大学体验英语综合教程第二册教案

Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between theChinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit(ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andphrases, lead them to finish the exercises on page3, check the answer3.How to understand the following sentences:Standing on the shoulders of giants4.Explain the cultural notes of education in the west5.In class, students form two camps to debate the following issue: If you have a baby , whichway would you prefer to use , to pay more attention to develop more skills or to creativity?Step 2 Global analysis of Text AⅠ. ScanningScan Text A and decide whether the following statements are true or false.1 Benjamin was worried that he couldn’t put the key into the box. (F)(=Benjamin was not bothered at all.)2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, whileAmerican educators think that creativity should be acquired early. (T)7.Add more questions about the text:Where and when did the incident take place?Who are the main characters in this incicent?What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?8.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text AStep 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive moodeg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。

College English Integrated CourseBook Two Unit OneWays of LearningText A Learning, Chinese-StyleObjectives:1.grasp the main ideas(that it would be ideal if we can strike a balance between the Chinese and the Westernlearning styles )and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways to compare andcontrast (point-by point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Teaching Procedures:Pre-reading tasks1.Teacher asks students the following questions. The first is based on the song teach Y our Children:_According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)_Can you guess what the theme of this unit, ways of learning, refers to?(Different people have different learning styles.)2.Students listen to the following quotation from 《文汇读书周报》（2001年12月1日第一版，“自主教育：‘管’还是‘不管’？”）, take some notes, and then T will invite some students to summarize in English how Chen Yuhua’s parents handle her education.(Possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don’t expect to spoon-feed her with knowledge.)3.Teacher may lead in to Text A by saying: As you may have noticed from the boo title《千万别管孩子——自主教育哈佛启示》，Chen Yuhua’s parents hold quite a western view on child education. They disagree with many other more traditional parents. In Text A, Howard Garnder made a detailed comparison between Chinese and Western attitudes toward learning.)While-reading tasks1.Skimming (15m)1)Students skim Paras1-5 and be ready to answer the following questions:_Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)_ Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff) _What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into theCollege English Integrated Course 1slot?(They let him explore and enjoy himself.)_what is the attitude of the hotel staff toward Benjamin’s efforts? (They held his hand and taught him how to insert the key correctly.)2)Teacher asks some student pairs to report to the class, one asking the above questions and the otherproviding the answers.3)Teacher tells students that there are many ways of introducing a topic (see Text analysis). Students willdecide which way is adopted by Howard Gardner.2.Teacher explains language points from Para1 to para 5, and gives students practice (see LanguageStudy).(15m)3.Teacher guides students through the directions for Text Organization Exercise2 and Writing Strategy. Thenstudents scan the first sentence of birth para6 and para7, and decide what method of comparison and contrast is used here (one-side-at-a-time method).(8m)4.Teacher explains language points from para 6 to para 10, and gives students practice(see Languagestudy).(15m)5.Students sum up the contrast between Chinese and Western ways to learn to fulfill a task ( the Chineseshow a child how to do something, or teach by holding his hand; the Westerners teach a child to rely on himself for solutions to problems).(5m)6.Students scan from para 11 to para 13, then answer the following questions: (5m)_Can you find words like “Chinese ”and “Westerner” or “American” or “the West”in each paragraph?(yes)_ What method of comparison and contrast is used here? (point-by-point method)7.Teacher explains language points in these paragraphs and gives students practice (see language study)8.students sum up the contrast between the Chinese and western attitudes toward creativity and basicskills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; the Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)(5m)9.Teacher explains language points in Para14 and gives students practice (see language study)(5m)10.Teacher tells students that there are many ways of concluding an essay (see Text Analysis). Studentsdecide which way is used in this essay.(5m)Post-reading tasks1.Debate: Should we develop children’s creativity first or train them in basic skills first?(30m)1)Students divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Students further divide into smaller groups of three to four, brainstormingarguments\examples\statistics\quotes\etc in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with Teacher acting as moderator.2.Teacher guides students through several after-text exercises.