新标准大学英语4 B4U1教案

Unit oneActive reading 1Teaching objectivesDifferent types of degrees ( bachelors, masters, doctors)Characteristics of Generation X and Generation Y/GruntHighlighting different aspects of a problemResumeWarming-up activity1.Read the passage in activity 1 and work in groups to discuss the topic.2.Based on your experience and knowledge, discuss the differences of a good job and a job. Useful expressions & language pointsgalvanize vt.Shock or affect someone enough to produce a strong and immediate reaction使振奋；刺激；使（某人）震惊或激动（并采取行动）. His speech yesterday galvanized many workers into action.他昨天的演讲激励不少工人行动起来了。

fraught adj.very worried and with a lot of problems 忧虑的；焦虑不安的. 1. After his speech, there was a fraught silence.他发言后，出现了一阵令人焦虑不安的沉默。

2. She sounded a bit fraught. 她听上去有点儿忧心忡忡。

clutch vt.hold sb. or sth. firmly 紧抓；紧握. 1. The mother clutched her baby in her arms.母亲紧紧地把婴儿抱在怀里。

ModuIe 4Un i t1 Thanksg i v i ng i s my favour i te fest i va I. 教学设计【教学目标】1・认读单词：Thanksgiving , flag, Flag Day, fly, special, meal, sound, footballo 掌握句子：What do you do on Thanksgiving Day? On Thanksgiving Day We say "thank-you” for our food, f amily and friends.2.能够谈论或描述感恩节等西方节日。

3.通过对感恩节的学习，让学生学会感恩，并珍惜自己现在的生活，发奋学习。

【教学重难点】能够谈论或描述感恩节等西方节日。

【课时安排】1课时【教学过程】—、导入环节(-)导入新课，板书课题导入语：Hello class, 1 is ten say vhat Simon and Darning are t alking abo ut Yes, this class, we wi 11 talk about festivals.(二)展示目标(1分钟)：过渡语： Lef s read the learning aims together:1.认读单词：Thanksgiving , flag, Flag Day, fly, special, meal, sound, footballo 掌握句子：What do you do on Thanksgiving Day? On Thanksgiving Day We say "thank-you” for our food, f amily and friends.2.能够谈论或描述感恩节等西方节日。

3.通过对感恩节的学习，让学生学会感恩，并珍惜自己现在的生活，发奋学习。

过渡语： Are you clear? I think you are the best, ccme on二、先学环节过渡语： First look at the guides careful ly and then f inish the tasks step by step1.自学指导(1)听课文录音，感知课文大意，并注意里面的生单词。

教学对象：大学英语基础班教学目标：1. 理解并掌握本单元的核心词汇和短语。

2. 提高阅读理解能力，能够分析文章结构，概括文章大意。

3. 培养学生的写作能力，学会撰写说明文。

4. 增强学生的听说能力，能够进行日常对话和讨论。

教学重点：1. 词汇：掌握核心词汇和短语，如：specialize in、cope with、pursue、adventure、sustainable等。

2. 阅读理解：理解文章主旨，分析文章结构，把握作者观点。

3. 写作：撰写一篇关于个人兴趣爱好的说明文。

4. 听说：进行日常对话，提高口语表达能力。

教学难点：1. 词汇的准确理解和运用。

2. 阅读理解的深度和广度。

3. 说明文的写作技巧。

教学准备：1. 多媒体课件：包括文本内容、词汇表、练习题等。

2. 教学辅助材料：如图片、视频等。

3. 学生预习资料：如词汇表、预习指南等。

教学过程：一、导入（5分钟）1. 通过提问的方式，引导学生回顾上一单元所学内容。

2. 介绍本单元主题，激发学生的学习兴趣。

二、词汇学习（15分钟）1. 介绍本单元核心词汇和短语，如：specialize in、cope with、pursue、adventure、sustainable等。

2. 通过例句和练习，帮助学生掌握词汇的用法。

3. 引导学生进行词汇卡片制作，巩固记忆。

三、阅读理解（25分钟）1. 介绍文章结构，引导学生分析文章段落大意。

2. 阅读全文，概括文章主旨，把握作者观点。

3. 进行段落大意、主旨大意等练习，提高学生的阅读理解能力。

四、写作训练（15分钟）1. 引导学生思考个人兴趣爱好，确定写作主题。

2. 讲解说明文的写作技巧，如：引言、正文、结论等。

3. 学生根据所学内容，撰写一篇关于个人兴趣爱好的说明文。

五、听说训练（15分钟）1. 组织学生进行日常对话，如：介绍个人兴趣爱好、询问对方爱好等。

2. 学生分组进行讨论，分享个人兴趣爱好，并讨论如何培养兴趣。

Module4 Unit1 This is my head.教案绿波小学徐磊2011年3月5日一、教案背景：本模块主要是通过熊猫的五官来学习人的五官。

本节课是第一课时。

本节课是基于互动式电子白板条件下进行的。

二、教学课题：Module4 Unit1 This is my head.三、教材分析：本课是外研社新标准英语第二册M4 U1 This is my head. 学习的内容包括让学生听、说、会读单词：head/face/nose/mouth/ear/eye以及会用句型“This is my/your…”来介绍自己和他人的五官。

学生在前两个模块已经学习了This is…这个句型，因此在本课学习新单词时会有所铺垫，从而降低了教学的难度。

1. 教学目标：能够使用This is my/your feature.介绍五官。

并熟悉五官单词：head, face, nose, eye, ear, mouth.2. 教学重点：句型This is my/your feature.3. 教学难点：注意单词mouth的中的th读音，并与face加以区别。

