新标准大学英语4 B4U5教案

新标准大学英语综合教程4-unit5教案新标准大学英语综合教程4-unit5Unit5Active reading (1)1 Work in pairs and decide who is gossiping. In fact, anybody could be saying these things. As sterotypes, the first is said by a male football fan, the second is a women gossiping about the weather as part of small talk, the third is a young man / women gossiping toanother man about other people‘s personal relationships.2 Check ( ) the statements about gossip which you think are true. 1 Men gossip just as much as women.No, men seem to gossip less than women.√ 2 Men talk more about politics than women.Yes, this seems to be true.√ 3 Men talk more about football than women.Yes, surely this is the case.√ 4 Women talk mo re about themselves than men.No, I am not sure. Maybe men talk about themselves as much.√ 5 Men don‘t admit they gossip.Yes, I think this is true.6 Women don‘t admit they gossip.No, I don‘t agree, I think they like gossiping and do admit it.Sex differences in English gossip rulesReading and understanding3 Choose the best answer to the questions.1 What does the research quoted in the passage show?(a) Men talk more about politics than about football.(b) Women don‘t like speaking about politics and art. (c) Men gossip just as much as women.(d) Men and women gossip in exactly the same way.2 What do men do when women are present?(a) They tend to talk about themselves.(b) They change their tone of voice. (c) They speak more about politics and art than usual.(d) They let women do most of the speaking.3 What is the main difference between male and female gossip? (a) Women don‘t realize they are gossiping.(b) Men only gossip outdoors.(c) Women speak more about themselves than men do. (d) Men speak more about themselves than women do.4 What is ―the tone rule‖ in women‘s gossip? (a) Use a special tone of voice to show that you are gossiping. (b) It is important to keep a flat unemotional tone.(c) Don‘t change your tone of voice when you start gossiping. (d) Always start gossiping by using a low whisper.5 What is ―the detail rule‖?(a) You should avoid boring details when you gossip.(b) When gossiping about people it‘s important to quote what they actually said.(c) You should avoid talking about why people did something.(d) It doesn‘t matter if your gossip is vague.6 What does ―the feedback rule‖ say about listeners?(a) They should keep quiet while someone is gossiping.(b) They shouldn‘t show surprise.(c) They should believe everything they hear. (d) They should show interest and enthusiasm.4 Number the different parts of the passage in the order inwhich they occur.1 Refer to recent research to dispel the myth about male gossip.2 Reveal that men change topic of conversation when women are present.3 Focus on the difference of content between male and female gossip.4 Suggest that the myth about male gossip is really a problem of terminology.5 Present a detailed, technical account of how women gossip.6 Conclude that the vital difference between male and female gossip lies in the positive response of the audience.Dealing with unfamiliar words5 Match the words in the box with their definitions.1 in a way that is impossible to doubt and easy to see (decidedly)2 the reason that you do something (motive)3 main, or most important (principal)4 with qualities thought to be typical of men (masculine)5 to criticize something, or to suggest it is not good enough for you (sniff)6 lively or active (animated)6 Complete the paragraph with the correct form of the words in Activity 5.When Simona Ventura became the host of the Italian TV soccer programme, a lot of people (1) sniffedat the decision. What could a woman do in such a (2) decidedly male-dominated world? They argued.But the (3) motive behind the choice of Simona as the new presenter soon became apparent. Ratherthan change to fit the programme –there is nothing (4) masculine about her – she created a new, moremodern show, the (5) principal aim of which is to entertain the whole family. The old style, lengthy andrather technical analyses of football matches, has been replaced by a lively TV programme, which is(6) animated by guest celebrities, dancers and singers, as well as extracts from the day‘s top matches.7 Replace the underlined words with the correct form of the following words. You may need to makeother changes.1 Cultural and intellectual programmes tend to be broadcast very late in the evening. (highbrow)2 At the beginning I was very shy, but I soon got to know everyone and made friends. (initially)3 The course I enjoyed most when I was studying linguistics was the one on the relationship betweenwords and meanings. (semantics)4 To find out more about English as a world language, we need reliable people who are able to giveinformation. (informants)5 She sent me a bunch of roses when I got the job, and I did the same when she got promoted. (reciprocated)6 For some men there is still a feeling of embarrassment and unease about taking orders from a femalesuperior. (stigma)7 After the goal was disallowed, most of the words I could hear were swear words. (expletives)8 You can‘t speak like that to someone you don‘t know. It‘s a matter of rules of