(20m)3.Teacher checks on Students’ home reading (Text B).(3m)4.Students do Par tⅣ: Theme-Related Language Learning Tasks.(1period)College English Integrated Course 25.Teacher asks students to prepare the next unit: (2m)1)do the pre-reading task2)preview Text AText AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Text B of this unit, Children and Money. Begin with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important points is that you should learn to vary your own writing by adopting various types of topic introduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Garder makes a suggestion in the form of a question.Cultural Notescation in the West: There is no common agreement in the West concerning the best method ofeducation. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neil. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far stricter, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.College English Integrated Course 3The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as math was concerned, a more teacher-centred method was more effective.2.Standing on the shoulders of giants:a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants.Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Notes to Text ALanguage points:1.attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)eg.: 1) Scientist discovered they could measure wind speed by attaching a wind meter to a kite and sending it up.2) Attached to this letter you will find a copy of the document you asked for.2.…to position the key just so: to position the key carefully to fit into the narrow key slot3.not in the least: not at alleg: 1) I am not in the least touched by the Marilyn Monroe kind of beauty.2) Ann didn’t seem in the least concerned about her study.4.find one’s way: reach a destination naturally; arrive ateg: 1) Shanghai is not an easy city to find your way around.5．Phenomenon: (pl. phenomena) sth. That happens or exists and that can be seen or experienced Eg: 1) Hurricanes are a relatively common phenomenon in the Caribban.2)Street-related illness is a common phenomenon in big cities.3)Thunder and lightening are natural phenomena.6.initial: of or at the beginning, first(adj. used only before n.)eg: 1) If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.2) Their initial burst of enthusiasm died down when they realized how much work the job involved.7. assist: help(used in the pattern: assist sb. to do sth., assist sb. with sth.)Eg: 1) The professor was assisting his students to prepare their project.2) The college student decided to assist the boy with his study.8. insert: put, fit, place( in, into, between)Eg: 1) Wait for a couple of minutes with your mouth closed before inserting the thermometer.2) The doctor carefully inserted the needle into my left arm.9. somewhat: to some degree, a littleEg: It is reported that conditions in the village have improved somewhat since November.___“Are you concerned about your exam results?”College English Integrated Course 4___somewhat. ”10.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.”Eg: 1) We must await the results of field studies yet to come.2) After I sent the letter asking for a job, I had nothing to do but await the answer.11. on occasion: now and thenEg: 1) I was usually the only foreign participant, although on occasion I brought other Americans in as guests.2) Steve spent almost all his time doing his research, but, on occasion, he would take his son to see afilm.12. neglect: give too little attention or care toEg: 1) He gave too much attention to his career, working long hours and neglecting his wife.2) Their investment turned out to be a failure and the manager was accused of neglecting his duties. Cf: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happened13. relevant: directly connected with the subject (followed by to, opposite irrelevant)Eg: 1) Only a few people feel the debate about the cloning of human being is relevant to their daily lives.2) While writing my term paper I was able to borrow all the relevant books from the school library. 14. investigate: try to find out information about (used in the pattern: investigate sth., investigate-wh –clause)Eg: 1) Police are still investigating how the car accident happened.2) we can assure you that your complaint will be fully and properly investigated.15. exception: sb./sth. that a comment or statement does not apply toEg: 1) Normally, parents aren’t allowed to sit in on the classes, but in your case we can make an exception.2) We feel that all the students in this class, with one or two exceptions, support the educationalreforms.16．On one’s own:①without anyone’s helpEg: 1) You needn’t give me any help. I am able to manage on my own.2) There are jobs your child can do on her own.②aloneEg: 1) the child was left on her own for own for hours as her mom had to deal with the emergency.2) I'd rather not go to dance on my own. I do wish you’d come with me .17. accomplish: manage to do (sth.)Eg: 1) Unless you practice you’ll accomplish nothing.2) Considering their capacity, the possibility of accomplishing the task is not high.18. in due course: at the proper time; eventuallyEg: 1) Your book will be published in due course.2) Be patient. You’ll get your promotion in due course.19. critical:① very importantEg: 1) Environmentalists say a critical factor in the city’s pollution is its pollution.2) How well you accomplish this task will be critical to the success of your career.