新编大学英语第二册电子教案

Unit 1 LoveUseful InformationWhether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to be human. To need love is also to be human. Children, for example, need loving care in order to be emotionally healthy.Love is a deep feeling of fondness, affection and friendship that grows between two people. Romantic love usually begins as passion and evolves with time to a more lasting sense of attachment. Many of the famous romantic love stories in various cultures end in the tragedies of death or betrayal. The loss of love is a favorite musical theme and the subject of countless stories, operas, songs, and ballads.The verb “like” is not as strong as the verb “love” and generally does not imply deep emotions. “Like” means to find pleasure or satisfaction in something or someone: I like eating at the restaurant; My son likes his teacher. In English, the word “love” is often used informally instead of “like” in an intensified sense: He loves music; Children love ice-cream; She loves her new job. However, “love” and “like” are not totally interchangeable. It is often the context that indica tes the strength of the word “love”. The verb “love” should not be used in the first person, when speaking to another person, except in romantic situations (I love you). When in doubt as to which verb to use, it is better to use “like” with an adverb: I li ke your dress a lot; I really like my professor; His boss liked his proposal immensely.Part One Preparation2. Can You Tell the Difference?Sample 1It’s true that motherly love is unconditional. I believe what I’ve got from my mother is the deepest love I’ve ever received. When I was at home, mother took good care of me and did what she could to meet my needs. For example, she remembered all my birthdays and bought nice birthday gifts for me, but she never celebrated hers. At home she woke me up in the morning after she had prepared breakfast. Sometimes she even combed my hair while I was having breakfast so that I could get to school on time. She treated my classmates kindly when they were with me. I know that’s because they were my good friends. Now I’m away from home, she calls me every two or three days asking about my college life and what she can do for me. It seems that my life is much more important than hers.As for fa therly love, I’m not sure if his love is conditional, but obviously it’s different from mother’s love. Father also loves me very much. He pays more attention to my education and what I’m going to be in future. He doesn’t care much about my daily life, but asks me to keep him informed of my study and progress. During my last year in high school, he was unusually patient with me. He encouraged me when I wasn’t doing well at school and helped me when I had difficulties. Father must have been a math wizard in his school days. He seemed to know all the solutions to my math problems and could point out my weaknesses. Following his instructions, I began to feel interested in math myself.Sample 2I think there’s something in his statements, although it’s hard for m e to identify whose love is fatherly and whose love is motherly in the case of my parents. Unlike most mothers in the world, my mother has been very strict with me. Maybe she thinks a boy should develop a strong, tough and persistent personality to be able to get around in this competitive world. She pays a lot of attention to my study and has been concerned with my progress. Although she didn’t receive higher education herself, she believes it is essential to me and hopes I can continue my study after I finish the undergraduateprogram. When I didn’t do well in school, mother would ask me to reflect on my failure and see how I could do better the next time. Mother would be very angry if I argued for my problem or covered any of my wrong doings. Several times when I was in my junior high school, I doubted that I was her biological son.On the other hand, my father has been very kind to me. He knows my needs and does his best to satisfy them. When mother criticized me, father would comfort me afterwards. When father had something good, he would ask me if I needed it. I still remember father bought me a lot of toys in my childhood, such as toy vehicles and robots. And he bought me a lot of books during my school years. Father even made a few of his business trips during my vacations so that he could take me with him to see the places. Now father always looks forward to my going back home before holidays. Each time he would offer me the nice things he has bought or received since I last saw him and feel very happy if I take any of them. I also enjoy his company very much, feeling secure and relaxed. That’s why I often think I have the best father in the world.3. Someone You Love MostSample 1I love my mother most, because she’s always very kind to me, unlike my father who will scold me or slap me if I make mistakes or if I am naughty. My mother is an ordinary-looking woman, but in my eyes she is very beautiful. She is very hard-working, and does almost all the housework. When I was working for the entrance examination, she was very thoughtful and never let me do any housework. When I didn’t do a good job in school, she would encourage me and hope I would do better next time. When I was hungry at night, she would fix a snack for me. She is a good cook, now it’s a pity that I am not able to have what she cooks because I am far away from home.Sample 2I spent my childhood with my grandfather because my parents were too busy to take care of me at that time. Now I often visit him, especially in holidays. He’s a very kind and knowledgeable person. He reads a lot and knows so much about the history of our country. Before I could read, he told me many interesting stories: stories about Monkey King, heroes in The Three Kingdoms and Water Margins, etc. When I was in the e lementary school, he began to buy books for me and that’s why reading is always my hobby.I believe I owe a great deal to my grandfather for my growth, physical and intellectual. He’s been taking good care of me and I often feel I’m lucky to have such a ki nd, thoughtful, intelligent and generous grandfather.Part Two Reading-Centered ActivitiesIn-Class ReadingI.Pre-Reading1. I feel pity towards those who are disabled. I wonder how they can manage in their daily life and whether they have a job. I feel lucky that I’m not disabled.2. Yes. My aunt is deaf and dumb. She has been like this since her childhood. My grandmother said that she became deaf because of taking the wrong medicine. She is now more than seventy years old and she has never been married. She was very kind to me. In fact it was she who brought me up. She often felt it was unfair because she couldn’t hear. But she is very intelligent, and she is good at sewing. She sometimes kidded me with gestures that she wanted to cut off her ears becaus e they didn’t work.II. Passage ReadingNotes:1. There are five districts in N.Y. They are also called five boroughs. They are: Manhattan, Brooklyn, the Bronx, Queens, and Staten Island. Central Park and Harlem are both located in Manhattan. Brooklyn is located just across the river from Manhattan.2. The subway station uses tokens and they cost about 50 cents each.3. Baseball is an outdoor game between two teams of nine players, in which players try to get points by hitting a ball and running around four bases. It is one of the most popular games in the United States.Words, Phrases and Grammatical Points1. …I was embarrassed to be seen with my father(l.1)This can be paraphrased as “I was embarrassed when the others saw me together with my father”.2. despite (l.9)e.g. Despite all our efforts to save the school, the County decided to close it.She went to Spain despite the fact that the doctor had told her to rest.同义词组：in spite ofe.g. We went out in spite of the rain.Kelly loved her husband in spite of the fact that he drank too much.3. ice-free 类似的词有：a salt-free diet, a trouble-free journey, duty-free, rent-free 等(l.14)4. …nor did he show any envy of the more fortunate or able. (l.20)这是一句用“nor”引导的倒装句。

