The organization of the textb. Detailed reading---study of the language points3. Post-reading activity （Period6-8）a. Speaking Activityb. Writing Practicec. Have students finish the exercisesPeriod 1Pre-reading activity1. Background Informationa. Introduction to the AuthorEllen Goodman is a Pulitzer-prize-winning columnist, author, speaker, and commentator who refuses to call herself a pundit. Ellen has long been a chronicler of social change in America,especially the women’s movement and its effects on our public and private lives. She frequently pens newspaper columns on such topics as feminism, child rearing, divorce, alternative lifestyles, and gardening. Although Goodman once appealed principally to women, her essays now interest readers of both sexes who are, in the words of New York Times critic John Leonard, “full of gratitude for having been introduces to a witty and civilized human being in a vulgar and self-pitying deca de.”b. Information Related to the TextEthnic Identity refers to one’s sense of belonging to an ethnic group and the part of one’s thinking, perceptions, feelings, and behavior that is due to ethnic group membership. The ethnic group tends to be one in which the individual claims heritage. Ethnic identity is separate from one’s personal identity as an individual, although the two may reciprocally influence each other. There are 4 major components of ethnic identity, that is, ethnic awareness (understanding of one’s own and other groups),ethnic self-identification (label used for one’s own group), ethnic attitudes (feelings about one’s own and other group) and ethnic behaviors (behavior patterns specific to an ethnic group).Kaffeeklatsch is a German phrase translating literally as “coffee chat”. This is the type of casual conversation, small talk and especially gossip enjoyed by people who meet in the afternoon for a cup of coffee. Kaffeeklatsch is also used to describe such a gathering itself. Several student newspapers, journals and arts councils utilize the term as a means of describing the informally hosted meetings of influential members at coffee shops and cafes near their home university. It is occasionally used in a more specific and derogatory sense tomean a group of people who waste time talking rather than doing. 咖啡会（一种非正式聚会）c. Pre-reading QuestionsLead-in questionsPurposes：1. To present key words and phrases related to working community2. To encourage students to think about the theme of the coming text, i.e. the rapidly changing society and the change of the concept “community”3. To arouse students’ interest in the topic of the coming text4. To develop students’ skill in predicting the main idea of the textSteps:1.The teacher can divide the class into groups of 4/5.2.Students can be given 2-3 minutes to discuss the following questions.·What does community mean to you in China?·How do you define community in your life?·In what ways are communities important to society?3.Each group should have a reporter to report the result of their discussion to thewhole class.Methodology：1. The purpose of pre-reading activity is to arouse students’ interests in the topic ofthe text and prepare them to read the text actively. It may be very easy for your students to give a definition to community geographically, but to define it socially is more difficult. If youencourage students to think carefully about the change of the concept, they will probably hit upon the central idea and the main purpose of the coming article.2．In order to get the whole class involved, group work is recommended. If time permits, you can ask each group to report to the class what they have discussed.Period 2-5While-reading activitya. The organization of the text·The Gist of the ArticleThe author of this article mainly argues that People’s jobs or pr ofessions have made them become members of certain communities.In the past few years, peoplehave transferred the major portion of their lives from home to office. Thus the sense of community has shifted from neighborhood to workplace. In modern society, people are busy with their work and spend most part of their time in their workplaces. The towns where they are living become the places only for sleeping. The afternoon gathering for friends to have a casual conversation and to sip coffee, which was popular in the fifties, has also been enjoyed by people in the eighties during their break at work. The sense of community has not only shifted from our neighborhood to our workplace, but also stretched to the profession we enter. The immigrant grandparents came to America with their original ethnic identities. They assumed they had something in common with people from their native countries and they tried to seek out their connections with their old countries. When people move from place to place to have different professions, they seem to identify themselves with their professions. The shifting identity makes the authoruncomfortable.·Text Outline1. Introduction (Para. 1–4)Everyone of us belongs to a certain community owing to our professions.2. Body (Para. 5–12)1) Our sense of community has changed from the neighborhood to the workplace.(Para. 5–10)A. In the past, the community to which we belonged was decided by ourneighborhoods. (Para. 5)B. At present, a large part of our daily lives are transformed from home to office, theworkplace becomes our neighborhood. (Para. 6–10)2) As our sense of community has changed from the neighborhood to theworkplace, our sense of identity has shifted from ethnicity to our profession.(Para.11–12)3. Conclusion (Para. 13 –14)The shifting sense of community and identity makes it hard for us to separate ourselves from our professionsb. Detailed reading---study of the language pointsDetailed reading of the textPurposes：1. To help students draw important facts of each paragraph2. To help students identify and remove the source of difficulty in understanding thetext3. To help students actively interact with the text and develop strategies to work out the meaning of the text4. To give students practice in note-takinglanguage points：1. mind you：also take this fact into account 尽管如此；应该考虑到e.g.I’ve heard they’re getting divorced. Mind you, I’m not surprised—they werealways arguing.He spends a lot of time in bed now; mind you, he is 93!2. a chunk of：a fairly large amount of something 相当大的量e.g.I’ve already written a fairly large chunk of the article.The car repairs took a chunk of his salary.3. trans fer … to …：move sth from one place to anothere.g.How can I transfer money from my bank to his?The patient was transferred to another hospital.4. shmoose：talk casually and friendly, esp. in order to gain an advantage or make a social connection 闲谈；闲聊e.g.The men were sitting in the cafe and shmoosing.5. assume：think or accept that sth is true but without having proof of it 假设e.g.Let us assume for a moment that the plan succeeds.It is reasonable to assume that economy will continue to improve.6. have sth in common with sb / sth：(of people) have thesame interests, ideas, etc assb else or (of things or places) have the same features or characteristics, etc 与……有共同之处e.g.He has nothing in common with Jane.The two cultures have a lot in common.7. replace... with / by...：take the place of sth with sth; to use sth instead of sth else用……替换e.g.W e’ve replaced the old adding machine with / by a computer.Teachers will never be replaced by computers in the classroom.8. disruptive：causing problems, noise, etc so that sth can not continue normally 破坏性的e.g.She had a disruptive influence on the rest of the class.The strike was disruptive to transport services.Methodology：When working through the text, you can, besides explanation and paraphrase (ref er to “Detailed E xplanation of the Text’’ in the teacher’s book), use the technique of asking questions to develop students’understanding. Make sure students always keep their text open when they answer the questions. The purpose of asking questions is to make students actively interact with the text and develop their strategies to derive the meaning from the text. At the same time, they can become aware of the way language is used to convey meaning.There is a close connection between answering questions and developing understanding.At the start, three types of questions should be designed for this purpose. First,straightforward questions ne ed to be asked to draw students’attention to important facts in the text and to ensure they understand the literal meaning of the facts．The second type of questions should be used to develo p students’ skills of tackling difficult sentences．A third type should make students recognize grammatical and lexical features that play a crucial part in the interpretation of the text．‘When students answer your questions they should also practice taking notes.Period 6-8Post-reading activitya. Speaking ActivityExercise VII on page. 8b. Writing PracticeExercise IX on page. 8c. Have students finish the exercises。