social behaviour. (etiquette)9 Only after a very careful and time-consuming editing will this book be ready for publication. (exhaustive)8 Answer the questions about the words and expressions.1 Does scandalous behaviour (a) make you feel uncomfortable, or (b) leave you indifferent?2 If you bemoan something, do you (a) express pleasure, or(b) complain about it?3 If you rake over something, do you (a) want to forget it, or(b) keep talking about it?4 If you are appreciative of something someone has done for you, do you (a) thank them, or (b) criticizethem?5 If a man has an effeminate manner, does he make you think of (a) a child, or (b) a woman?6 Is camp behaviour (a) typical of, or (b) different from established norms about the traditional male wayof doing things?Reading and interpreting9 Check ( ) the writer‘s main purposes in writing the passage. √ 1 to summarize findings from recent research Most of the passage is taken up with research findings from both the writer and others. If you arenot sure about this, look at how many times words like study, research, paragraph five and see how verbs in the past tense in the second part are all reporting research findings!2 to present the writer‘s own research findingsThese are clearly included and they are most of the second part, but thisis the main purpose is notto present them – they illustrate how gossip works.3 to dispel a myth about males and gossipT he first part of the text does this, but the second part reports research only about women‘s gossip, so No 1 is a better answer.4 to show that women are superior to menNo, the writer does not intend to show this and doesn‘t do so. 5 to encourage people t o learn to gossip properly No, the passage is about rules, but these are not the kind that people are supposed to learn but the descriptive rules that describe common behaviour. There is nothing about encouraging people to behave like this.6 to draw attention to the different ways in which men and women gossip This is a reasonable answer but the passage is really reporting research (see No 1)7 to analyze the way in which women gossip This is the point of the second part, but not the main idea of the whole passage.Active reading (2)Marked: women in the workplaceReading and understanding3 Choose the best summary of the passage.1 The English language reflects and reinforces the sexist attitudes of society, whether we consider wordssuch as actress, which is a less serious equivalent of the word actor, or titles we give women, such asMrs, Miss and Ms.This only summarizes the first section, but the title should indicate that a summary would say more thanthis, including the points about hairstyle or clothes.2 Women find it much harder to get on in the workplace because they haveto spend too much timethinking about what clothes to wear, or what hairstyle they should have. This is only one point. It doesn‘t summaraize the main idea and examples of language use.3 Women constantly have to make choices about dress and appearance, and even the way they sign their names, which lead people to make judgments about them; men do not have to make the same choices.Although this doesn‘t emphasize l anguage, it summarizes the main idea of choice (marked / unmarked).4 Choose the best answer to the questions.1 Which of the following words is marked?(a) Doctor. (b) Actor. (c) Actress. (d) Poet.2 What does a marked female ending to a word usually convey? (a) Physical attractiveness.(b) A lack of authority. (c) A lack of seriousness.(d) Greater professional competence.3 What did the writer notice at a conference?(a) All the women were dressed in the same way. (b) All the men were dressed in the same way.(c) One of the men wore a cowboy shirt and jeans.(d) None of the women wore sensible shoes.4 What did a woman with high heels do at the conference?(a) She was isolated by her female colleagues.(b) She was the first to complete a group task.(c) She broke one of the heels when she had to make a trek.(d) She took off her shoes and attracted a group of men.5 What did a male colleague tell a female lawyer to do before she went to court?(a) To put on a jacket over her blouse. (b) To do up a buttonon her blouse.(c) T o undo a button on her blouse.(d) To wear something with darker colours.6 What is a woman often asked to do when filling in a form?(a) Choose from four titles.(b) Give both her married and unmarried name. (c) Give information about her married status.