四、教学方法：为了充分调动孩子们的学习积极性，发挥他们的学习主体性，使他们主动、愉快的学习，我设计了让他们找一找、听一听、猜一猜、玩一玩的学习方式，通达让他们自身大量动口，动脑活动习得语言。

五、教学过程：Step1.Praparation1.Greetings.2.Listen to a song about features.师生问好。

利用电子白板超链接Flash歌曲文件，使学生能够跟随旋律一起哼唱。

使学生愉快地进入英语学习氛围。

Step2 PresentationT: Look, so many funny faces. Today, w e’ll make some funny faces, too. Next, Let’s learn how to introduce our features with Panpan.1.Listen to the tape.(Show pictures on TV to learn new words)由flash课件引入到新课文学习，呈现课文内容，听第一遍课文录音，引出新单词。

课时：2课时教学目标：1. 培养学生的英语听说能力，使学生能够在实际生活中运用英语进行有效沟通。

2. 提高学生的英语阅读理解能力，使学生能够准确把握文章主旨和细节。

3. 培养学生的英语写作能力，使学生能够运用正确的语法和词汇进行写作。

4. 增强学生的跨文化交际意识，提高学生的文化素养。

教学内容：1. 听力：听懂英语日常生活中的对话和独白。

2. 阅读：阅读理解英语文章，掌握文章主旨和细节。

3. 写作：运用正确的语法和词汇进行英语写作。

4. 口语：运用英语进行日常生活中的对话和独白。

教学重点：1. 听力：掌握英语日常生活中的常用词汇和句型。

2. 阅读：提高阅读速度和理解能力。

3. 写作：掌握英语写作的基本技巧和格式。

4. 口语：提高英语口语表达能力。

教学难点：1. 听力：准确把握英语日常生活中的语音、语调。

2. 阅读：理解英语文章中的复杂句型和长难句。

3. 写作：运用恰当的语法和词汇进行写作。

4. 口语：克服英语口语表达时的紧张和焦虑。

教学过程：一、导入新课1. 通过播放一段英语日常生活中的对话或独白，激发学生的学习兴趣。

2. 提问学生：What do you hear? What do you think about this dialogue?二、听力教学1. 学生听录音，跟读对话或独白。

2. 教师讲解录音中的重点词汇和句型。

3. 学生进行听力练习，巩固所学内容。

三、阅读教学1. 学生阅读英语文章，了解文章主旨和细节。

2. 教师讲解文章中的复杂句型和长难句。

3. 学生进行阅读练习，提高阅读速度和理解能力。

四、写作教学1. 学生根据所学内容，运用正确的语法和词汇进行写作。

2. 教师讲解写作的基本技巧和格式。

3. 学生进行写作练习，提高写作能力。

五、口语教学1. 学生运用英语进行日常生活中的对话和独白。

2. 教师讲解口语表达时的技巧和注意事项。

3. 学生进行口语练习，提高口语表达能力。

六、归纳小结1. 教师总结本节课所学内容，强调重点和难点。

教学目标：1. 让学生掌握本单元生词和短语；2. 培养学生阅读理解能力，提高阅读速度；3. 培养学生听说能力，提高口语表达能力；4. 培养学生批判性思维能力，学会从不同角度分析问题。

教学重点：1. 生词和短语；2. 阅读理解；3. 口语表达。

教学难点：1. 生词和短语的理解和应用；2. 阅读理解中的推理和判断；3. 口语表达中的语法和词汇运用。

教学过程：一、导入1. 引导学生回顾上节课所学内容；2. 通过提问，激发学生对本节课的兴趣。

二、课文讲解1. 介绍课文背景，让学生了解作者和文章主题；2. 分段讲解课文，讲解过程中注意生词和短语；3. 引导学生分析课文中的语法和结构；4. 针对课文中的难点进行讲解，如推理、判断等。

三、阅读理解1. 学生阅读课文，完成课后练习题；2. 教师讲解练习题，引导学生分析答案；3. 对课文中的重点段落进行深入讲解，帮助学生理解文章主旨。

四、口语表达1. 学生进行小组讨论，围绕课文主题展开；2. 学生代表小组进行发言，锻炼口语表达能力；3. 教师对学生的发言进行点评，指出优点和不足。

五、总结1. 总结本节课所学内容，强调重点和难点；2. 布置课后作业，巩固所学知识。

教学反思：1. 本节课通过讲解课文、阅读理解、口语表达等环节，让学生全面掌握本单元的知识点；2. 在讲解过程中，注重启发学生思考，提高学生的批判性思维能力；3. 通过小组讨论和口语表达，锻炼学生的口语表达能力；4. 在课后作业的布置上，注重巩固所学知识，提高学生的实际应用能力。

教学评价：1. 学生对本节课的学习兴趣浓厚，积极参与课堂活动；2. 学生能够较好地掌握本单元的生词和短语；3. 学生的阅读理解能力和口语表达能力有所提高；4. 学生在课后能够主动复习所学知识，巩固学习成果。

Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers’attitudes and behaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can’t find a job?3) What do you think their parents will do if they can’t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student’s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.① Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.② Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③ What is the advice the author gives to t he students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the lastfifteen years, so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economic depression, which means that there were fewer jobs available and a rise in unemployment. Thus new graduates have to be active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home.Section 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (文学学士) and BS (理学学士) are awarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one” and “a two two”), a third (written III) anda pass degree.3)There are also ordinary degrees with more general courses of study without thesecategories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience .“Grunt” also refers to coarse behavior or bad manners and to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words – this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:↓viewpoints↗ ↗ ↖ ↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)Psychotherapi← author(Para 16)(Paras 10-15)↓ ↓Parents’ balance:positive → not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It’s a good idea toget some jobs like bar work, shelf-stacking.rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid. 1）“Will he ever get a job?” Who is asking this qu estion? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever”suggests that getting a job will take a long time.2）Who describes Generation Y as “rebels without a cause”? I s it a fair description?This is the writer’s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work – it is just that they don’t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack’s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?Hiding from the world of work, staying at home and not looking for a job.The quotation marks tell us that he wasn’t literally hiding, he just spent a lot of time at home.5）How is Mrs. Goodwin’s point of view affected by her own personal experience?In one way her experience hasn’t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield’s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects – or perhaps has created – her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1） Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America. But after that he will have to make a more serious effort and he’ll need to contribute to the h ousehold budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobs will have been taken. So they are not really helping at all.How can they let him take a three week holiday abroad when he hasn’t got a job to come back.2） Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between beingpositive and understanding without making life too comfortable, otherwise students will not look for a job. Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack’s point of view that he doesn’t want to do temporary bar work justifiable?No. He thinks that kind of work is a dead-end job and not suitable for him. But he’s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That’s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He’s unrealistic, I think.4） Do you agree that men can give boys better advice than women when they are stuck in setbacks? Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don’t get interviews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don’t. It’s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.5.SummaryListen to the passage and fill in the blanks with the words you hear.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people’s viewpoints: paren ts’ attitudes towards their jobless children, students’ quote about looking for jobs, psychologists’ summery of the viewpoints of parents and advice for dealing with the problems, and the author’s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can takea temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat welland go to the odd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of being ‘too detached’and talking in language that was ‘too technocratic’, which I didn’t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, … (Para 6)4. Carry on life as normal and don’t al low them to abuse your bank account or sapyour reserve of emotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:1. Learn all the new words and expressions of this unit (Vocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the pas sage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a4. c5. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutched5. advocate6. healedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9)Reading and understanding2. Choose the best answer to the questions.1. a2. d3. a4. b5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize2. fortunately3. loan4. demanding5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, getoff the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospitalhospital work3) a ticket for a plane journeya plane ticket4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa .… most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2) legislation which has been introduced recentlyrecently introduced legislation3) instructions which are more complex than usualunusually complex instructions4) an institution which is orientated towards academican academically orientated institution5) work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7） candidates who have been selected after a careful procedurecarefully selected candidates8） a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Now rewrite the sentences using try as … might.1）I’m trying to fill this last page, but I just can’t think of anything.Try as I might to fill this last page, I just can’t think of anything.2）I try to be friendly with Marta, but she doesn’t seem to respond.Try as I might to be friendly with Marta, she doesn’t seem to respond.3）I try hard to get to sleep, but I can’t help thinking about my family.Try as I might to get to sleep, I ca n’t help thinking about my family.4）He just doesn’t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn’t seem to get the promotion he deserves./ Keep trying as he might to get the promotion he des erves, he just doesn’t seem to get it.5） I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I’d like to go on to get my master’s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s. Now rewrite the sentences using given that ....1） Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad. 2） Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we’re a ll here, I think it would be a good idea to get down to some work.Given that we’re all here, I think it would be a good idea to get down to some work.4) Since it’s rather late, I think we should leave this last task until tomorrow.Given that it’s rather late, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends’ sons than are mothers and sisters.Now rewrite the sentences using clauses introduced by than.1)She’s experienced at giving advice. I’m more experienced.I’m more experienced at giving advice than is she.2）You eat too much chocolate. It isn’t good for you.You eat too more chocolate than is good for you.3） She worked very hard. Most part-timers don’t work so hard.She worked harder than do most part-timers.4） You have arrived late too many times. That isn’t acceptable.You have arrived late too more times than is acceptable.5）I don’t think you should have given so much personal information. It isn’t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event.(a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national awardfor the best student research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored. 2） loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I haven’t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3） thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it’s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实生活并没有人们想象的那么好。

Module4 RobotsUnit 1 Robots will do everything.滨海实验小学李明芬一、教学目标知识目标：单词robot everything one day housework learn our 句型It can walk. One day, robots will do everything.技能目标：谈论将来可能发生的事情。

运用情态动词“can”描述能力。

情感目标：培养学生探究知识的兴趣，加强小组合作互助的能力。

二、教学重点难点重点: ：单词robot everything one day housework learn our 句型It can walk. One day, robots will do everything.难点:新单词相关语句在实际生活中的应用。

三、教学准备录音机、单词卡片、头饰四、课前教学预测：will+动词原形的一般将来时，是本课的重点和难点。

有些同学可能一下子难以接受，需要老师多进行形象的举例说明，需要学生们多加练习，在说、做和表演中掌握新句型新语法。

五．课堂教学程序：1、热身复习。

T: Class begins .S班长：Stand up .T：Good,morning , boys and girls .Ss: Good morning ,Ms LiT: Today I am glad to learn English with you together.Now Let’s sing the song 《London Bridge Is Falling down》OK?Ss:OK. (老师播放课件，齐唱一遍后，男女生再轮流比赛各唱一遍。