②very serious or dangerousCollege English Integrated Course 5Eg: 1) In yesterday’s car accident, ten people were killed and five people are still in a critical condition.2) As the situation in Afghanistan became critical, the UN Secretary-General appointed a specialrepresentative to tackle it.20. principal: (rather fml) main, chiefEg: 1) The couple’s principal concern is to earn enough money to send their children to school.2) Her principal interest in life was to be a world-renowned pianist.n. The principal of a school or college is the person in charge of it.Eg: 1) Complaints from the students began arriving at the principal’s office.Cf: principle( see Confusable Words)21. make up for: repay with sth. good, compensate forEg: 1) I didn’t travel much when I was younger, but I’ m certainly making up for lost time now.2) Her husband bought her a present to make up for quarreling with her the day before.22. in retrospect: on evaluating the past; upon reflectionEg: 1) The young man knew in retrospect that he should have married his first love Emily.2) In retrospect, I wish that I had chosen biology as my major.23. exteme: very greatEg: 1) the girl were afraid of snakes and walked along the mountain trail with extreme caution.n. the furthest possible limit, an extreme degreeeg: I know I always say that you eat too much, but there is no need to go to the other extreme.( phrase: go to extreme: do sth. so much, state sth. so strongly, that people consider your actions unaccepetable and unreasonableEg: John went to such extremes to get his promotion that everyone at the office hates him now.The film is not very good, but some critics have gone to extremes, saying it is the worst of the decade.)24. performance: 1) the standard achieved by a person or group of people in carrying out a particular job oractivityEg: The athlete was awarded $10,000 for performance in the Olympics.After several bad performances, the soccer team found their form again.2) sth. performed in front of an audience, e.g. a play, a dance or other entertainmentEg: Stevie Wonder fought back from the shadow of death and went on to give more performances.His performance in the new production of Hamlet received much praise.25．So much so that: to such an extentEg: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be“immature.”Some parents spoil their children, so much so that they never ask them to do any studying.26. continual: happening again and, repeatedEg: The construction of the airport continued despite continual complaints from local residents.Cf: continuous(see Confusable Words)27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)Eg: The new pension arrangements won’t apply to people born before 1960The advice given by the professor only applies to some of the college students.2)write a letter or fill in a form in order to ask formally for sth.(used in the pattern: apply for sth, apply toCollege English Integrated Course 6do sth.)Eg: How many jobs had you applied for before you were offered this one?We went to the sports club so often that we decided that we might as well apply to join.28. work on/at: try hard to achieve or improve (sth.)Eg: Sophia needs to work at/on her typing speed.John came back ahead of time to continue working on his thesis.29. priority:1) sth. that one must do before anything else.Eg: Being a qualified teacher is her first priority.Earning enough money to maintain his family is a high priority.2) sth. that holds a high place among competing claimsEg: The school will give priority to English and computer studies.The proposals deserve support as they give priority to the needs of children.30. evolve: (cause to)develop gradually (followed by into/from)Eg: The story evolves into a violent tragedy.Popular music evolved from folk songs.As knowledge of genetic engineering evolves, beliefs change.If you want to be a poet, you must evolve your own style of writing.31. summarize: make a short account of the main points of (sth.)Eg: Basically, the article can be summarized in three sentences.The workers’ demands can be summarized as follows: shorter hours and more pay.32. contrast: compare (two people or things) so that differences are made clear (used in the pattern: contrast Aand /with B)Eg: Carrie contrasted the situation then with the present crisis.Students were asked to contrast Ernest Hemingway with Mark Twain.n. action of contrastingeg: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.In contrast to the hot days, the nights are bitterly cold.33. on the one hand … on the other hand: to introduce two contrasting circumstancesEg: On the one hand her temper was likely to cause trouble, but on the other hand we needed her expertise.34. promote: help to grow or developEg: you don’t have to sacrifice environmental protection to promote economic growth.Regular exercise will help promote physical and mental health.35. emerge: come out(followed by from)Eg: The postman emerged from his van soaked to the skin.The magician emerged from behind the curtain.n. emergence (Tell the difference between emergence and emergency to Ss)36. pick up: gain, learnEg: He picked up quite a lot of English during his one-year stay in America.I had picked up a bit of data-processing from my son.37. enormous: extremely large (same as huge, immense)College English Integrated Course 7Eg: Catherine inherited an enormous fortune from her parents.The New Year’s concert was an enormous success.38. exaggerate: make (sth.) seem large, better, etc. than it really isEg: In her resume, she has clearly exaggerated her talents a little.