Unit 8 CreativityL Teaching ObjectiveTheoretically based on College English Syllabus (1999); College English Curriculum Requirements (2004), and the students9 actual command of English and the content of the prescribed teaching materials taken into consideration, this course is intramural, namely, an intramural course for non-English majors for a four-term duratio n.lei Background KnowledgeCreativity is important to the human being. Without it, we would have no any development. "Being creative^ means thinking wildly, thinking of thinks that are beyond the normal people's idea, solving problems in unusual way and thinking and doing things, surpassing the tradition and custom・ The human being, the ordinary people as well as the scientists and inventors have great creativity. Generally speaking, creativity does not necessarily require sophisticated skills or great intelligence. The creative process often relate to intuitive perception, "lateral thinking冷and experimentation by trial and erroi;In our daily life, we can find a lot of stories and examples about creativity. For instance, teachers don't like the students who are "naughty" but perhaps creative. Parents generally hope their children to keep quiet and obeyed instead of following their own thoughts and ideas, which probably present the children^ creativity in their body and mental.Chinese are creative・ Since ancient time, our fathers had "Four inventions^ which have been influencing the Chinese history, including the world history till today. Only because of great creativity of Chinese, the world benefits a lot from it.②Linguistic KnowledgeWords z boundary, dismiss, mask, practically, sacrifice, scorn, vital, agenda, appoint, attendant, container, encounter, hesitation, intervene, kindergarten, manual, mere, rear, rectangular, tease, vicinity, withdraw, audience, desirable, discern, dominant, enhance, illuminate, incident, primary, principal, relevant, reliance, retrospect, subsequent, ultimate,Expressions and Collocations:involve.••in, sacrifice …for, be up to…,for the sake of, not in the least, on occasion, time and again, feed back, proceed to, to the point13 Language SkillsListening, ability to take notes while listening to tape・Speaking,ability to talk about the subject with convincing and reasonable argument freely.Reading, fast reading of passages of the same kind.Writing, ability to rewrite texts in simpler form.1.4 Learning Strategies-trainingStudents are motivated to do all kinds of classroom activities, with the help and guidance of the teacher occasionally. Participation and cooperation is of paramount importance,hence should be encouraged and emphasized・2.Key Points and Difficult Points2.1Key PointsWords or collocations related to “creativity”2.2Difficult PointsAs far as language is concerned, difficult words and expressions are frequent in such texts. It is not easy for average students to grasp what each text is about.3.Pedagogical ApproachesStudent-centered and task-based, interaction between the teacher and the learner and among learners- Teacher's interpretation is of paramount importance.4.Teaching ArrangementThis unit will be finished within 6 periods in the classroom teaching/learning: 2 periods are for listening and speaking; another 2 periods for passage reading; the last two periods for story telling and story making.Periods 1&2 Listening and SpeakingL Teaching Content and GoalsTeaching ContentPreparation (pl95)Listening-Centered Activities (Listening 1, 2 ps 196-7)GoalsAfter these two periods, students are to be able to be freer to understand passages in difficult language related to the topic of "creativity：2<lClassroom Teaching/learning DesigningCreativity is a rather vague ability that usually implies originality and imagination. Although one normally associates creativeness with artists and poets, people of all ages can demonstrate creativity in a wide variety of ways.A child can create an imaginary village from an odd assortment of sticks and stones.A factory worker can solve a complex mechanical problem in an inventive fashion.An advertising agent can think up an inexpensive and humorous way to reach a new clientele.As a general rule, creativity does not necessarily require sophisticated skills or great intelligence. The creative process often involves intuitive perception、"lateral thinking- and experimentation by trial and error. In other words, a creative person might guess at a possible solution, pull in comparisons from totally unrelated fields, and accept mistakes as a normal part of problem-solving. Are there situations or attitudes that inhibit or prevent creativity?Teachers who regard energetic and inquisitive children as ”naughty” probably discourage creativity.A boss who feels threatened by employees questioning old ways and who calls suggestions a "nuisance” is not favoring creativity in the workplace.Parents who expect their children to draw or paint like great masters will not tolerate "messy” or n ugly n artwork・Education — Chinese and Western— involves learning skills and acquiring a body ofknowledge in many fields- This aspect of education does not enhance creativity which is generally considered to be one of the key aims of Western education.Certainly since the 1960s in the United States, Canada and Australia increasing efforts have been made to integrate strategies into the educational system that help children to learn H by doing'； by u hands-on H class work and by special ^projects11.All of these student-centered activities are designed to teach children to draw conclusions from their own observations or from those of their group and especially to learn how to research a topic on their own.Science fairs and science Olympics encourage middle school and high school students to invent all kinds of things.Children are also expected to ask questions and to work independently at a very young age.Creative writing classes allow children to write short stories and novels. The quality may be questionable、but the aim is to give students total freedom to experiment.An educational system that fosters creativity presupposes the positive value of individualism. Cultures that stress collectivism and group solidarity may not place great importance on individual expressions of creativity.Societies or institutions based on a hierarchical distribution of power may regard individual creativity as irrelevant and destabilizing.Strategies that encourage children to experiment and think for themselves are often criticized because they slow down the learning process and the acquisition of skills. In other words, they are considered to be inefficient. Certainly they do imply a tolerance for guess work, errors and imperfection・PreparationWhat is creativity?Directions: Discuss in groups what is meant by "being creative^. First, each member writes a definition for it. Then discuss your definitions in your group."Being creative^ means one can think of things that others cannot. “Being creative^ means one can solve problems in a simple and original way. "Being creative" means one can think and do things in an unusual way.Sample answersBeing creative is not limited to scientists or artists. Actually, ordinary people also do creative work in their lives. It is carried on all the time by amateur inventors who find new and more convenient ways of doing everyday things. For example, the paper clip was invented by a man who kept losing his paperwork. Thanks to his own invention, he，s now very well organized・"Being creative^ means thinking wildly/thinking of things that are beyond the normal peopled idea./ solving problems in unusual way./ thinking and doing things surpassing the tradition and custom・"Creativity^ means original ideas."Creativity^ means unusual way of approaching a problem.“Creativity" means go beyond norm, tradition, custom, etc."Creativity" even means wild thinking.The Four Great InventionsChina's long history has seen some extremely important inventions emerge （丿呂丿戍人most noticeably gunpowder, paper making, printing and the compass, which, in the words of Roger Bacon, changed the whole appearance （夕卜观）and status （匸青形）of things in the world.China was the first country in the world to make proper pape匚Paper made during the Western Han Dynasty （202 BC-16 AD） has been found in Gansu Province, Xian and other places in Shaanxi Province as well as Xinjiang. A further development of paper is credited to （把 .......... 归给）Cai Lun of the Eastern Han （25-220）. He used plant fiber such as tree bark, bits of rope, rags and worn-out fishing nets as raw materials （原材料）.In 105, Cai presented the first batch of paper made under his supervision （管理）to the Han emperor, who was so delighted that he named the material "Marquis Cai's paperEastern Han Dynasty paper found in Wuwei, Gansu, in 1974 carried words which were still clearly decipherable （可判读的）• Thin, soft, and with a smooth finish and tight texture （质地），this paper is the most refined and oldest paper discovered to date.Before paper was invented, the ancient Chinese carved characters on pottery （陶animal bones and stones, cast them on bronzes, or wrote them on bamboo or wooden strips and silk fabric. These materials, however, were either too heavy or two expensive for widespread use. The invention and use of paper brought about a revolution （革命）in writing materials, paving the way for the invention of printing technology in the years to come.The invention of gunpowder was no doubt one of the most significant （冇意义的）achievements of the Middle Ages in China. The correct prescription （扌旨示）for making gunpowder with niter, sulfur and carbon was probably discovered in the ninth century. In fact, in his book, Ge Hong in the third century records the procedures （无呆序）for making a kind of mixture that could be ignited （点燃）• After the Tang Dynasty （618-907）, things took a much faster course as gunpowder was already used in simple hand-grenades （手扌留弹）which were thrown by a catapul匚In 1126, Li Gang, a local official, recorded how he ordered the defenders （防卫者）of the city of Kaifeng to H fire cannons11 at the invading （侵袭）Nuzhen tribal people, inflicting （造成）heavy casualties on the invaders.The first prescription for gunpowder appeared in 1044, much earlier than the earliest （1265） gunpowder-making instructions recorded in Europe・ By the Song Dynasty （960-1126）, gunpowder was in extensive （广泛白勺）use. Weapons made with it included rifles and rockets. The Song army also used a kind of flame thrower which involved packing gunpowder into bamboo tubes. The earliest picture of a European cannon shows that it bears a striking similarity （类彳以处）to Chinese cannon of 1128.About 1230, the Song army had cannon powerful enough to breach （扌『破）city walls.A bronze Chinese cannon cast in 1332 is the oldest one in the world extant today ・ Many bronze and iron cannons have been unearthed （掘出）in China, most of them bearing inscriptions （题字）dating them to between 1280 and 1380・On the basis （基础）of printing using carved blocks in the Tang Dynasty, Bi Sheng of the Northern Song Dynasty invented movable type printing in the 1040s, which ushered （宣告）in a major revolution in th e history of printing・Bi's printing consisted of four processes: making the types, composing the text, printing and retrieving （重新得至U） the movable types. According to Dream Stream Essays, Bi Sheng carved individual （个别的）characters on squares of sticky clay, then baked them make clay type pieces. When composing a text, he put a large iron frame （扌匡架）on a piece of iron board and arranged the words within the frame. While one plate was being printed, another plate could be composed・ After printing, the movable types were taken away and stored for future use. Movable type printing has a very important position in the history of printing, for all later printing methods such as wooden type, copper type and lead type printing invariably （不变地）developed on the basis of movable clay types. Bi Sheng created movable type printing more than four hundred years earlier than it was invented in Europe・According to ancient records, natural magnets （磁铁）were employed in China as direction-finding devices （设计）.This led to the first compass, called a sinan （south-pointing ladle） during the Warring States Period （战国时期）.In the Han Dynasty compasses consisted of a bronze on which 24 directions were carved and a rod （棒）made from a natural magnet. Such devices were in use until the eighth century ・In the Song Dynasty, Shen Kuo described the floating compass, suspended （悬挂）in water, a technique which minimized （将减至lj最少）the effect of motion on the instrument. This enabled the compass to be used for sea navigation （航彳亍）for the first time. The invention of the compass promoted maritime （海上白勺）undertakings, and its use soon spread to the Arab world, and thence （从那时起）to Europe.China's four great ancient inventions made tremendous contributions （贡献）to the world's economy and the culture of mankind. They were also important symbols （象征）of China's role as a great world civilization （文化）.Tsai Lun, is the inventor of pape匸He lived and served as an official at the Chinese Imperial Court at the Han Dynasty in China at about 1800 years ago. In or about the year 105 A.D., he presented Emperor Han Ho Ti with samples （样品）of paper. Chinese records do mention and credit Tsai Lun with the invention of paper. His name is well known in China.Tsai Lun was a eunuch （太监）.Because he was an officer, he had the access （通路）to lots of resources, including money and human resources, for papermaking research. He was promoted （晋升为）by the Emperor for his invention and became wealthy （富冇的）.Later he got involved in palace intrigue （诡计）,which led to his downfall （衰败）• Finally he ended his life drinking poison.It's hard to imagine how the world would be like without pape匸In China, before Tsai Lun, books were made of bamboo, which were heavy and clumsy （笨扌出的）•Some books were made of silks, which were very expensive. In the West at that time, books were made of sheepskin or calfskin. Tsai Lun improved the technology of making paper from sesame fiber. He used recycleable (可循环再利用的)materials such as bamboo, tree skin and shabby cloth to make paper. The technique of papermaking was kept as a secret for five centuries in China. In 751, some Chinese papermakers were captured by Arabs, and later paper was produced in the Middle East. The arts of papermaking gradually spread and in the twelfth century the Europeans learned the arts from the Arabs. Paper became the most common writing material in the West- Today, paper is the most commonly used materials in human life, not just as a medium (媒介)of communication. Tsai Luns contribution to civilization is priceless (极贵重的)！Creativity and inventionsDirections: Discuss in groups the following list of inventions and describe how they represent creative ways of doing everyday things- In your discussion, you might consider first the things they replaced・Sample answersThe typewriter replaced pens and pencils, which enabled people to write much more quickly and neatly.The calculator replaced mental calculations, table and the abacus. The results are more accurate, the problems can be finished more quickly, and complex operations with large sums a\can be solved easily.The light bulb replaced candles, lamps and torches. Electricity can be used at any time of the day or night conveniently. With electric lights, people can do business actively instead of relying on sunlight or moonlight, etc.The ballpoint pen replaced pen and ink. It is more convenient, easy too carry and often neater without causing much trouble, e.g. making your paper dirty with ink.The refrigerator replaced other ways of preserving food or something else, which enables people to keep vegetables and other foods fresh for many days without worrying the food getting rotten.2>4Whafs my lineDirections: The following drawings are composed of English letters which spell the names of the six occupations listed below・ Look closely at the drawings and match them with their appropriate occupations.1)actress 2) waiter 3) artist 4)butcher 5) banker 6) actor2>5Listening centered activities2.5.1Listening 16.1The Informality in American ClassesDirections: Listen to the passage and decide which is the best answer to each of the questions.What is NOT the feeling of foreign students in American classrooms?shocked B. embarrassed C. afraid D・ uncomfortableWhat is Professor Edward Johnson sometimes called by his students?A. Professor Johnson EdwardC. Mr. JohnsonD. Professor EdwardA. They do not respect them.B. They admire them very much.C. They can openly criticize them.D. They usually do not obey them.④ How would a foreign student feel if he tried to imitate the behavior of American students?How can this problem be solved according to the passage?Return to their homeland. Talk about it with their classmates. TapescriptWhen students from other countries come to the United States, they aresometimes shocked at the informality in American college and university classes. For example, American professors do not dress up and they generally call students by their first names. Students can speak out in class, where they do not even need to raise their hands. In addition, in many schools, students can drink coffee, tea, juice, or soft drinks during classes.Foreign students can usually get used to these differences easily. However,two examples of American informality are very difficult for some foreign students to understand. First, students sometimes call their teachers by their first names. Instead of calling a teacher M 匚 Smith or Professor Johnson, they call them Tom or Barbara. In some countries, it is not possible for students to "first-name^ their teachers.Second, American students sometimes criticize the ideas of their teachers. They might also give their teachers suggestions about changing something in the class- In many countries, students cannot openly criticize their teachers or classes.Thus, some foreign students feel shocked, embarrassed, and uncomfortable in American classrooms. They have two choices. One, they can imitate the behavior of the American students. But in this case, they might feel uncomfortable anddisrespectful. Two, they can continue to follow the customs from their homecountries- But in this case, the American teachers and students might think that the foreign students are too formal or too quiet.What is the solution to this problem? There is no easy answer. However, time will help to solve the problem, because foreign students will become accustomed to the new behavio 匚(269 words)2.5.2 The Power of ColorWords You Need to Know for Listeningoutfit ［服装］套装 endocrine gland 内分泌腺 hormone 激素 adrenalin 肾上腺素 spectrum 光谱 enhance 增进 reflective 反射的 violet 紫色 enliven 使有生气 intuitiveness 本能Directions: Listen to the passage and fill in the table with the information you get from the recording.A. Disrespectful B. Polite. C- Easy. D. Relieved.A. There is no answe 匚D, Time will help.Wouldn't it be great if changing your mood was as easy as changing your outfit? Well, according to physiologists, it is一when you use the power of colo匚Here's how it works: When you see a color, your brain sends a chemical message to your endocrine glands, which release the appropriate hormone into the bloodstream. So for instance, if you wear red, a color the brain finds exciting, it sends a signal to the adrenal glands to pump adrenalin into the body which, in turn, puts you in the mood for love. °Blue, which is on the cool end of the spectrum, has a calming effect on the nerves. Wear blue if you want to keep you cool during a busy day with the children, or to wind down and de-stress after work. By contrast, orange creates a joyful atmosphere and focused activity.Also, yellow is a cheerful color reminding us of summer days, and it aids in decision making.White, however, enhances brain power and a reflective mood. Violet is also a color which stimulates the mind toward creative thought. As well, it increases intuitiveness. Green is a relaxed color of spring time buds on trees, like spring time it also enlivens tired muscles. (203 words)Homework1.1Every student is to retell the stories in listening 1, 2 after class to yourroommates.1.2Every student is required to have memorized all the new words in this unit beforenext class, which is a mus匸Periods 3&8 In-Class ReadingLTeaching Content and GoalsTeaching Content1 .Warming-up exercise: Enriching your words power (p6)2.In-Class ReadingWhy the Tortoise's Shell Is Not Smooth (p9-15)GoalsAfter these two periods, students are to be familiar to some vivid myths or legends, and able to make and tell stories of the same kind skillfully and convincingly. In the meantime, some expressions and collocations are valuable.2<Classroom Teaching/Iearning Designing2Warming up exercise:Ten minutes for revision of the previous periods before today's new task.2Pre-reading questions1 ・ Did your parents ever let you make decisions when you were young? What do you think of your parents' practice?Sample:No. They made the decisions and I obeyed・ If I did not obey, I would be punished. They meant well and wanted to teach me the right moral values and not to make mistakes. But sometimes I think they should have let me discover things by myself. I think that children are very clever and should be encouraged to make some decisions by themselves-2. Did your parents allow you to speak to guests who came to your house? How did you feel if you were not allowed to?Yes. I could talk freely with the guests of our family. If I had not been allowed to speak to them, I would have felt like a little child or an outsider even though I was not really young, and I would not have felt like part of the family.23 language point1)boundaryn.边界，范围bound v.束缚，限制【联想记忆】boundless adj.无限的，无穷的bounds n.限界，范围，止境【例彳|J 】There is no boundary to human knowledge.人类知识没有尽头。