以激起英语学习的热潮。

) T：You are all great. Now let’s do some actions. (老师播放课件，师生共同随伴奏音乐做着动作，这是为本课的机器人做动作打下基础的。

Unit 4 Money TalksSection 1 Lead-inActivity 1 How do banks work?1. Do you know how banks make money? First have a discussion with your partners and describe briefly about the way banks make money. The following are some possibly involved words.deposit 存款savings account储蓄帐户interest rate利息率loan贷款margin / difference 差额2. Now listen carefully and do the compound dictation.This is financial adviser Patrick Munro talking about, “How do banks work?” Banks are designed as community service organizations; however they are private businesses and they’re designed to make a profit. What banks do is they take in what’s called deposits. In other words when you have a paycheck and take it to the bank for safety purposes, you can deposit that money with the bank. The bank will pay you an interest rate, lower on a savings account, even lower on a checking account. But they have now got the deposit in their portfolio (投资组合).What they will then do is turn around and lend money out at a higher interest rate through things such as mortgages (抵押), credit cards, car loans and various other financial instruments that are debt related. Banks work on what's called a margin. So what they pay you, for instance two percent on your cash accounts, and lend out and auto loan at seven percent, the bank will make the difference, which is five percent. So banks can become very profitable in a short period of time. This is Patrick Munro talking about how do banks work.Activity 2Share your favorite money quotes and use examples or personal experience to support your choice.Example1. Money is the root of all evil.2. Look after the pennies and the pounds will look after themselves.3. Whoever said money can’t buy happiness didn’t know where to go shopping.Suggested answer:1. Money is the root of all evil.→Money is behind the crimes & wrong-doings in the world, for example, bank robberies and murders with a financial motive2.Look after the pennies and the pounds will look after themselves.→taking care of your spending & saving moneyIf you are careful about small details, e.g.small amounts of money, the larger amounts of money will not need much attention (they will look after themselves)3. Whoever said money can’t buy happiness didn’t know where to go shopping.→If you know where to go shopping, you can, in fact, buy happiness.You have to search for the right place. But it seems that many people do not know where this is. Activity 3 Bank credit ratingDo the quiz on P50 to find whether you are a good customer to banks.Mostly (a)s: Medium You’ve probably never been inside a bank in your life, but sooner or later you’ll have to – and they’ll be looking to try and make you change your lifestyle. A word of advice, though, don’t believe everything they tell you!Mostly (b)s: Low You’re a cautious customer, but you’re a practical person too. The banks won’t make a lot of money out of you!Mostly (c)s: High You’re just the sort of customer the banks are looking for. They like people who spend money without thinking about the consequences! You are welcomed to use their credit card. Activity 4 Introduction of credit cardsListen to a recording & complete the summary.A credit card allows you to 1) charge something immediately and then pay for the bill for at a 2) later date. Once a credit card has been issued, you can make purchases within the prescribed credit 3) limit . A credit card with a limit of $100.00 enables you to pay for up to 4) $100.00 worth of items. Every month, you will receive credit card 5) statements that lists the charges you have made. You have to pay your bill in full by the 6) due date. Otherwise, you have to pay 7) interest or a 8) finance charge. ScriptCredit cards are an important part of American life. Whether we have a positive or negative image of credit cards, they are an inescapable part of our finances, either now or in the future.A credit card can be used to "charge" things like clothes, tapes or CDs, dinner at a restaurant, or maybe a hotel room while you're on vacation. When you charge something, you are agreeing now and paying for it later.Credit cards come with a "limit". Let's say your credit card has a limit of $100.00. That means you charge up to $100.00 worth of items on your card. You will get a statement in the mail each month that lists the charges you have made. You will also have to make a payment that you have a balance owing.When you charge something on a credit card, you not only will have to pay for what you bought, but you will also have to pay interest, or a finance charge, if you don't pay your bill in full by the due date. The finance charge is your extra cost for having something now and paying for it later. The interest rate on a credit card can be 15% or even higher. If, however, you pay your bill in full every month by the due date, you do not have to pay interest.Activity 5 Views on credit cardsWatch a video clip and discuss the questions in groups.1.What are the advantages of having a credit card?2. What sort of customers do the credit card companies hate?3. What are good customers for credit card companies?4. How do credit card companies make profits?5. What are the dangers of having a credit card?Suggested answer:1.What are the advantages of having a credit card?You can pay for goods and services without using cash or a cheque which means that you only need to carry one card around with you.You can spend more than you have.2. Which sort of customers do the credit card companies hate?people who pay off their bills on time3. What are good customers for credit card companies?people who don’t pay off their credit card debts4. How do credit card companies make profits?charging interest rates5. What are the dangers of having a credit card?Improper use can damage credit ratingHigher risk for impulsive buying and overspendingDebt trap when used unwiselyExpensive way to borrow due to high interest ratesLess to spend in the future due to paying off purchases from pastPossible hidden fees & surchargesPrivacy is an increasing concernIdentity theft easierSection 2 Passage Learning1. Text organizationPart 1 (Para.1~22): Three stories of credit cards.Part 2 (Para.23~24): Credit card traps set by banks.Part 3 (Para.25~27): Solutions to the credit card traps.2. Comprehending the text, answering the questions.1. Why did the author desire to apply for a gold card?2. Which sort of customers do credit card companies want?3. How do credit card companies lure poor students into applying for a credit card?4. What did Kelly have to pay when she went over the limit on her overdraft?5. Why was Kelly recorded as a bad credit risk? How did it affect her life?Suggested answers:1. Why did the author desire to apply for a gold card?It was a status symbol, which made her feel good with herself and desirable to others.2. Which sort of customers do credit card companies want?People who are likely to spend more money than they have.3. How do credit card companies lure poor students into applying for a credit card?unrealistic interest rates/low interests.4. What did Kelly have to pay when she went over the limit on her overdraft?She had to pay for the overdraft and high monthly interest on the overspend of the overdraft.5. Why was Kelly recorded as a bad credit risk? How did it affect her life?She was unable to pay bank charges, credit card debts and interest, so she was recorded as a bad credit risk. It prevented her from getting a student loan, therefore, she had to drop out of the university.3. Understanding writer’s attitudeThe writer uses a number of techniques and stylistic features to critical effect.●irony●humour●anecdotes●rhetorical questions●mixing formal and colloquial language●making asides (comments in brackets on her own account as it develops).For example:1. I have a confession.Has the writer done something seriously wrong?→NO. It makes an interesting and ironic beginning.The author is about to reveal a personal statement, which draws the reader into the passage.The confession is actually about something small and quite trivial.The writer uses the story of this experience to raise serious issues about credit cards and banks. 2. How did she do this? How could this be? I knew I earned more than her, my car was newer, and my house was smarter. How did she get to appear more flash than me?What effect does the series of questions have?→rhetorical questionsTo share the writer’s feelings with usTo emphasize how the writer was surprised & puzzled by the high-status gold card of her friend.3. She has a student loan of £3,000, like most of her friends, and a small allowance from her poor mother (ha!) for transport, books, living expenses.Ha! is an aside which indicates a laugh. What is the laugh for?→a mocking or ironic laughI’m poor but still have money to give my daughter an allowance.4. She hugged me (never usually does that) an d then said, “Mum, I need to talk to you.”Why does the writer add the detail in brackets?→making asides(旁白，独白)How the daughter is being unusually nice to her mother.She wants to make a special request.The daughter is going to raise a serious matter.4. Text evaluationWork in groups and discuss the questions, each group with one question only.1) How have credit cards changed people’s attitude to money?2) Is it immoral to encourage people to spend money that they don’t have?3) If companies or businesses get into debt by overspending, should they be helped by the state?4) Should schools teach children about money management?5) Would the world be able to function without banks? If so, would it be a better place to live in? Suggested answers:1) How have credit cards changed people’s attitude to money?easy to buy things or pay for services without handling moneyeasy to lose track of what you are spendingmore casual & carefree attitudes to moneyspend morea credit limit which allows an overdraftencourage some people to get into debt when they cannot afford to do so.2) Is it immoral to encourage people to spend money that they don’t have?Yes, it is immoral because the credit card system invites people to get into debtmake the effort to help people who later get into financial difficulty instead of simply punishing them with high interest ratestry their best to pay off their debts as soon as possible3) If companies or businesses get into debt by overspending, should they be helped by the state?2 issues: ①how the help will be given and what conditions are made to the companies;②which companies will receive help—there have to be publicized criteria about whichcompanies are considered to be vital for society.4) Should schools teach children about money management?an essential topicbring together different aspects of money management to create a focus for children●financial calculations●setting goals, planning in steps & making decisions●ethics and morality in money management●relating money management to family life and personals, & household budgets5) Would the world be able to function without banks? If so, would it be a better place to live in?The present world can’t really function without them but it would be a happier place if banks gave priority to trust, security and public benefits.3. SummarySummarise the text by filling the blanks.Today, we are caught in the credit crunch because banks set traps which appeal to 1) our vanity and greed and sometimes to our basic need for survival .The banks give a false sense of superiority to people with 2) exclusive gold credit cardsin hard. They target people who are prone to 3)impulse-buying, and 4) potentially bad credit risks, tempted to 5) spend more than they have, and liable to 6) fall behind with repayments. They lure impoverished students with 7)unrealistic interest rates.They charge people who go over the limit the exorbitant interest but omit to tell them the interest paid is not for the debt, but for 8) the overspend of the overdraft. By attracting us with their 9)endless publicity for loans of money, the banks earn money.So how to get ourselves out of the traps? Lay out all of your credit cards in a line, take a large pair of scissors and cut them into small pieces. Then the banks have no 10) potential to tempt money away from you.4. Difficult sentences1) My credit card was a fairly pathetic--- whereas hers was a very exclusive gold one. (Para 1) Question: How did the writer feel?She felt inferior and wanted a gold credit card too.我的信用卡太寒酸了，是不显示身份地位的深蓝色卡，而她的信用卡则是高级的金卡。