__ “I am bleeding to death!”__ “Don’t exaggerate __ it’s only a little cut.”Peter says he’s seen “ Titanic” at least 20 times but I think he’s exaggerating.39. assuming (that): You use assuming that when you are considering a possible situation or event, so that youcan think about the consequences.Eg: Assuming that we all work at the same rate, we should be finished by January.Assuming that this painting really is a Van Gogh, how much do you think it’s worth?40. valid: based on truth or sound reasoningEg: They put forward many valid reasons for not building the skyscraper.It is valid to consider memory the oldest mental skill.Scientific theories must be backed up with valid evidence.41. worthwhile: worth doing, worth the trouble takenEg: It might be worthwhile to consider buying an insurance policy.A trip to the museum is always worthwhile.Teaching is considered a worthwhile job.Cf: worth42. superior: better than average or than others of the same type (followed by to)Eg: Long-term stock market investments have produces superior returns compared with cash deposits.The woman was greatly superior to her husband in education.This wine is far superior to the one we had last week.College English Integrated Course 8College English Integrated CourseBook Two Unit TwoValuesText A The Richest Man in America, Down Home ObjectivesStudents will be able to:1) understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to his team) and structure of the text;2) appreciate the use of indirect description in portraying a person;3) grasp the key language points and grammatical structures in the text;4) conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.Pre-reading tasks1. T asks Ss the following questions on the recorded passage:—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.) —How is the story related to the theme of the unit —values? (Abraham Lincoln regarded honesty as an important value.)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.While-reading tasks1. Text organization1) T asks Ss to scan the text to see if there are any natural dividing lines separating it into parts. (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss' attention to Text Organization Exercise 2, guides them through the directions, so that they canCollege English Integrated Course 9grasp the main function of each part.3) Ss scan the text again to underline all the names mentioned and tell who these persons are. (They are: Jamie Beaulieu, waiter at Sam Walton's birthday party Jennie Baker, night manager at the local Wal-Mart Richard Hoback, Mayor of Bentonville, Arkansas Gordon Garlington, pastor of the local church John Marshall, local barber Jim V on Gremp, corporate affairs director Ferold F. Arend, retired president of Wal-Mart Jim Hendren, company lawyer also see Text Analysis)4) Ss will notice that the text transits from Part II to Part III when the first corporate job — corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (see Language Study).3. Finding synonyms or synonymous phrases for "down-home"1) T asks some Ss to explain the title of Text A in their own words.2) Ss work alone to find out synonyms or synonymous phrases for "down-home".3) Some Ss report their findings to the class.(Para 5 carry on like plain folks Para 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, neverflashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymous phrases.Post-reading tasks1. Using indirect description in portraying a person1) Ss complete Text Organization Exercise 2 and compare answers with each other.2) T makes Ss think by asking Ss this question: How does the author reveal these character traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?3) T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc. (see Text Analysis)4) Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises.3. T checks on Ss' home reading (Text B).4. Ss do Part IV: Theme-Related Language Learning Tasks.1) do the pre-reading task;2) preview Text A.Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The authorCollege English Integrated Course 10quotes not only Sam Walton himself, e.g. "The reason for our success... is our people and the way they're treated and the way they feel about their company. They believe things are different here, but they deserve the credit", but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jamie Beaulieu's anticipation and the reality he later found out form a contrast. It reveals Sam Walton's down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton's generosity.Cultural Notes1. Rolls-Royce:any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company:a large US company that makes cars. It was established in Detroit in 1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by then-first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.College English Integrated Course 11。