(d) Avoid using the title ―Dr‖.Dealing with unfamiliar words5 Match the words in the box with their definitions.1 the place where you work (workplace)2 to mean something (denote)3 to make something or someone become gradually less effective, confident, or successful (undermine)4 to think that something is true because it is likely, although you cannot be certain (presume)5 a regular and important part or feature of something (staple)6 involving or consisting of many people, things, or parts (multiple)7 expressing what you mean using clear and effective language (eloquent)8 used to describe a word that refers to one person or thing (singular)9 behaving in a very unfriendly or threatening way towards someone (hostile)10 to say or write words that someone else has said or written (quote) 11 to give someone responsibility for an important job or activity (entrust)6 Complete the sentences with the correct form of the wordsin Activity 5.1 Melanie got to her feet and made a eloquent defence of the rights of women in the workplace.2 There are a number of words in English, such as people, which although technically in the singularform, in actual fact denote a plural meaning.3 The dark suit is a staple of the businessman‘s wardrobe, and I presume it will remain so for a long time.4 The hostile reception he got at the meeting is likely to undermine all the work that has been donerecently to improve relations between staff and management.5 Jason suffered multiple injuries in the acc ident, and we didn‘t want to entrust an inexperienced surgeonwith the operation.6 I think that most world leaders in the next century will be women, but don‘t quote me on that.7 Replace the underlined words with the correct form of the following words. You may need to makeother changes.1 Don‘t forget to put on a bit of lipstick and mascara before you go out. (make-up)2 The candidate displayed a lack of seriousness which we felt was not appropriate to the position he wasapplying for. (frivolousness)3 I need to check my free dates in March before I can confirm whether I shall be able to attend theconference. (availability)4 He has an attractive smile which people find hard to resist. (alluring)5 This list of participants needs to be put into alphabeticalorder. (alphabetized)6 The first person officially suggested as general secretary had to withdraw due to ill health. (nominee)7 After the first remarks offering congratulations the atmosphere at the prize-giving ceremony turned sour. (congratulatory)8 The speaker made a comment which I found unfriendly and which meant the opposite of what he reallymeant. (sarcastic)8 Answer the questions about the words and expressions.1 Is a linguistic problem concerned with (a) words, or (b) figures?2 If you are disqualified from an event, do the organizers (a) allow you, or (b) refuse to allow you to takepart?3 Is rub likely to mean (a) a problem, or (b) a solution?4 If you have got myriad job offers, are you likely to be (a) concerned, or (b) optimistic about your future?5 If you let on about something to someone, do you (a) tell them about it, or (b) keep it a secret?6 If you duck something which has been thrown at you, does it (a) hit, or (b) miss you?7 If someone speaks to you in an uppity way, is their manner(a) superior, or (b) humble and polite?Reading and interpreting9 Answer the questions.1 From which field has the writer borrowed the term marked?The term marked is borrowed from linguistics.2 What are the differences between a ―marked‖ and an ―unmarked‖ word? An ―unmarked‖ word is normal, commonor neutral, while a ―marked‖ one is noticeable or used in a particular way or has a special meaning. Sometimes the unmarked one is positive and the unmarked on is negative.3 What is the difference between a ―marked‖ and an ―unmarked‖ appearance in the workplace?An ―unmarked‖ appearance would be normal, neutral and common, so it is unlikely that anyone wouldcomment o n it. A ―marked‖ appearance would be different, particular and noticeable because it wouldbe a contrast to all those with an unmarked appearance –people would be likely to comment on the person with the marked appearance.4 Why is no make-up ―marked‖ for women?Because many or most women wear some make-up. A woman wearing no make-up in a context where itis expected that make-up would be worn is noticeably different, so it is ―marked‖.5 How often do men wear ―marked‖ clothes in the workplace? Not often or rarely.6 What is the connection between ―marked‖ and ―sexy‖? Assuming that most women wear attractive and smart clothes, say in the workplace, this would be unmarked (among women), whereas if a woman wore sexy clothes (which for example were veryreveal ing), this would be noticeable and ―marked‖ (and inappropriate). In another contex t, the oppositemight be the case, say at a party where most women were dressed in a sexy manner, someone dressedsmartly and conservatively but not in a sexy manner would b e ―marked‖. 7 Why are women‘s titles (Mrs, Miss and Ms) allmarked?Because whichever choice a woman makes it tells people something more than their title: If they choosechoose Miss they are unmarriedbut perhaps also traditional; if they choose Ms, you d on‘t know whether they are married or not, but youdo know that they don‘t want to give information about being married and that they are more modern, liberated, rebellious or feminist. Men do not have to make any of these choices.8 In what sense are wome n‘s surnames marked?In some English-speaking countries, say the US, married woman‘s surname is marked becausetraditionally they take their husband‘s surname as their married surname. So if a woman uses this name,it may signal that she is traditional or willing to adopt her husband‘s identity. Some married women, especially in professions, continue to use their original surname from their own family, and then thisis ―marked‖ –it may be a signal that they are modern, liberated, or wish to keep their own identity. Ofcourse, this is not a problem in Chinese and th ose other languages in which a married woman doesn‘ttake her husband‘s name.Language in usesay + something / nothing / a lot etc about1 Rewrite the sentences using say + something / nothing / a lot etcabout .1 The boots she wears give a lot of information about her. The boots she wears say a lot about her.2 The way he talks about other people gives an indication of his personality.The way he talks about other people says something about his personality. 