新标准⼤学英语4B4U1教案Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers? attitudes andbehaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can?t find a job?3) What do you think their parents will do if they can?t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student?s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.① Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.② Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③ What is the advice the author gives to the students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won?t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the last fifteen years, so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economicSection 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (⽂学学⼠) and BS (理学学⼠) areawarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one”and “a two two”), a third (written III) and a pass degree.3)There are also ordinary degrees with more general courses of study without these categories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience . “Grunt” also refers to coarse behavior or bad manners and to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words –this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:↓viewpoints↗↗↖↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)Psychotherapist →← author(Para 16)(Paras 10-15)↓↓Parents? balance:positive → not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It?s a good idea toget some jobs like bar work, shelf-stacking./doc/e3407ec851e79b896802268d.html rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid.1）“Will he ever get a job?” Who is asking this question? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever” suggests that gettinga job will take a long time.2）Who describes Generation Y as “rebels without a cause”? Is it a fair description?This is th e writer?s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work –it is just that they don?t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack?s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?5）How is Mrs. Goodwin?s point of view affected by her own personal experience?In one way her experience hasn?t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield?s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects – or perhaps has created – her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1）Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America.But after that he will have to make a more seriou s effort and he?ll need to contribute to the household budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobs will have been taken. So they are not really helping at all. How can they let him take a three week holiday abroad when he hasn?t got a job to come back.2）Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between being positive andunderstanding without making life too comfortable, otherwise students will not look for a job.Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack?s point of view that he doesn?t want to do temporary bar work justifia ble?No. He thinks that kind of work is a dead-end job and not suitable for him. But he?s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That?s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He?s unrealistic, I think.4）Do you agree that men can give boys better advice than women when they are stuck in setbacks?Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don?t get interviews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don?t. It?s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people?s viewpoints: parents? attitudes towards their jobless children, students? quote about looking for jobs, psychologists? summery of the viewpoints of parents and advi ce for dealing with the problems, and the author?s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can take a temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat well and go to theodd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of being …too detached? and talking inlanguage that was …too technocratic?, which I didn?t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, … (Para 6)4. Carry on life as normal and don?t allow them to abuse your bank account or sap your reserve ofemotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (V ocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Rea d the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a4. c5. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutchedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9) Reading and understanding 2. Choose the best answer to the questions.1. a2. d3. a4. b5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, get off the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospital4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa . … most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2)legislation which has been introduced recentlyrecently introduced legislation3)instructions which are more complex than usualunusually complex instructions4)an institution which is orientated towards academican academically orientated institution5)work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7）candidates who have been selected after a careful procedurecarefully selected candidates8）a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Try as I might to fill this last page, I just can?t think of anything.2）I try to be friendly with Marta, but she doesn?t seem to respond.Try as I might to be friendly with Marta, she doesn?t seem to respond.3）I try hard to get to sleep, but I can?t help thinking about my family.Try as I might to get to sleep, I can?t help thin king about my family.4）He just doesn?t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn?t seem to get the promotion he deserves. / Keep trying as he might to get the promotion he deserves, he just doesn?t seem to get it.5）I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I?d like to go on to get my master?s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s.Now rewrite the sentences using given that ....1）Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad.2）Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we?re all here, I think it would be a good idea to get down to some work.Given that we?re all here, I think it would be a good idea to get down to some work.4) Since it?s rather late, I think we should leave this last task until tomorrow.Given that it?s rather l ate, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends? sons than are mothers and sisters. Now rewrite the sentences using clauses introduced by than.1)She?s experienced at giving advice. I?m more experienced.I?m more experienced at giving advice than is she.2）You eat too much chocolate. It isn?t good for you.You eat too more chocolate than is good for you.3）She worked very hard. Most part-timers don?t work so hard.You have arrived late too more times than is acceptable.5）I don?t think you should have given so much personal information. It isn?t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event.(a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national award for the beststudent research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored.2）loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I haven?t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3）thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it?s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实⽣活并没有⼈们想象的那么好。