一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）了解本单元的文化背景知识；（3）熟悉本单元的语法结构。

2. 能力目标：（1）提高阅读理解能力，学会从文章中获取信息；（2）培养写作能力，学会运用所学词汇和语法进行写作；（3）提高听说能力，学会在日常生活和工作中运用所学知识。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）培养学生关注社会、关心他人的情感；（3）培养学生具备一定的国际视野。

二、教学内容1. 课文内容：Unit 1 A. Text 1（课文）2. 课文背景：介绍课文中所涉及的文化背景知识。

三、教学重点与难点1. 教学重点：（1）课文中的核心词汇和短语；（2）课文中的语法结构；（3）课文中的阅读理解技巧。

2. 教学难点：（1）课文中的长难句分析；（2）课文中的文化背景知识；（3）课文中的写作技巧。

四、教学方法1. 案例分析法：通过分析课文中的案例，引导学生理解课文内容；2. 互动式教学：鼓励学生积极参与课堂讨论，提高学生的参与度；3. 任务型教学：设计不同的任务，让学生在完成任务的过程中提高英语能力；4. 多媒体辅助教学：利用多媒体资源，丰富课堂内容，提高教学效果。

五、教学过程1. 导入新课（5分钟）（1）介绍课文背景；（2）提出本节课的学习目标。

2. 课文讲解（20分钟）（1）讲解课文中的核心词汇和短语；（2）分析课文中的语法结构；（3）分析课文中的长难句；（4）引导学生理解课文内容。

3. 阅读理解练习（10分钟）（1）布置阅读理解练习题；（2）学生独立完成练习；（3）教师讲解答案，总结阅读技巧。

4. 课堂讨论（10分钟）（1）提出与课文相关的问题；（2）学生分组讨论，分享观点；（3）教师总结讨论结果。

5. 写作练习（10分钟）（1）布置写作任务；（2）学生独立完成写作；（3）教师讲解写作技巧。

6. 课堂小结（5分钟）（1）回顾本节课所学内容；（2）布置课后作业。

Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。

一、教学课题Unit 2: Great Inventions二、教学目的1. 培养学生阅读理解能力，提高对科技发明类文章的阅读兴趣。

2. 扩大学生词汇量，掌握与科技发明相关的常用词汇和短语。

3. 提高学生的听说能力，通过角色扮演等活动，使学生能够运用所学知识进行交流。

4. 培养学生的写作能力，通过写作练习，使学生能够运用所学语法和词汇表达自己的观点。

三、课时分配1. 阅读理解：2课时2. 听力训练：1课时3. 口语表达：1课时4. 写作练习：1课时四、教学重点1. 理解文章大意，掌握文章结构。

2. 掌握与科技发明相关的词汇和短语。

3. 学会运用所学知识进行口语和书面表达。

五、教学难点1. 理解文章中的复杂句型。

2. 准确运用所学词汇和短语进行口语和书面表达。

六、教学过程第一课时：阅读理解1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 阅读课文：学生自主阅读课文，了解文章大意，掌握文章结构。

3. 翻译练习：学生翻译文章中的重点句子，巩固词汇和语法知识。

4. 课堂讨论：针对文章中的关键问题进行讨论，加深对文章内容的理解。

第二课时：听力训练1. 导入新课：通过播放一段与科技发明相关的英语听力材料，激发学生的兴趣。

2. 听力练习：学生听录音，回答问题，提高听力理解能力。

3. 课堂讨论：针对听力材料中的关键问题进行讨论，加深对内容的理解。

第三课时：口语表达1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 角色扮演：学生分组进行角色扮演，模拟科技发明场景，运用所学知识进行交流。