Unit Seven CultureTeaching Focus: Knowing about cultural differences between China and western countriesTeaching Aims: In this unit, students are required to 1) get familiar with some of the useful language points appeared in the reading passages; 2) get to know some useful expressions concerning the topic of culture, customs, and taboos; 3) acquire a better understanding of the differences among people from different cultural backgrounds to ensure better communicationI.Background information:CultureCulture is a very broad term used to describe the arts, the beliefs, the values, the traditions, the customs, and the institutions that are considered to be characteristic of a community, a people, a region, or a nation. Culture also includes the languages and dialects that people use to express their culture, since, in most cases, language is the main medium through which culture is transmitted. Most people feel that it is impossible to really know a culture without speaking the language. In some immigrant populations in North America, however, the original language (French, German, Chinese, Polish, etc.) has been lost but customs and traditions are still maintained.Although many cultures in the world have remained isolated for centuries, commerce and trade have often been the source of all sorts of cultural exchanges, ranging from foods to tools. Chinese porcelain and other inventions reached Europe thanks to the Silk Route, for example. However, cultural exchanges have not always been fair or balanced. The native populations of North and South America were decimated （大批毁灭）by disease and alcohol brought by the Europeans. Throughout history, wars and political decisions have destroyed cultures and forced people to adopt the language and the customs of the dominant civilization.It is often assumed that if a culture is technologically advanced, it must be superior or that if a culture is young it must be inferior. Every one tends to make value judgments about other cultures. Finding fault with or making fun of other customs and beliefs is often merely a way of bolstering(支持、鼓励) our complacency or our pride. It is certainly much easier to learn about other cultures if one approaches them with an open mind and if one respects differences rather than criticizing them. Often something that appears strange or unusual in another culture is in factvery logical and part of a deeply rooted tradition. What might seem rude in one culture might seem perfectly normal and acceptable in another culture. Tolerance and curiosity are key factors in all cross-cultural learning experiences.Although modern transportation and communications have reduced the world to a “global village”, there are still many fascinating cultural differences to explore. Discovering how people from other regions or other countries see the world can be an enriching experience. Tasting new foods, listening to different music, studying the architecture or the literature of other cultures can open up new perspectives on life.II.Period 1—2A.Part One: Preparation (50min.)1. Comparing Chinese and American Body LanguageStep 1. Ask the students to finish the table in groups, and then check togetherStep 2. Pair Work. Ask them to work in pairs to find out more gestures that bear different meaning in different cultures. V olunteers give their answers to the class. Finallythe teacher sums up and may add more. E.g.*pointing to different part of the body to signify “me”; the head movement tomean “yes”or “no”; the different meaning of the OK gesture;bow/embrace/handshake to show politeness and courtesy, etc.Step 3. Comment on some very common differences between Chinese and Western cultures: * different forms of address: We often address a person by his/her title,such as 李经理,王院长,刘记者, which is not practiced by westerners. Chinesenever call a senior, esp. an elder in the family by his/her given name, while it iscommon in western countries. * body space: whether body contact is acceptable.2.Testing Your Stereotypes*Work in groups and finish the table. Ask the students to add more words concerning thecharacteristics of different people.*Inspire the students to give examples to illustrate some characteristics that theyconsider particularly typical.B.Part Two Reading-Centered Activities----In Class Reading (50 min.)1. Text: Pre-ReadingWork in groups to come up with a list of things that you would introduce to your foreign friend regarding Chinese rituals. Text Reading:2. Give the students 10 minutes or so to finish reading the passage Bridging Cultural GapsGracefully3. Ideas and structure of the passage:Ask the main idea and topic sentence of each paragraph.Students work in pairs to complete Reading Comprehension Exe.1 -- the outline of the passage.The class together finish Exe.2 with the specific information got from the passage4. Assignments: Try to learn the new words, phrases and expressions by heart.III.Period 3-41.Check on New Words / Phrases and Expressions (15 min.)a. Dictate some words and expressions by giving the English explanations or synonyms orantonyms. (abrupt, accomplish, feasible, inevitable, negotiation, straightforwardness,fancy).b. Draw students’attention to the usage of the important words (esp. verbs) andexpressions by doing translation (C-E). (The sentences are picked up from the examplesof the words and expressions concerned.)c. Ask the students to point out some collocations and collaborations that they thinkimportant and useful. Teacher gives necessary sum-up.e.g.*There may be an abrupt change in weather patterns.*If we’d all work together, I think we could accomplish our goal.*In rock climbing, no amount of skill will make up for a lack of caution.*He told them that no venue had yet been definitely decided.*To switch back and forth between the two documents, press Shift-F3.*Unfortunately the report was prepared in haste and contained several inaccuracies.*A British trade mission has arrived in Moscow.*He plays the character with tremendous concentration combined with a pleasing modesty.*The early stages of their negotiations with the Government were unsuccessful.*In many ways Brett and Bernard are polar opposites.*She listened to him, but only out of politeness.*The President is to put forward new proposals for increasing trade between the two countries.*Loud protests were heard when the decision was announced.*His letter in response to her request had contained a firm refusal.2.In- Class Reading: language points(40min)a. Group work: (10-15min.)Divide the passage into several parts. Each group is assigned a part to study. Then share their work with the whole class.b. Teacher’s Sum-up: (20min.)Teacher give comments and explanations, and point out the main language points they haveto learn.Language Points:*L2 … without all your foreignness exposed?with(out) + noun (phrase) +p.pe.g. without all your weakness exposedwithout all the produce deliveredwith all the work finishedsleep with the room openstand with his hands in his pockets*L4 …I constantly found myself tongue-tied when it came to seeing guests off at the door.Find + obj + adj/p.p/ prep. phrase is a widely used structure, meaning “to discover (someone or something) to bee.g. I suddenly found myself lost.He woke up to find himself in hospital.I find it difficult to believe you.…when it comes to…means “when it was a case or question of”. Here “to”is a prep.followed by noun or gerund.e.g. When it comes to hard work, you can rely on Jim.When it comes to music I know nothing.*L5 An abrupt goodbye would not do…“do” here means “be suitable” or “be acceptable”.e.g. Will it do if I get those books to you by Friday?There is no seat on this coach. Will the next one do?*L6 so I would smile and nod, bowing like a Japanese and trying to find words that would smooth over the visitors’ leaving and make them feel they would be welcome to come again.bowing like…is a very long adverbial phrase indicating accompanying circumstance.The word “would”appears three times in this sentence. The first “would”shows what always happened.e.g. We used to work in the same office and we would often have coffee together.I would get up at six and read when at middle school.*L8 In my fluster, I often hid behind my Chinese husband’s graciousness.I often rely on my husband’s polite words and appropriate behavior to cover mynervousness and confusion.*L11 involve(1) include … as a necessary part or resulte.g. The job involves traveling abroad for three months each year.(2) cause (someone or oneself) to become connected or concernede.g. He was involved in a heated discussion.Don’t involve other people in your mad schemes.*L12 observe(1) obey ( a law, rule or custom)e.g. Too many accidents are occurring at work because employers are not observing safetyregulations.(2) watch something or someone carefullye.g. The role of scientists is to observe and describe the world, not to try to control it.(3) make a remark about somethinge.g. She observed that it would soon be time to stop for lunch.“I’ve always found German cars very reliable,” he observed.*L25 And of course the guest assures him that…The word “assure” here means “telling someone that something will definitely happen or is definitely true so that they are less worried”.e.g. I assured you that they’ll be perfectly safe with us.They tried to assure him of their willingness to work with him.That same “slow” is used to assure his guests what a poor and inadequate host he hasbeen. (L36)*L40 likelyThe word here means “probable” or “that can reasonably be expected”.While most words with an –ly ending are adverbs, some are adjectives, such as:Lovely, friendly, brotherly, motherly, fatherly, etc.*L41 Not so a Chinese host or hostess…Paraphrase: Chinese parents are not that way. Instead, they would apologize for not being able to provide enough delicious dishes and for not showing you enough honor that you deserved.The sentence is put in inverted order, because “Chinese host or hostess” is following by a very long attributive clause.*L44 The same rules hold true with regard to children.The word hold here means “continue to be true, good, and available”.e.g. Twenty years on, his advice still holds good.If their luck holds, they could still win the championship.*L50 That modesty has left many a Chinese hungry at an American table…leave+obj+adj/-ing/prep.phrase: cause to be or to remain in a particular state or positione.g. Will you leave the door open when you go out?She left me waiting in the rain.The documentary left me in a state of shock.*L58 It would have saved them a lot of confusion and frustration in their negotiations.The sentence is in subjunctive mood, with the conditional clause omitted.It would have saved them a lot of confusion and frustration in their negotiations if theyhad studied up on cultural differences before coming to China.3.Post-Reading: Ex.3 Group discussion (15 min.)Do you agree with the author’s description of Chinese people? Give your reasons.4. Check on other post-reading exercises (15min)5. After-Class Reading—Specific Taboos: Read the passage and finish the exercises. (15 min)6. Homework:a. Read the text fluently and try to memorize some good sentencesb. Can you think of some taboos in China? Discuss with your roommates and each dormmakes a list.VI. Period 5--61. Dictation:Choose a short para. from the text or the background material or anywhere that is concerned with the topic of this unit.2. After-Class Reading—Passage Ia. Ask the students to go through the passage very quickly, and do Exe.1.b. Draw students attention to some language points and useful expressions. Finish Exe.2.*Expressions used when saying something is common practice:L11 It is usually considered polite…L16 It is customary for the men to help the ladies…L20 Some families have a habit of offering a prayer of thanks…L57 It is the custom to thank the hostess for a very pleasant evening.*Compare expressions used to show being likely or having the tendency to do something:be liable to is more often used when talking about general characteristics. Similar expressions are be apt to/ be inclined to/intend to. E.g.He is liable to shout when he gets angry.He is apt/inclined to lose his temper in difficult situations.be likely to is used when you think there is a possibility on a particular occasion that something will happen. E.g.The bus is likely to be late today because of the bad weather.c. Exe. 3. Encourage students to add more words of the same category.3. Further Development:a.Exe.1. Work in groups to make a list of American dining customs. Then find out if thereare any similar or different Chinese dining customs. On the basis of the discussion, makea list of Chinese dining customs and share with the class. This is the preliminary work forthe writing.American Dining Customs:1)Be on time. If you cannot, call the host or hostess.2)Bring a box of candy or some flowers, depending on the situation.3)Stand up when a woman enters till she is seated.4)Help a lady sit down by pushing her chair under her.5)When a prayer is being offered, keep silent with bowed head.6)Use one hand whenever possible and keep the other one on the lap.7)Between bites, put the fork on the plate while drinking coffee or butteringbread.8)Put a spoon where it will lie flat.9)Don’t use silverware for eating bread. Hold it in fingers, usually breaking itfirst.10)If you want to leave the table during the meal, say to the host or hostess,“would you please excuse me for a minute?”11)Stay for two or three hours after the meal.12)When you leave, thank the host by saying “Good-bye. It’s been a thoroughlyenjoyable evening.”b.Listing Taboos in ChinaSample:1)Avoid saying the word “die” or any word with the same pronunciation to any body.2)Never give a friend or relative, etc. an umbrella.3)Don’t divide a pear among family, friends, relatives, etc.4)Don’t send a clock to a Chinese, esp. old people, because it carries a funeralconnotation.5)Don’t pat an adult on the head, which is insulting.6)Don’t hug your Chinese friend’s wife even for greeting.7)Presenting a pair or 2 of something as gifts will be welcome.8)Never call your superiors by their names, esp. when they are much older than you.9)Don’t break anything on New Year’s Eve or New Year’s Day.10)Don’t stick the chopsticks in a bowl of rice.11)Never return your purchase in the morning if you don’t like it or if it’s faulty.c.Exe.4 Group discussion and then ask for a short presentation. It would be interesting and alot of fun.Sample:The British people are polite, gentlemanlike, but British food is probably the worst in the world.The French people are poor in manufacturing, but French cuisine is wonderful.The Italians are romantic and they are great lovers, but they are not well organized.The Germans are good at manufacturing and German products are of high quality and very popular worldwide, but Germans are stern, and sometimes stubborn.The Swiss are good organizers, but they are not romantic.4. Part Four: Writing and TranslationGive some general idea on the translation of idioms.5. homework：a. the translation practice of the idiomsb. Write a composition on the topic “Dining Customs in China”based on the result of thepreceding discussion. It should be written in at least 120 words. This assignment is to be graded and filed as a basis of the accumulated marks.V. Period 7-8 View , Listen and Speak (100 min)1. Part One Viewing, Understanding and Speaking5 minutes for students to get familiar with the word list. Make sure they know the correctpronunciation.Watch the video and finish Exe.2.3.4.2. Part Two Listening, Understanding and SpeakingListening I Exe.1.2.3Listening II Exe.1.23. Part Three More ListeningPractice One, Two & FourPractice Three for self-learning4. Part Four Testing YourselfSelf- learning assignment. Finish after the class and report the marks to the group leaders.。