一、课题《全新版大学英语》第四册二、教学目的1. 培养学生的英语听说读写能力，提高学生的英语综合运用能力。

2. 培养学生的自主学习能力和团队合作精神。

3. 帮助学生了解西方文化，拓宽国际视野。

三、教学重点1. 基本词汇和语法知识。

2. 听说读写技能的培养。

3. 阅读理解能力的提高。

四、教学难点1. 长难句的理解和分析。

2. 阅读速度的提高。

3. 口语表达的流畅性。

五、教学过程（一）导入新课1. 利用多媒体展示与课程相关的图片或视频，激发学生的学习兴趣。

2. 回顾上一节课所学内容，引导学生进入本节课的学习。

（二）讲授新课1. 词汇教学：讲解本节课的生词，结合例句帮助学生理解和记忆。

2. 语法教学：讲解本节课的语法知识点，结合例句进行分析。

3. 阅读教学：引导学生阅读课文，分析文章结构，理解文章大意。

4. 听力教学：播放听力材料，引导学生听懂并回答问题。

5. 口语教学：组织学生进行口语练习，提高学生的口语表达能力。

（三）巩固练习1. 词汇练习：让学生完成词汇练习题，巩固所学词汇。

2. 语法练习：让学生完成语法练习题，巩固所学语法知识。

3. 阅读练习：让学生完成阅读理解题，提高阅读速度和理解能力。

4. 听力练习：让学生完成听力练习题，提高听力水平。

5. 口语练习：让学生进行口语对话，提高口语表达能力。

（四）归纳小结1. 总结本节课所学内容，帮助学生巩固知识。

2. 提出课后作业，让学生巩固所学知识。

六、板书设计1. 课题：《全新版大学英语》第四册2. 词汇：本节课的生词列表及例句3. 语法：本节课的语法知识点及例句4. 阅读理解：文章结构、大意及重点句型5. 听力：听力材料及问题6. 口语：口语练习内容七、教具1. 多媒体设备：用于展示图片、视频和听力材料。