3 The way she behaves doesn‘t give any indication of her previous career. The way she behaves says nothing about her previous career.4 This statement is very revealing about the organization‘s attitude to women.This statement says a lot abo ut the organization‘s attitude to women. 5 This type of task gives some idea about the structure of the final examination. This type of task says something about the structure of the final examination.on + gerund2 Rewrite the sentences using on + gerund.1 When they checked the figures again, they realized there had been a mistake. On checking the figures again, they realized there had been a mistake.2 When she was asked, she said she would like to be known by her first name. On being asked, she said she would like to be known by her first name.3 When we investigated more completely, we made an important discovery. On investigating more completely, we made an important discovery.4 When they heard the news, most people reacted with offers to help. On hearing the news, most people reacted with offers to help.5 Whe n people are accused of a crime they haven‘t committed, most of them don‘t know how to react.On being accused of a crime they haven‘t committed, most people don‘t know how to react.anything but3 Rewrite the sentences using anything but .1 The organizer of the conference was the opposite of helpful. The organizer of the conference was anything but helpful.2 The instructions you left were certainly not easy to follow. The instructions you left were anything but easy to follow.3 I felt extremely unsafe wearing those four-inch-high heels.I felt anything but safe wearing those four-inch-high heels.4 The weather last week was quite the opposite of warm and sunny. The weather last week was anything but warm and sunny.5 I think that attitudes towards women in the company whereI work are a long way from beingprogressive. I think that attitudes towards women in the company where I work areanything but progressive.other than4 Rewrite the sentences using other than .1 The only thing we do when the three of us meet is gossip. When the three of us meet we do nothing other than gossip.2 Men have no real alternative unless it is to wear a suit. Men have no real alternative other than to wear a suit.3 The only thing I wish to add is to say how much I have enjoyed the whole day.I have nothing to add other than to say how much I have enjoyed the whole day.4 They told her she didn‘t have to do anything except sit quietly and look pretty. They told her she had nothing to do other than to sit quietly and look pretty.5 The only reason I have for being here is the free lunch. I have no reason to be here other than the free lunch.Collocations5 Match the adjectives in Column A with the nouns in Column B.A B bright colours conservative tastes correct tone popular beliefheavy make-up highbrow subject face value6 Complete the sentences with the collocations in Activity 5.1 Both of us have rather conservative tastes, so we‘re unlikely to buy modern furniture.2 I‘m afraid these bonds are worth a lot less than their face value.3 It‘s not easy to find the correct tone in which to speak to new customers.4 I like wearing bright colours; I think they reflect my outgoing personality.5 Yesterday‘s lectur e was on such a highbrow subject that I couldn‘t get interested.6 Why do they put such heavy make-up on people in television studios?7 The popular belief that men don‘t cry is nonsense.7 Translate the paragraphs into Chinese.Women can‘t even fill out a form without telling stories about themselves. Most application form s nowgive four choices for titles. Men have one to choose –―Mr.‖ –so their choice carries no meaning otherthan to say they are male. But women must choose among three, each of them marked. A woman whochecks the box for ―Mrs.‖ or ―Miss‖ communicates not only whether she has been married but also thatshe has conservative tastes in forms of address, and probablyother conservative values as well. Checking ―Ms.‖ declines to let on about marriage (whereas ―Mr.‖ declines nothing since nothing was asked), butit also marks the woman who checks it on her form as either liberated or rebellious, depending on theattitudes and assumptions of the one making the judgment.I sometimes try to duck these variously marked ch oices by giving my title as ―Dr.‖ – and thereby riskmarking myself as either uppity (hence sarcastic responses like ―Excuse me!‖) or an over-achiever (hencereactions of congratulatory surprise, like ―Good for you!‖). （?翻译时注意原文的语气，否则就可能不准确。