Unit 6 FoodUseful InformationFood is a basic necessity, so every culture has important norms and customs related to it. Ever since they adopted settled lifestyles centuries or millennia ago, most cultures have emphasized daily meals in households or family units. Some members provide the food, some members prepare the food, and all members must eat. The providers and the preparers may not be the same, depending partly on gender roles and specialization. And the status of individuals in the eating process may not be the same, depending partly on their age and gender, and whether the household contains servants or guests. Servants rarely eat with others, while honored guests may be wined and dined like visiting royalty. Elders and males may also be treated ceremonially.Formal meals may take hours in some cultures or households, while in others people may eat hastily while traveling to their next destination on foot or by car. Some people eat while working or use eating as a form of recreation. In most cultures the feeding of friends, relatives, and others is a way of meeting, socializing, entertaining, and showing respect. Some cultures permit or encourage the use of alcoholic or caffeinated beverages with food, while others discourage or even prohibit this. Most cultures have food preferences and food taboos, so they find different ways to achieve balanced diets.Eating away from home in restaurants, taverns, inns, or hotels has long been an option in most cultures, but the variety of these choices is rapidly increasing today as the fast pace of modern life encourages more people to “eat on the run”. This also tends to blur the traditional distinction between providers and preparers of food, especially in families where both parents work full-time outside the home. In such cases both parents may eat out at noon, the children may eat at school, and anyone may pick up pizza or hamburgers on the way home or phone for pizza to be delivered. In the U.S., Chinese restaurants do a big take-out business and microwa ved “TV dinners” are very popular. Some busy families rarely eat formal meals together, even when they all eat at home. Refrigeration has also changed eating habits, and “raiding the refrigerator” is often a substitute for preparing meals. As eating habits have changed, table manners have tended to decline, though proper etiquette is still needed on formal occasions.Mealtimes differ considerably from culture to culture or from household to household. In agrarian cultures rural families tend to eat their first two meals earlier in the day, while in industrial cultures urban families often have them later. The time of the third meal depends on several factors such as whether there is a nap after lunch and whether food or beverages are typically consumed in the mid-to-late afternoon as snacks or social events.In some cultures “tea” in the afternoon is almost a fourth meal. Some people have their supper in the late afternoon or early evening, while others may have it in the mid-to-late evening. For some people the second meal of the day is the largest, while for others the third meal is the largest. This causes considerable confusion as to whether lunch or supper is more appropriately referred to as “dinner.” Further confusion is caused by people who skip brea kfast and others who prefer “brunch” instead. Brunch is especially popular on weekends, when it may last from mid-morning to early afternoon.The biggest recent change in eating habits and food-related lifestyles is the advent of fast food. This permits many people to eat conveniently away from home, or to bring food home to eat without having to prepare it. But it also makes family-style meals less likely to be, and it is not always very nutritious. The clever marketing of fast food such as McDonald’s ha mburgers and KFC (Kentucky Fried Chicken) may cause some youngsters to dislike their parents’ cooking and some college students to dislike the more nutritious food available on campus. Eating fast food while driving is also a cause of traffic accidents. So ciologist George Ritzer uses the metaphor of “McDonaldization” to criticize the entire cultural trend toward standardized pre-packaged products which can be quickly consumed. He claims the quality of life is diminished by what he calls the “McDonaldization of society,” and that we should voice our protest by eating in local “mom and pop” restaurants rather than patronizing national or international fast-food chains. Despite Ritzer’s advice, McDonald’s and other fast-food chains are probably here to stay. They are getting more similar to one another all the time, with hamburger chains offering chicken, chicken chains offering hamburgers, and all of them offering milk shakes and fries.Nutritionists have been warning that the typical fast-food diet is unhealthy if eaten too often. Consequently, some of the fast-food chains, such as McDonald’s, are now including healthier options for their customers along with the traditional hamburgers. Various healthy salads are now appearing on the menu boards, along with low fat salad dressing options. For children, fresh apple slices with a low fat caramel dipping sauce can now be chosen in the place of French fries in the children’s meal, and apple juice or low fat white and chocolate milk can be chosen instead of a cola. Bottled water also can now be purchased instead of a soft drink if one so chooses. Most people believe that this trend of healthier eating will continue.Part One Preparation2. How Much Do You Know about Food?1. A2. B3. C4. C5. B6. A7. C8. B9. C 10. A3. Comparing DietsSTEP ONESamples1) --This is not a healthy diet. First, he eats too much. Second, he has too much sugar, which may change into fat and accumulate in the body.--This is generally speaking a healthy diet. Apart from the fact that the food is too much for a 10-year-old boy, his diet includes most of the nutrients necessary for a healthy body.2) Diet of a 10-year-old Chinese boy on a typical day:Breakfast: one or two pieces of bread, one egg, a cup of milk, etc.;Lunch: rice, fish or meat, vegetables, etc. (or noodles);Supper: rice, fish or meat, vegetables, soup, etc.;Snacks during the day: some fruit, candies, chocolates, drinks, etc.3) Differences between the British boy and a Chinese boy:A. The British boy eats a wider variety of things.B. The British boy eats much more than a Chinese boy.STEP TWOSamples1) Different DietsAt school:Student ABreakfast: two steamed rolls (or baozi), some porridgeLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: an apple or a pear, some biscuitsStudent BBreakfast: a cup of milk, one boiled egg, some rice cakesLunch: rice, fish or meat, some vegetablesSupper: rice, fish or meat, some vegetables; noodles; or jiaozi (dumplings)Snacks during the day: some biscuits, cookies, or cakes, some preserved fruit.At home (for both):A much wider variety of foods like seafood, more snacks, more fruit, etc.2) Advice on the improvement of the diet:A. Student B should have some fruit every day; otherwise the lack of vitamin C may cause sickness.B. Student A should drink some milk every day, since milk provides certain minerals, vitamins, etc., which are necessary for a healthy body.C. Both students should add some variety in their diets, because different foods contain different nutrients the body needs. Besides, their diets at school and at home shouldn’t be too different.Part Two Reading-Centered ActivitiesIn-Class ReadingI. Pre-ReadingSamples:1. ― I like fresh fruit, vegetables, pork, seafood, all kinds of nuts, etc.. I don’t l ike beef, lamb, chicken and pickles.― Although I’m not a vegetarian, I like vegetables and fruit most. I eat a lot of them. I also like seafood because I was born in a city on the coast. I’ve been exposed to seafood ever since my childhood. I don’t eat me at, any kind of meat.2. ― The reason why I eat certain foods or don’t eat certain foods is simple: taste. In other words, I eat what tastes good, and don’t eat what doesn’t. But there is one exception. I’ve never tried snake because I’m scared by the c reature. The mere mention of the word “snake” makes my skin crawl.― I think our eating habits were formed at home when we were very young. For example, my mother is an excellent cook, especially good at cooking seafood and vegetables. I ate a lot of them at home. Gradually I’ve become used to this diet.3. Yes. People in Guangzhou eat rats, snakes and many other birds or animals. It is said that they eat anything with 2 legs except human beings and anything with 4 legs except tables. Although it is an exaggeration, it shows they really eat a wide range of things. Many people think that’s strange because rats and snakes are nauseating. I also find eating raw fish strange, because I think raw fish contains a lot of bacteria.II. Passage ReadingWords, Phrases and Grammatical Points1. be sick (l.5), vomit, nauseate (l.3)“Be sick” can mean “feel ill as if one is going to vomit”.e.g. She was sick after she ate too much chocolate.Lucy felt sick (= felt likely to vomit) the morning after the party.Other uses include: airsick, carsick, seasick.“Nauseate” comes from the word “nausea” which means “a feeling of illness in the stomach, often making one feel as if one is going to vomit.” It’s a formal word and often used in passive form.e.g. He is nauseated by the smell of meat cooking.“Vomit” means “bring food or drink up from one’s stomach through one’s mouth, because one is sick.”In spoken English, “be sick” is more often used to mean “throw up all the contents in the stomach through the mouth” than “be generally ill”.e.g. If one eats too many sweets one will be sick.The more formal word in British and American English is “vomit”, and the less formal expression is “throw up”.Compare: be sick of … (=be very annoyed about…) 对……感到厌烦的e.g. I’m sick of the way you’re behaving.2. The term “sacred cow” (l. 23) is also used derogatorily to refer to an idea, practice, etc. that is so much accepted that not even the slightest doubts about it are allowed.e.g. I) The need for secrecy has become a kind of sacred cow.II) They did not dare to challenge the sacred cow of parliamentary democracy.2) ―When I see people eat things I don’t like, my first reaction is disgust. I just can’t understand how people can eat such nauseating things. Sometimes I feel that people are cruel when they eat some animals which are a help to human beings.―I don’t mind what other people prefer eating. People can have different likes and dislikes in different aspects. Nowadays a variety of foods are available in most places of the country and people can have a good choice. Many of us even enjoy foods from other countries. But we have to think about our environment as well as health before eating. Sars has already taught us a good lesson in eating.Vocabulary1. 1) common 2) appropriate 3) forbidden 4) supplies 5) related 6) evidence 7) requires 8) raise 9) spread 10) sufficiently2. 1) disgusting 2) habit 3) insects 4) reasonable 5)relatively6) animals 7) harvested 8) grow 9) nearly 10) other11) altogether 12) consumed 13) avoided 14) popular 15) offers16) served 17) would 18) enjoyed 19) considered 20) reject3. 1) G 2) F 3) B 4) C 5) H 6) E 7) I 8) D 9) A 10) JTranslation1. We regard him as one of the best players in the game.2. The scientist picked up those little pieces of rock and carefully put them into a box.3. The population of China is almost five times as large as that of the United States.4. The reason why grass is green was once a mystery to the little boy.5. She was standing by the window, apparently quite calm and relaxed.6. Profits have declined as a result of the recent drop in sales.7. She put on dark glasses as a protection against the strong light.8. He could no longer be trusted after that incident.Part Three Further Development1. Jokes and Riddles about FoodTask One1) Pear. 2) Mushroom.2. Food Proverbs1) d: Half a loaf is better than none. 有一点总比没有好。