2. 课件：用于展示教学内容。

3. 练习题：用于巩固所学知识。

4. 黑板：用于板书教学内容。

八、作业布置1. 完成本节课的课后作业。

2. 预习下一节课的内容。

Teaching Plan for Module__4___ Unit___1___Title__ A music class _____________Period____1______ Date__________nguage focus:1)能听说认读单词piano, violin, triangle, drum2)能运用句型What can you play? I can play…3)培养学生们喜欢音乐，欣赏音乐，享受音乐带给人们的生活之美。

2. Language skills:1)能听说认读单词piano, violin, triangle, drum2)能运用句型What can you play? I can play…3. Analysis about the book本课主要认识学习一组乐器，能用Whose…?能用What can you play? 询问，学生对该句式之前已有一定的了解与认识，难度不大。

4.Analysis about the students.学习讨论乐器是学生熟悉、喜欢的话题，乐器单词之前学生已学过一些，故本课学习难度不大，能打开学生话题。

5.Materials:Tape cards pictures slideTeaching Plan for Module__4____ Unit___1___Title__ A music class _____________Period____2______ Date__________nguage focus:Whose drum is it? / Where‟s my drum?It‟s Danny‟s drum. / It‟s over there.2. Language skills:1)能运用句型: Whose drum is it? / Where‟s my drum?It‟s Danny‟s drum. / It‟s over there.2) 培养学生们喜欢音乐，欣赏音乐，享受音乐带给人们的生活之美。