教学目标：1. 学生能够通过阅读理解，掌握四级五级英语词汇和语法知识。

2. 学生能够根据上下文，理解并分析文章的主旨大意。

3. 学生能够提高阅读速度和准确性，培养良好的阅读习惯。

教学重点：1. 学生能够掌握阅读理解的基本技巧。

2. 学生能够运用所学词汇和语法知识进行阅读理解。

教学难点：1. 学生能够理解文章中的复杂句子和难懂词汇。

2. 学生能够准确把握文章的主旨大意。

教学准备：1. 教学课件或教材。

2. 学生用书。

3. 阅读材料。

教学过程：一、导入1. 教师用简单英语问候学生，营造轻松愉快的课堂氛围。

2. 教师简要介绍本节课的学习内容。

二、新课导入1. 教师展示阅读材料，引导学生观察文章标题、图片等信息。

2. 教师提问：What do you think this passage is about?（你认为这篇文章讲的是什么？）三、阅读理解1. 学生自主阅读文章，找出关键信息。

2. 教师指导学生使用阅读技巧，如扫读、略读等。

3. 学生分享阅读心得，教师进行点评。

四、词汇学习1. 教师带领学生分析文章中的重点词汇和短语。

2. 学生用所学词汇造句，巩固词汇。

五、语法学习1. 教师讲解文章中的语法知识，如时态、语态等。

2. 学生进行相关练习，巩固语法知识。

六、总结与拓展1. 教师总结本节课的学习内容，强调阅读理解技巧。

2. 学生分享自己在阅读过程中的收获和感悟。

3. 教师布置课后作业，要求学生阅读相关材料，提高阅读能力。

教学反思：1. 教师要关注学生的阅读理解能力，及时调整教学策略。

2. 在教学过程中，注重培养学生的自主学习能力，提高阅读兴趣。

3. 通过多种教学手段，激发学生的学习热情，提高教学效果。

教学时间：1课时教学评价：1. 学生能够掌握阅读理解的基本技巧，提高阅读速度和准确性。

2. 学生能够运用所学词汇和语法知识进行阅读理解。

3. 学生对阅读材料产生兴趣，养成良好的阅读习惯。

全新版大学英语4教案教案标题：全新版大学英语4教案教案目标：1. 帮助学生提高英语听、说、读、写的能力；2. 培养学生的英语交际能力和跨文化交际意识；3. 培养学生的自主学习能力和团队合作精神；4. 培养学生的批判性思维和问题解决能力。

教学重点：1. 提高学生的英语听力和口语表达能力；2. 培养学生的阅读理解和写作能力；3. 培养学生的跨文化交际意识和应对国际交流的能力；4. 强化学生的自主学习和团队合作意识。

教学内容：Unit 1: Personal Information1. 学习如何介绍自己和他人的个人信息；2. 学习如何描述家庭成员和朋友的外貌特征和性格特点；3. 学习如何询问和回答关于个人信息的问题；4. 学习如何运用所学知识进行口头和书面表达。

Unit 2: Daily Life1. 学习如何描述日常生活中的活动和习惯；2. 学习如何谈论和比较不同的日常活动；3. 学习如何询问和回答关于日常生活的问题；4. 学习如何运用所学知识进行口头和书面表达。

Unit 3: Leisure and Entertainment1. 学习如何谈论和描述不同的休闲活动和娱乐方式；2. 学习如何谈论和比较不同的电影、音乐和体育项目；3. 学习如何询问和回答关于休闲和娱乐的问题；4. 学习如何运用所学知识进行口头和书面表达。

教学方法：1. 情景教学法：通过创设真实的语言情境，帮助学生理解和运用所学知识；2. 合作学习法：通过小组合作活动，培养学生的团队合作精神和互助学习能力；3. 任务型教学法：通过给学生真实的任务，激发学生的学习兴趣和动力；4. 多媒体教学法：利用多媒体技术辅助教学，提高学生的学习效果和兴趣。

教学步骤：1. 导入：通过引入相关话题或图片，激发学生的学习兴趣；2. 情景呈现：通过展示相关情景或对话，帮助学生理解语言的应用场景；3. 语言输入：通过教师示范和多媒体展示，向学生介绍新的语言知识和表达方式；4. 练习活动：通过个人、小组或全班活动，让学生进行口头或书面练习；5. 拓展延伸：通过拓展活动或课外阅读，帮助学生进一步巩固所学知识；6. 总结归纳：通过师生互动或小组讨论，总结本节课的重点和难点；7. 作业布置：布置相关练习或任务，让学生在课后进行自主学习。