Book II Unit 2 Communication ProblemsTeaching Objectives:In this unit students are required to:1)get to know some useful information concerning the topic of the reading passages in this unit .2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill andcommunicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4) read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.Student Level: Grade 2005 level 1 2005-2006 II termUseful Information: (10MIN)Learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures.All languages have obligatory categories of grammar that may be lacking in other languages. Russian---unlike English---has an obligatory category for gender which demands that a noun, and often a pronoun, specify whether it is masculine, feminine, or neuter. Another obligatory category, similarly lacking in English, requires a verb state indicating whether or not an action has been complicated. Therefore, a Russian finds it impossible to translate accurately the English sentences “I hired a worker” without having much more information. He would have to know whether the “I” was a man or woman, whether the action had a completive or non-completive aspect ( “already hired” as opposed to “was in the process of hiring” ), and whether the “worker” was a man or a woman.Likewise, when translating an English story into Chinese in which a character identified as cousin appears, a Chinese translator requires to know whether it refers to a male or a female, whether the character is older or younger than the speaker, and whether the character belongs to the family of the speaker’s father or mother. Therefore biaomei ( 表妹)can be translated into English only by the awkward statement “a female cousin on my mother’s side and younger than I ”. of course, the translator might simply establish these facts about the character the first time she appears and thereafter translate the word as “cousin”, but that would ignore the significance in Chinese culture of the repetition of these obligatory categories.The Russian/English and Chinese/English examples illustrate the basic problem in any translation. No matter how skilled translators are, they cannot take the language our of the speech community that uses it.Translation obviously is not a simple two-day street between two language. Rather, it is a busy intersection at which at least five thoroughfares meet------the two languages with all of their peculiar characteristics, the cultures of the two speech communities, and the speech situation in which the statement was uttered.The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting linguistic gender difference among native speakers of English is the likelihood of women using these color terms to differentiate between shades of purple, whereas, men will be satisfied with the one word “purple”. This is true of other color words too. Words like “beige”, “ecru”, “aquamarine”, “off-white”, etc. are quite common in a woman’s active vocabulary but absent from that of most men. Similar sorts of differences exist elsewhere in the English vocabulary. There is, for instance, a group of adjectives which have, besides their specific and literal meanings, another use of indicating the speaker’s approval or admiration for something. Some of these adjectives are neutral as to the sex of the speaker: either men or women tend to use them. But another set seems, in its figurative use, largely confined to women’s speech.Thus, when learning a language, we sometimes need to pay attention to which sex uses which words, particularly when we reach an advanced stage where we are adding many new words to our vocabulary and want to use them accurately. We also need to pay attention to some of the multiple meanings that words have, as well as to their connotations.Part One PreparationI.Saying Things Sincerely or Sarcastically (10)The students divide themselves into several groups, choose a group leader, then they each say one sentence about another. The rest of them will judge if the sentence was made sincerely or sarcastically.The sentence may be about any aspects: appearance, interest, opinions, life, etc.II.Telephone Chains. (15)The class will be divided into many groups. The first student of each group will be given a massage by the teacher. The message should be whispered from one person to the next. The last person should repeat the message loud. The group that gets the message through with the least changes wins.samples:1)John’s mother bought him a lovely cat.2)There are thirty boys and twenty-two girls in our class.3)I cannot understand why you get so angry with me.4)I was talking to a girl I just met several days ago.III. Enjoy a joke. (10)Read the following joke and discuss in groups what made you laugh and what caused the problem in communication in the joke.A city man had a new car and decided to try it out by driving in the country. He was so happy with his car that he didn’t notice where he was going, and he soon became lost.He stopped when he saw a farm boy walking along the road, and he said, “Hello, boy.”The boy replied, “Hello yourself,” and scratched his head.The man asked, “Where does this road go?”Th e boy answered, “It doesn’t go anywhere. It’s always been right here.”The man then answered, “Don’t know, I’ve never measured it.”The man was disgusted and said angrily, “You don’t know anything, and you’re the biggest fool I’ve ever met.”The boy replie d, “I know I don’t know much, and I may be a fool, but at least I’m not lost.”In this joke, the problem is that the boy always took what the man said literally. In fact, when the man asked “Where does this road go?”, he expected that the boy would tell h im that the road went to a certain place. But instead, the boy didn’t catch what the man meant and his answer seemed irrelevant. The same thing happened with the question “How far is it to the next town?”. Therefore, the reader may think the boy is stupid. But surprisingly, the boy’s last remark was very clever: “I know I don’t know much, and I may be a fool, but at least I’m not lost.” This made the man seem stupid.Part Two Reading-Centered ActivitiesPre-Reading (30 MIN)Discuss the following questions with your partner.1)Do you agree that men and women seldom mean the same things even when they use the same words?Are there any examples in your daily life that may support your point of view?---Yes, I agree. Male students are more direct, and female speakers are more indirect or tactful. For instance, if a man says “You don’t look good in that dress”, he means what he says. In contrast, a woman might say “That’s an interesting dress you’re wearing”, when she actually means she doesn’t like the dress. She is trying to be tactful.----Usually, when people say something, they try to make themselves understood by expressing the literal meaning. But on some occasions, the same words can have different meanings. For example, when a woman falls in love, her words to her lover may imply something special. What she says that she feels cold, she might actually man that it’s time for the man to move closer to her. In that case, it is an invitation to the man to hold her hands, or to put his arms around her.2)Besides the gender difference, are there any other differences that may cause people to speakdifferently?---I think, besides gender differences, differences in social position, education background, culture, occupation and age may also cause problems in understanding each other.---In my opinion, those who speak the same language may express themselves differently because they have different personalities, likes and dislikes, or value systems. All these work together to lead to different personal styles or ways of communication.Passage reading (20MIN)This passage is taken from the very popular book, Men Are from Mars, Women Are from Venus, by John Gray. In this passage, Dr. Gray explains the source of miscommunication between men and women.The main idea of the whole text should be discovered by the students by scanning the text and finishing the exercise 1 in the reading comprehension part on page 45.I.New words and phrases in the passage.1. encounter(l.1): v. 1) experience something, especially problems or oppositionEg. I）We encountered serious problems when two members of the expedition were injured.II）The more dangers we encounter, the harder we should push forward.III) The young scientists encountered many difficulties during their exploration.3)meet, especially unexpectedly; come uponeg. I) Yesterday, I encountered an old friend on the street.II) I first encountered him when studying at Cambridge.n. a meeting, especially one that is unplanned, unexpected, or briefeg.I) She didn’t remember our encou nter last summer.II) A bus ride from New York to Miami brings encounters with all kinds of people.2. mis-(l.13) prefix1) bad or badlyEg. Misfortune (bad luck)/misbehave (behave badly)2) wrong or wronglymisinterpret, misunderstand, mislead, misguide.3) show an opposite or the lack of something eg. mistrust3. emerge (l.4) v.1) appear or come out from somewhereEg. I) The sun emerged from behind the clouds.II) The ship emerged from behind the fog.2) If facts emerge, they become unknown after being hidden or secretEg. I) Eventually, the truth emerged.II) Later it emerged that the boss had been employing an illegal immigrant.4. means (l.43)/mean (l.18)Means: n. a method, system, object, etc. that you use as a way of achieving a resultEg. I) Are there any means of getting there?II) The quickest means of travel is by plane.Some other words are similar, such as “way”, “method” etc.Eg. I) Some like the older ways of doing things.II) Our teacher is showing us a new method of writing.Mean: v.1)intend a particular meaning when you say somethingeg. I) I meant you’d better be careful.II) So what he means is that we’ll have to start the whole thing again.2)Have or represent a particular meaningeg. I) the red light means “Stop”.II) “What does ‘Konbanwa’ mean in English?” “It means ‘good evening’.”3)Intend to so something or intend that someone else should do somethingEg. I) I didn’t mean to interrupt your work.II) I never meant him to watch all those TV programs.5. tend (l.23)/ intend(ll.25-26)Tend: v. (to) have a tendency or disposition to do or be something; be inclinedEg. I) The machine does tend to overheat.II)She tends to be nervous before her lectures.Intend: v. have in mind; planEg. I) Today, I intend to finish reading this book.II) We intend this news report as teaching material for freshmen.6. as if (l.22)/ as though (l.50)1) in a way that suggests that something is true or not true.Eg. I) You look as if you’ve had a good time.II) It so unds as though she’s been really ill.III) Many felt as if they were all ganging up on her.2) used to suggest a possible explanation for something although you do not think that this is the actual explanationEg. I) That news reporter always sounds a s if he’s caught a cold.II) You make it sound as if you have to go without water for days on end.nguage points1)Everyone knew that people from Mars and people from Venus spoke different languages, so when therewas a conflict they didn’t start jud ging or fighting but instead pulled out their phrase dictionaries tounderstand each other more fully. (para 2)Here “judge” means “form an opinion about someone, especially in an unfair or criticizing way.”Eg. He just accepts people for what they are and he doesn’t judge them.2)If that didn’t work they went to a translator for help. (para.2)Here, “work” is an intransitive verb meaning “be effective or successful”.Eg. How long does a sleeping pill take to work?3)You see, the Martian and Venusian languages had the same words but different meanings depending onthe way they were used. (para 3)The word “see” means “understand” or “realize” and the expression “you see” is used when the speaker is explaining something.Eg. Well, you see, that is what I want to say.4)For example, when a woman says, “I feel like you never listen,” she does not expect the word “never” tobe taken literally. (para 4)The word “take” means “consider, understand”Eg I take from what you say that you don’t feel well today.5)Because they misunderstand the intended meaning, they commonly react in an unsupportive manner.(para 5) “intended meaning” 想要表达的意思6)“I want to forget everything.” (para 5)Here，“forget” means “deliberately put something out of one’s mind and do not think about it any more.”7)“I want more romance.” (para 5)“romance” here means “love or a feeling of being in love.Eg. The romance had gone out of their relationship.’8)You can see how a “literal” translation of a woman’s words could easily mislead a man who is used tousing speech as a means of conveying only facts and information. (para 6) “means” 单复数同形，谓语动词应该根据句子的具体含义选择适当的形式。