Unit One Happiness (Book Four)Questions for students to think over or discuss after the teacher writes the title of this unit on the blackboard:1.What is happiness /what is the definition of happiness /how do you define happiness?The answer is open, something like a feeling of contentment coming from being well or doing well, a feeling of satisfaction at having got what one wanted, a feeling when you help others, a feeling when you make others happy, a feeling when you witness the victory of China national football team, etc.2.What are the important factors that are related to your feeling of happiness?The answer is open, such as one‘s personality (whether you are optimistic or pessimistic, whether you are an extrovert or an introvert), one‘s hard work, one‘s self-confidence, one‘s relationship with the people around him, one‘s family life, one‘s success of career, etc.Part One Preparation1.Stories behind the facesThe students are allowed to work in groups to draw face pictures and make up stories on the basis of their pictures. Then the teacher asks one student from each group to tell the class their own story.Sample:(pictures omitted)Once upon a time, there was a wizard. Though he was the greatest wizard of his time, he had to admit that he was not good-looking. In order to become handsome, he spent years trying to develop a magic medicine that would turn the ugly into beautiful. One morning, he was working in his laboratory as usual. This time, however, he succeeded in making some red liquid turn black, which he thought was the magic medicine. Wild with excitement, he decided to try it on someone else since he dared not experiment on himself. At this moment, his cat ran in. ―Yes, the cat.‖ The wizard suddenly got an idea. The cat took the test, but nothing happened. Disappointed as usual, he walked slowly out of the laboratory, leaving the door open. A few minutes later, realizing that the door was still open, he hurried back. To his great astonishment, he saw a beautiful lady standing there. And believe it or not, she was eating a mouse.2.Happiness TestStep One Ask the students to take the happiness test and interpret their score. Step Two Possible answers:1)I‘m most satisfied with the fact that I‘m intelligent enough to be enrolled in aprestigious university. / I‘m most satisfied with my strong willpower. I have been taught never to give up even if I am faced with great difficulties. / I‘m very satisfied with my major and what I‘ve achieved so far. Hopefully this will enable me to find a good job.2)I‘m most dissatisfied with my communication ability. I‘m reserved and so it‘sdifficult for me to make friends with other. / I‘m very dissatisfied with my bad temper. I‘m easily annoyed by anything I find unsatisfactory. So I often hurt my friends.3)I think I will become even happier after graduation because I can beeconomically independent and pursue my interests with the money I earn. And I‘m quite sure that I will have a good family, which is also a source of happiness./ I don‘t think every student can become happier after graduation. We are quite carefree when we are students. After we graduate, we will inevitably meet different kinds of people and will be in different situations that we cannot predict now. I‘m afraid that mot all the problems of life will be solved. So probably we will feel discouraged from time to tome.Part Three Reading-Centered ActivitiesEnriching Your Word PowerAsk the students to paraphrase the underlined words in English or translate the sentences into Chinese.In-Class ReadingNew Words and Phrases:mitted adj. commit v. be committed to sth. / doing sth. (dedicate, devote)2.exterior ---- interior (external, outer, )前缀ex- 表示“由...出来, 向外; 前(任)…”之义, 如: export, expect, exclude, ex-president, ex-husband, ex-wife, ex-service(退役的), etc.3.gloom n. 1) a feeling of unhappiness or despair; 2) a state of partial darkness gloomy adj. 1) obscure, somber, shady, darksome, dull, etc.2) depressed, sad, dreary, dismal, etc.4.metropolitan adj.Metropolis n. 大都市, 大城市, 大都会5.mushroom v. 迅速生长, 迅速发展(如雨后春笋般)n. 蘑菇6. pursuit n. 事业, 追求pursue v. 追赶, 追踪; 从事7.restraint n. restrain n. 克制, 抑制restrain from doing sth / refrain fromdoing sth8.be grounded in: be on the basis of, be based on,9.accompany v. 陪伴, 伴奏; 陪伴某人做…不应说accompany sb to do sth,可以用accompany sb in doing sth. / to the accompaniment of : She was singing to the accompaniment of a piano.10.deprive sb of sth 剥夺某人某物, 多用于被动语态中.11.impose a tax/ban/fine/burden/strain…on/upon s b12.overweigh v. 重要性胜于…; 前缀out-表示―胜过, 超过‖, 例如: outwit,outstrip, outplay, outlast, outsell, outshine, outact, outbrave, outdate, outdo, outfight, etc.Text Finding Happiness1.The Main Idea of the TextScientific pursuits prove to us, quite opposite to the beliefs of some people, that there is no obvious direct connection between happiness and factors such as age, sex and income levels. Four traits are typical of happy people. First, happy people like themselves, especially in the more individualistic western cultures. Second, happy people typically feel personal control. Third, happy people are usually optimistic and positive-thinking. Fourth, happy people tend to be extroverted. Some propose that happiness seems changeable only within limits imposed by our genetic makeup. Close relationship and satisfactory marriage are also closely related to the feeling of well-being. In a word, happiness depends less on exterior things than most suppose. You can judge whether a person is happy or not by knowing what traits he has and whether he enjoys a supportive network of close relationships.nguage Points1)L.2 …and priorities engender a sense of well-being? The noun ―priority‖ hererefers to actions of a person, and means differentiating and choosing among something.2)L.9 …that it comes from restraint, … the noun ―restraint‖ here meansself-restraint, self-control, or self-discipline.L.13 …have exploded some myths about … ―explode‖ here means to break, to prove that something is not true. e.g. This book finally explodes some of the myths about the origin of the universe. The word ―myths‖ refers to the stereotypes of some people.Other meanings of the word ― explode‖:i.burst loudly and forcefully, causing damage or injury. e.g. they wereclearing up when the second bomb exploded.ii.Express strong feelings suddenly and violently e.g. Bess decided that she bad better leave before she exploded.iii.Increase suddenly and rapidly in number or intensity e.g. The population exploded to 40,000 during the tourist season.3)L. 15 … typically the stress—filled teen years, … there is a printing mistake inthe sentence, the word ― stress—filled ‖ should be changed to ― stress-filled‖ in order to escape misunderstanding.4)L. 34 …over time with a given level of income. Here ―over time‖ means ―astime passes by‖.5)L. 35 …, four traits are typical of happy people. The sentence means ― happypeople have four typical traits‖. Remind the students of the usage of the phrase ― typical of ‖.6)L. 44 Deprived of control over one‘s life --- a phenomenon … The subject ofthe sentence, ― people‖ acts as the logical object of the verbal phrase ― deprive…of ‖, so the verb should assume it‘s past participle form. And the inserted part ― a phenomenon …‖ is the appositive and further explanatio n of the phrase ― Deprived of control over one‘s life‖.7)L. 59 …about reaching out to others? Here the phrase ― reach out to ‖ meanstry to communicate or make contact with…8)L. 80 ― Well-married a person is winged; ill-matched, shackled.‖ This sentenceca n be interpreted as ― If a person is well married, he is winged; if he is ill married, he is shackled.‖3.Group Discussion1)Do you agree that happiness doesn‘t favor those of a particular age, sex, or income level?Sample answerYes, I agree that happine ss doesn‘t favor those of a particular age or sex. There are young people who are happy and old people who are also happy. Unhappiness can be found in both the young and the old. And it‘s the same case with men and women. Men and women may have different troubles and anxieties because of the different roles they play in society and in the family. Yet they can be equally happy. As to the income level, I think one has to have enough money to afford one‘s necessities. People living in poverty are more likely to be deprived of happiness. But I do not advocate the relentless pursuit of wealth. I still believe that those who do not have financial problems stand a good chance of being happy.2)What can we do to seek happiness?Sample answer:Firstly, we need to keep healthy. Without good health, no one can be happy. Secondly, we need to develop a sense of humor, since laughter is the best medicine. Thirdly, we should be optimistic and do not give up easily when confronted with difficulties. Self-confidence and strong will can enable us to overcome difficulties in the end. Fourthly, we should do what we can to help others. It‘s a good thing to know that we are able to give others a helping hand. Finally, we need to try hard to be successful. A sense of accomplishment will definitely make us feel happy.After-Class Reading I. You Can’t Buy HappinessNew Words and Phrases1. defect synonym shortcoming, weakness, failing, flaw, deficiency, fault, blemish;antonym strongpoint, virtue, merit, excellence;2.dismay1) a feeling of worry, fear, anxiety2) a feeling of discouragement, frustration, setbackdismal adj. gloomy, depressing, dreary, miserable, bleak3.liberal adj.1)not limited to or by established, traditional, orthodox, orauthoritarian attitudes, views, or dogmas; free from bigotry. 自由的，不拘泥的不受传统的、正统的、公认的或专制的态度、观点或信条限制的；不盲从的e.g. They favor liberal free market policies.2)Favoring proposals for reform, open to new ideas for progress,and tolerant of the ideas and behavior of others; broad-minded.开明的赞成改革、接受进步新思想的，对别人的思想和行为宽容的；心胸开阔的e.g. They have more liberal views towards marriage anddivorce than some people.3)Tending to give freely, generous慷慨的；大方的e.g. a liberal backer of the arts; 一位对艺术的慷慨支持者;a liberal benefactor一位慷慨的捐助者;4.be at one‘s back and call: always be ready to do what someone wantse.g. Go and get it yourself! I‘m not at your beck and call.5.put down1)写下；记下e.g. Put it down to my account, please.请记在我的帐上。