一、教学目标：1. 知识目标：（1）掌握本单元生词、短语和句型；（2）理解文章主旨，提高阅读理解能力；（3）学会用英语描述大学生活，培养英语口语表达能力。

2. 能力目标：（1）提高英语听力理解能力，能够听懂关于大学生活的对话；（2）提高英语写作能力，能够撰写关于大学生活的短文；（3）培养团队合作精神，提高英语课堂参与度。

3. 情感目标：（1）激发学生对大学生活的兴趣，树立正确的学习观念；（2）培养学生热爱生活、积极向上的精神；（3）培养学生尊重他人、团结协作的团队精神。

二、教学重点与难点：1. 教学重点：（1）掌握本单元生词、短语和句型；（2）理解文章主旨，提高阅读理解能力；（3）学会用英语描述大学生活。

2. 教学难点：（1）学生如何运用英语进行口语表达；（2）学生如何结合自身经历，撰写关于大学生活的短文。

三、教学过程：1. 导入新课（1）教师简要介绍大学生活，激发学生兴趣；（2）播放关于大学生活的英语歌曲，活跃课堂气氛。

2. 预习课文（1）学生快速阅读课文，了解文章大意；（2）教师检查预习情况，纠正学生发音错误。

3. 课文讲解（1）教师讲解课文，引导学生理解文章主旨；（2）分析文章结构，总结写作技巧；（3）讲解生词、短语和句型，让学生学会运用。

4. 课堂活动（1）听力训练：播放关于大学生活的对话，让学生听并回答问题；（2）口语训练：分组讨论大学生活，用英语表达自己的看法；（3）写作训练：让学生结合自身经历，撰写关于大学生活的短文。

5. 归纳总结（1）教师总结本节课所学内容；（2）强调重点、难点，帮助学生巩固知识。

6. 作业布置（1）复习课文，熟记生词、短语和句型；（2）完成课后练习，提高阅读理解能力；（3）撰写一篇关于大学生活的短文，锻炼写作能力。

四、教学反思：本节课通过多种教学手段，激发了学生对大学生活的兴趣，提高了他们的英语听说读写能力。

在今后的教学中，应注重培养学生的团队协作精神，激发他们的学习热情，为他们的英语学习打下坚实基础。

#### 教学目标1. 知识目标：- 掌握Unit 5中的重点词汇和短语。

- 理解课文的基本内容和主题思想。

- 掌握课文中的语法结构。

2. 能力目标：- 提高阅读理解能力，能够快速捕捉文章主旨和细节。

- 增强英语口语表达能力，能够就课文内容进行讨论。

- 提升写作能力，能够根据课文内容完成相关写作任务。

3. 情感目标：- 培养学生对英语学习的兴趣，激发学习动力。

- 增强跨文化交流意识，提高国际视野。

#### 教学内容课文主题：家庭与教育教学时间： 2课时教学步骤：##### 第一课时1. 导入 (10分钟)：- 利用图片或视频展示家庭与教育的相关内容，激发学生兴趣。

- 提问：你认为家庭在教育中扮演了怎样的角色？2. 课文精读 (40分钟)：- 学生自主阅读课文，了解文章大意。

- 教师引导学生分析课文结构，总结文章主题。

- 词汇讲解：重点讲解课文中的生词和短语，如：nurture、discipline、upbringing等。

- 语法讲解：分析课文中的语法结构，如：被动语态、非谓语动词等。

3. 课堂讨论 (20分钟)：- 提问：课文中的哪些观点对你有启发？- 学生分组讨论，分享各自的观点和感受。

##### 第二课时1. 复习巩固 (10分钟)：- 回顾上一节课的重点词汇和短语。

- 进行语法练习，巩固所学语法知识。

2. 口语练习 (20分钟)：- 学生根据课文内容，进行角色扮演或小组讨论。

- 教师给予指导和评价。

3. 写作训练 (30分钟)：- 学生根据课文内容，完成一篇短文写作。

- 教师提供写作指导，帮助学生提升写作能力。

4. 总结 (10分钟)：- 回顾本节课的学习内容，总结家庭与教育的重要性。

- 布置课后作业，巩固所学知识。

#### 教学评价1. 课堂参与度：观察学生在课堂讨论、口语练习和写作训练中的表现，评价其参与度。

2. 知识掌握情况：通过课堂提问、练习和作业，了解学生对重点词汇、短语和语法知识的掌握程度。

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. 通过本课程的学习，使学生掌握大学英语4的词汇、语法和听力、阅读、写作、翻译等基本技能。