Book 2UNIT FourPsychology in Our Daily Life1.Develop good attitudes towards life2.To know the importance of psychology in our daily life3. Learn to use psychology to solve some problems4. Listening practice and skill training5. Some important new words and phrases should be mastered6 academic hours.1. Key words,phrases & usagesbleed, heal, likely, prescribe, rate, react, reality, reassurance, relationship, relief, role, swear, treatment2.Difficult sentences1. Sometimes all a sick person needs is some reassurance that all will be well.2. These people say that if the mind is fooled into thinking it got medicine, then it will act as ifit did, and the body will feel better.3. This would seem to show that a lot of how you react to medicine is in your mind rather thanin your body.3.Grammar focusas if 引导的虚拟语气; 名词性从句; 插入语I. Useful InformationPsychology is a young and growing science that touches on a broad range of human activities. In general, however, one can say that psychology tries to explain why people act, think, and feel the way they do. Psychologists are interested not only in how individual minds work but also in the various interactions of minds in society. It should be noted that psychology provides methods of analyzing and understanding human behavior and emotions that not based on moral codes.It is important not to confuse psychology with psychiatry, which is a branch of medicine dealing with the diagnosis and treatment of serious mental disorders. Psychiatrists, who workin hospitals, use a variety of methods including drugs, light therapy and electric shock treatments to cure or to control mentally disturbed people. However, the work of both psychiatrists and psychologists often involves an analytical process which interprets the unconscious or subconscious forces that prevent a person from functioning satisfactorily in daily life. By analyzing these forces and making the person aware of them, it is often possible to help the person deal with his or her mental and emotional problems.The whole field of psychology has evolved and expanded considerably since the early part of the twentieth century. There are now many branches of psychology and it is no longer limited to clinical work and the analysis of dreams. Over the years, qualitative and quantitative experiments on animals and humans have provided a vast amount of information on social behavior, mental development, emotional development, learning processes, motivation, personality differences, and sensory perceptions.Men and women with training in psychology now work in many different careers ranging from therapists to advertising agents. The findings of psychological research are used to the victims of family violence, to design aptitude tests, to carry out efficiency studies in the workplace, to develop educational strategies, to conduct political campaigns, and to predict consumer spending. In fact, there is hardly any aspect of modern society that has not been influenced in some way by research in the field of psychology.II. Persons related to psychologyThe whole field of psychoanalysis originated with the research of the Austrian doctor, Sigmund Freud (1856-1939). According to his theories, people are driven by irrational forces or primitive instincts. Freud believed that the inner struggle between instincts and conscience often led to disaster which was manifested in the form of personal tragedies such as murder and suicide or collective tragedies such as war. He advocated the use of psychoanalysis to help people control irrational forces. Much of Freud’s work was based on his interpretation of dreams and sexual instincts.The Swiss doctor, Carl Gustav Jung (1875—1961) is considered to be the other founder of the modern science of psychology. He proposed a theory of the collective unconscious of humanity that was not based on sexuality, but rather on universal symbols and images which he called “ archetypes”. According to Jung, the emotional experiences of all human beings are influenced by universal archetypes. These archetypes include various representations of the dark, inferior and uncivilized side of human beings, Jung used his theory not only to analyze dreams but also myths and folktales from many different cultures.PreparationStep1: picture –describing.Purpose: Knowing the skills on how to describe a picture competentlyForm:Group discussion and free talkSteps: 1. Describe the four pictures respectively and try to organize a story independently2. Connect what described in the picture with our daily life.3. Analyze the importance of being optimisticSuggested words: patient/energetic/mood/sunny optimistic/ pessimistic .etcExpected come-out:Not only should the students know some words or phrases in expressing emotions but also should the try to adjust their mood to the best condition in daily lifeStep 2 discussionTopic:How to comfort ourselvesPurpose:Make the students get to know the ways to adjust their emotionForm: Group discussion and individual talkSteps: 1. Several ways of getting comfort are mentioned here. Work in groups to discuss ♪Have you ever used any of the above ways?♪Which is the way you often use, why?♪What other methods have you used? Are they any better?2. Report the results of your discussion to the class3. Teacher gives the concluding remark on the topic.Expected results:The students are supposed to find out the best way for themselves toget comfort for further improvement in their studies.Step3: Summarize students’ answers and introduce what w e are going to study: Is ThereA Doctor in the BodyReading-Centered ActivitiesIn-class ReadingWords and ExpressionsI. NEW WORDS1. capsule: n.1) an outer covering containing a measured amount of medicine, the whole ofwhich is swallowed2) the part of a spacecraft in which the pilots live and work and from which theengine is separated when the takeoff is completed.e.g. space capsule.2.harmless: adj. not having any bad effects ,especially on people’s heathe.g. The dog seems fierce, but he is harmless.be harmless toe.g. The experiment is harmless to health.harmlessly adv.harmlessness n.harm 1) n. damage or worrye.g. He means no harm (doesn’t intend to offend anyone ) by saying what he thinks.do harm to sb./do sb. harme.g. It wouldn’t do her any harm to work a bit harder.2) v. to cause harm to, hurt (esp. a person)e.g. There was a fire in our street, but no one was harmed.Getting up early won’t harm you..Harmful: adj. causing or likely to cause harme.g. This medicine is harmful if taken in large quantities.be harmful toe.g. These chemicals are harmful to the environment.3.heal v. make or become well again, especially after a cut or other injurye.g. This cream will soon heal those cuts you’ve got.The cut in her hand healed completed without leaving a scar.heal over/ up 愈合；heal sb. of a disease治愈某人的疾病辨析: heal, cure, treat, remedyheal: (of a wounded part of the body) to become healthy again, esp. to grow new skin.cure: to bring health to ( a person) in place of disease or illnesse.g. This medicine will cure you of your cough.即：heal 和cure 均可指病或伤的痊愈，但heal 多指伤和疮的愈合，cure 多指病的痊愈。