2. 培养学生的英语思维和跨文化交际能力。

3. 提高学生的英语综合运用能力，为英语四级考试做好充分准备。

教学重点：1. 词汇：掌握本课程所要求的词汇，并能灵活运用。

2. 语法：掌握本课程所要求的语法知识，并能正确运用。

3. 听力：提高听力理解能力，能听懂日常生活中的英语对话和短文。

4. 阅读：提高阅读速度和理解能力，能读懂一般性英语文章。

5. 写作：提高写作能力，能写出符合英语表达习惯的短文。

6. 翻译：提高汉译英和英译汉的能力。

教学难点：1. 词汇的记忆和运用。

2. 语法知识的理解和运用。

3. 听力材料的理解和分析。

4. 阅读材料的理解和分析。

5. 写作技巧的掌握。

6. 翻译技巧的掌握。

教学进度安排：第一周：1. 介绍课程内容和教学目标。

2. 学习课文，讲解词汇和语法。

3. 听力训练：听懂日常生活中的英语对话和短文。

第二周：1. 继续学习课文，讲解词汇和语法。

2. 阅读训练：提高阅读速度和理解能力。

3. 写作训练：提高写作能力。

第三周：1. 学习课文，讲解词汇和语法。

2. 听力训练：听懂一般性英语文章。

3. 翻译训练：提高汉译英和英译汉的能力。

第四周：1. 继续学习课文，讲解词汇和语法。

2. 阅读训练：提高阅读速度和理解能力。

3. 写作训练：提高写作能力。

第五周：1. 学习课文，讲解词汇和语法。

2. 听力训练：听懂日常生活中的英语对话和短文。

3. 翻译训练：提高汉译英和英译汉的能力。

教学方法和手段：1. 采用多媒体教学手段，如PPT、视频、音频等，提高教学效果。

2. 结合教材和实际生活，讲解词汇和语法。

3. 通过课堂讨论、小组合作等方式，提高学生的参与度和积极性。

4. 定期进行听力、阅读、写作、翻译等练习，巩固所学知识。

教学评价：1. 课堂表现：学生的出勤率、课堂参与度、课堂纪律等。

2. 作业完成情况：学生的作业质量和完成情况。

大学英语新课标4大学英语新课标4的课程设计旨在培养学生的综合英语应用能力，包括听、说、读、写、译等各个方面。

以下是该课程的主要内容概述：1. 听力理解：通过多样化的听力材料，如新闻报道、电影片段、讲座和对话，提高学生的听力理解能力。

课程将教授学生如何捕捉关键信息、理解隐含意义以及评估说话者的意图。

2. 口语表达：鼓励学生参与小组讨论、角色扮演和公开演讲，以提高他们的口语流利度和准确性。

课程将重点训练学生的发音、语调、语速和语言组织能力。

3. 阅读理解：通过阅读不同体裁和难度的英文文章，如学术文章、小说、诗歌和非虚构作品，提升学生的阅读速度和理解深度。

课程将教授学生如何分析文本结构、识别主题和论点以及进行批判性阅读。

4. 写作技巧：指导学生撰写不同类型的英文写作，包括论述文、说明文、叙事文和应用文。

课程将重点教授写作的组织结构、语言运用和逻辑推理。

5. 翻译实践：通过中英文互译练习，提高学生的翻译能力。

课程将教授翻译技巧，如直译、意译和语言风格转换。

6. 跨文化交际：介绍不同文化背景下的交际习惯和礼仪，帮助学生在跨文化交流中更加自如。

7. 学术英语：针对学术英语的特点，教授学生如何撰写学术论文、进行学术报告和参与学术讨论。

8. 技术辅助学习：利用多媒体和网络资源，如在线课程、语言学习软件和学术数据库，提高学习效率。

9. 自主学习能力：鼓励学生制定个人学习计划，培养独立解决问题的能力。

10. 评估与反馈：通过定期的测试和评估，及时给予学生反馈，帮助他们了解自己的进步和需要改进的地方。

大学英语新课标4的课程设计注重实用性和互动性，旨在帮助学生在全球化背景下更好地运用英语进行沟通和学术交流。

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。