课时：2课时教学目标：1. 知识目标：（1）了解文化差异对跨文化交际的影响；（2）掌握不同文化背景下人们的交际习惯和价值观；（3）学会用英语描述和讨论文化差异。

2. 能力目标：（1）提高学生的跨文化交际能力；（2）培养学生用英语进行文化比较和讨论的能力；（3）增强学生的跨文化意识。

3. 情感目标：（1）激发学生对文化差异的兴趣；（2）培养学生的跨文化理解能力和包容心态；（3）提高学生的文化自信。

教学重点：1. 文化差异对跨文化交际的影响；2. 不同文化背景下人们的交际习惯和价值观；3. 学会用英语描述和讨论文化差异。

教学难点：1. 学生对文化差异的理解和认识；2. 学生用英语进行文化比较和讨论的能力。

教学准备：1. 教师准备：多媒体课件、相关文化背景资料；2. 学生准备：预习课文，了解文化差异。

教学过程：第一课时一、导入1. 教师简要介绍本节课的主题——Culture；2. 学生分享自己了解到的文化差异。

二、课文讲解1. 教师带领学生阅读课文，讲解生词和难句；2. 学生跟读课文，提高语音、语调；3. 教师引导学生思考：课文中的文化差异有哪些？三、课堂活动1. 教师展示不同文化背景下的交际习惯和价值观图片，让学生进行对比分析；2. 学生分组讨论：在跨文化交际中，如何避免误解和冲突？四、总结1. 教师总结本节课的重点内容；2. 学生分享自己的学习心得。

第二课时一、复习导入1. 教师提问：上一节课我们学习了哪些文化差异？2. 学生回答，教师进行补充。

二、课堂活动1. 教师组织学生进行角色扮演，模拟不同文化背景下的交际场景；2. 学生在角色扮演中运用所学知识，提高跨文化交际能力。

三、讨论1. 教师提出问题：你认为跨文化交际中最重要的是什么？2. 学生分组讨论，分享自己的观点；3. 教师总结学生的讨论成果。

四、总结1. 教师对本节课进行总结，强调文化差异对跨文化交际的影响；2. 学生分享自己的学习心得。

教学反思：本节课通过课文讲解、课堂活动和讨论等方式，帮助学生了解文化差异对跨文化交际的影响，提高学生的跨文化交际能力。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit Five DreamsTeaching Objectives1.Be aware of different understanding about dreams;2.Acquire the awareness of some psychologists’ explanation about dreams;3.Some important new words and phrases should be mastered;4.Listening practice and skill training.Teaching allotmentSix academic hours.Focus Points1.Key words, phrases & usages:Analysis, ancient, conscious, frustrating, impulse, predict, recur, cancel, crack, impact, spot, tremble, upset, depressed, disturbing, neutral, relieve, vision, dream up, work through, call off, run into.2.difficult sentences:1. Is there such a thing as a dream in which the events seen by the dreamer come true?Paraphrase: Is there such a thing as a dream, in the dream the events which are seen by the dreamer happen just as one dreamed?2.Scientific advances in the past few decades have revealed more about the physicalprocess of sleep, but they still don’t offer any final answers to the many questions about dreams that continue to puzzle us.3. Everyone dream s—it’s just that some of us can’t remember doing so.4. Dreaming of walking on hot coals, for example, may well be caused by sleeping with yourfeet too close to a heater.Class ActivityI. Related Information:How much do we know about dream? We may know when dreams occur, we know they can be either “good dreams”or “bad dreams”, but there is still much disagreement about what significance dream have to our life while we are awake.The interpretation of dreams had been a favorite activity of people for as long as we have had recorded history. Some of these dream interpreters, like the European psychologist Sigmund Freud, felt that all dreams have meanings which relate to our personal relationships with family members and friends. Freud felt that many dreams have sexual meanings, but other dream experts reject this idea.Good dreams include those in which we see ourselves succeeding in some difficult or pleasant activity such as singing, dancing, talking with our friends, or experiencing the happiness which may not occur in our waking hours. Many persons report dreams of competing in athletic competitions or music competitions, or of acting in a dramatic production. Who among us has not dreamed of spending pleasant hours with our real or imaginary love, enjoying his or her company in ways known only to those who have loved? Many persons report dreaming of flying, jumping great distances or heights, or defeating enemies in battle. Interpreters of such dreams give varied meanings, most of which are probably not very reliable. But, we often awake from good dreams in a good mood, rested and ready to face the day.Bad or unpleasant dreams include those which frighten us, recall unpleasant experiences from our lives, or present problems for which there is no evident solution. Dreams of failing an exam at school, dreams of losing a job or a good friend, dreams of accidents or death of a loved one in our family, etc are unsettling and not easily understood. Some dream experts believe these dreams are now a threatening way to face a problem from real life. They give us a way to deal with the problem so that we may find it less stressful in our waking hours.In a sense, progress would not occur in life if it were not for the dreams of those who are responsible for solving problems in our society. Inventors, musicians, and many others say that they first dreamed of an idea, and then started plans which fulfilled their dreams and made them a reality.Whatever their significance, dreams are important events to the dreamer, and interest in them will continue as long as life continues.Information About Sigmund Freud and Carl Jung:1)Sigmund Freud(1856—1930): An Austrian doctor who developed a new system forunderstanding the way that people’s minds work, and a new way of treating mental illness called the psychoanalysis. He believed that the bad experiences that people have as children can affect their mental health as adults, and that by talking to mentally ill people about their past life and feelings, the hidden causes of their illness can be found. He wrote The Interpretation of Dreams and The Ego and the Id. His ideas, especially about the importance of sex, had a very great influence on the way that people thought in the 20th century.2)Carl Jung (1874—1961): A Swiss psychiatrist who studied the importance of dreams andreligion in problems of the mind, and divided people into two groups, introverts and extroverts. Jung developed the idea of the collective unconscious, the belief that people’s feelings and reactions are often based on deep memories of human experience in the past.He worked with Sigmund Freud until they had a serious disagreement.I.Suggested Class Activities:1. Warming-up activity: your understanding about dreamStep 1 Divide the class into several groups. Let the students talk about the advantages dream and give some examples for explanation .Step 2Let the students talk about the disadvantages of dream, and give some examples for explanation.Step 3The teacher summarizes and give a comprehensive knowledge of the dream from variousperspectives, especially the perspective of psychology.2. In-class reading activity: the interpretation of dreamPurpose: Make the students know more about dream.Step 1Sometimes we have good dreams. Ask the students their interpretations of good dreams. Step 2 Sometimes we have bad or unpleasant dreams. Ask the students their interpretations of bad dreams.Step 3 Ask the students their understanding of the relationship between dream and realityII.Further development: Does dream predict?Step 1 Do you believe that some dreams predict something?Have you ever gone to do sth or avoided doing sth just because of a dream?Step 2 The teacher can tell the class a story which is similar to the stories in the after-class reading passages.In-Class ReadingWords and phrases1.analysis: study of sth by examining its parts and their relationships pl, analysese.g. Textual analysis identified the author as Shakespeare.Idm: in the last/final analysis: after all due consideration 总之，归根结底e.g. In the final analysis, I think our sympathy lies with the heroine of the play.n, analyst: the person skilled in making analysesv, analyze (us analyse): 1) separate sth into its parts in order to study its nature or structuree.g By analyzing the parts of the sentence we learn more about English grammar.2) examine and explaine.g. We must try to analyze the causes of the strike.Exercises:1>. 总之，我们主张会议延迟。

大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案大学英语教案出师表两汉：诸葛亮先帝创业未半而中道崩殂，今天下三分，益州疲弊，此诚危急存亡之秋也。

然侍卫之臣不懈于内，忠志之士忘身于外者，盖追先帝之殊遇，欲报之于陛下也。

诚宜开张圣听，以光先帝遗德，恢弘志士之气，不宜妄自菲薄，引喻失义，以塞忠谏之路也。

宫中府中，俱为一体；陟罚臧否，不宜异同。

若有作奸犯科及为忠善者，宜付有司论其刑赏，以昭陛下平明之理；不宜偏私，使内外异法也。

侍中、侍郎郭攸之、费祎、董允等，此皆良实，志虑忠纯，是以先帝简拔以遗陛下：愚以为宫中之事，事无大小，悉以咨之，然后施行，必能裨补阙漏，有所广益。

将军向宠，性行淑均，晓畅军事，试用于昔日，先帝称之曰“能”，是以众议举宠为督：愚以为营中之事，悉以咨之，必能使行阵和睦，优劣得所。

亲贤臣，远小人，此先汉所以兴隆也；亲小人，远贤臣，此后汉所以倾颓也。

先帝在时，每与臣论此事，未尝不叹息痛恨于桓、灵也。

侍中、尚书、长史、参军，此悉贞良死节之臣，愿陛下亲之、信之，则汉室之隆，可计日而待也。

臣本布衣，躬耕于南阳，苟全性命于乱世，不求闻达于诸侯。

先帝不以臣卑鄙，猥自枉屈，三顾臣于草庐之中，咨臣以当世之事，由是感激，遂许先帝以驱驰。

后值倾覆，受任于败军之际，奉命于危难之间，尔来二十有一年矣。

先帝知臣谨慎，故临崩寄臣以大事也。

受命以来，夙夜忧叹，恐托付不效，以伤先帝之明；故五月渡泸，深入不毛。

今南方已定，兵甲已足，当奖率三军，北定中原，庶竭驽钝，攘除奸凶，兴复汉室，还于旧都。

此臣所以报先帝而忠陛下之职分也。

至于斟酌损益，进尽忠言，则攸之、祎、允之任也。

愿陛下托臣以讨贼兴复之效，不效，则治臣之罪，以告先帝之灵。

若无兴德之言，则责攸之、祎、允等之慢，以彰其咎；陛下亦宜自谋，以咨诹善道，察纳雅言，深追先帝遗诏。

臣不胜受恩感激。

今当远离，临表涕零，不知所言。