3. 课堂讨论：针对角色扮演中的问题进行讨论，提高口语表达能力。

第四课时：写作练习1. 导入新课：通过展示一些科技发明案例，激发学生的写作兴趣。

2. 写作指导：教师讲解写作技巧，指导学生如何运用所学知识进行写作。

3. 写作练习：学生根据所学知识，撰写一篇关于科技发明的短文。

Unit 4 The Virtual WorldI. Teaching ObjectivesStudents will be able to:1. understand the main idea(despite the many negative effects of virtual life, the author prefers it to real life) and structure of the text (contrast between virtual life and real life);2. learn some rules of interpreting new vocabulary and usage related to computersand the Internet in English;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities relatedto the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students’understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 26-28（Para. 6）: I find myself shyer, more cautious. Or, conversely, when suddenly confronted with real life humans, I get overexcited, speak too much, interrupt.2. Line 45-47(Para.9): When I am in this state, I fight my boyfriend as well, misinterpreting his intentions because of the lack of emotional cues given by our typed dialogue.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing. VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1.Tasks Ss the following questions on the poem Surfing the Internet: (5 minutes)—What was the hero doing when his boss came in? (surfing the Internet)—How did he act in front of his boss? (He pretended to be surprised at the computer which had crashed “unexpectedly”.)2.Ss look at the theme of this unit (the Virtual World) and the title of Text A(A Virtual Life), then try to:—find antonyms of “virtual world” and “virtual life”;(real world, real life)—suggest synonyms for “virtual world”;(cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.)—say what people can do on the Internet.(communicating with people, shopping, reading, entertainment, education, working, hacking, publishing, etc.) 3.Imaginative writing (28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest(网络生存竞赛) and I have been shut up in bare hotel rooms. Our only link to the real world has been a computer that is hooked up to the Internet (联网电脑).We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business (电子商务) of our own.2) Now Ss will complete the paragraph beginning with: “Now it is time for meto walk out into the light of day again…” They will give their imagination full play. They will write no more than 100 words.3) Ss form groups of four to five, and read aloud to each other their own writings.4) T asks some groups to recommend the best piece in their group to the class.4.T may lead in to Text A by saying: Some of us like to live a life in contactwith real things and real people, but others favor a virtual existence. Which life is better? I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles.(2 minutes)B. While-reading tasks1.Text organization (15 minutes)1)T draws Ss’ attention to Text Organization Exercise 1, and lets them readits instruction as well as what has already been done for them in this exercise.2)Ss try to complete the exercise by simply reading the sentence of eachparagraph in Text A.3)Ss compare answers with each other; if necessary, T may help.2.T explains the key language points and gives Ss practice (Language study). (45minutes)3.T guides Ss through Structure Exercise 2. (10 minutes)4.Ss re-read Paras 4-10, work in pairs to find out consequences of “my” virtuallife. Can they use the “find oneself + adj./past participle/present participle”structure when summing up the consequences? (10 minutes)5.Some pairs report to the class their findings, using the “find” structure.(5 minutes)C. Post-reading tasksputer-related vocabulary items (20 minutes)1)Ss scan Text A to find out vocabulary items to computer and the Internet.(They are: virtual life, the net, telecommuter, email, Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system cash, click on the modem, connection, password)2)T tells Ss that new terms related to computer and the Internet are constantlyadded to the English vocabulary, so much so that many of them are not included in any English dictionary. However, if we apply certain rules, their meanings are easy to deduce.3)T gives Ss more examples of computer-related vocabulary items (see TextAnalysis)2.T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task2)preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 4Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 5●Finishing Test Yourself (Unit 1-4)IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisThe most dynamic combining forms/prefixes for new computer-and-Internet-related vocabulary in /English are cyber-, virtual, net- (net-), Web- (web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms:bining forms/prefixes+ noun: this is the most common type, e.g. virtual life（虚拟生活）, virtual world（虚拟世界）virtual reality（虚拟现实）,cyber-interaction（网络互动）,cyberculture（网络文化）, cybernut（网虫）,cyberpet（电子宠物）,cyberspace（网络空间）, netwriter（放送电子邮件的人）, nethead（网虫）, Webmaster（网站维护者）, Web page（网页）, Website（网站）, WebTV（网络电视机）,E-book（电子书籍）,E-shopper（网上购物者）, e-card （电子贺卡）,e-journal（电子杂志）,e-business（电子商务）, e-cash（电子货币）, e-commerce（电子商务）.bining forms/prefixes + verb: e.g. cybersurf（网络漫游）, netsurf（网络漫游）, websurf, （网络漫游）， email （发送电子邮件）3.words like cyber, net, etc. + suffix: e.g. cyberian(网络用户)， cyberphobia（电脑恐惧症） cybernaut (网络用户)，netter（网民） Webify（使万维网化） cyberize （使联网）4.clipped word: cyberdoc（网络医生）， Netcast（网络播放）, Netiquette（网规）,Netizen（网民）， Netpreneur（网络企业家） Webcam（网络摄象机）， Webcasting（网络播放） Webliography（网络书目）, Webnomics（网络经济）， Webzine网络杂志），e- tailing（电子零售）, e-zine（电子杂志）.B. Cultural Notes1.The Internet:an international computer network for the exchange of information.It was originally used mainly in the academic and military worlds but has since become available to the large and increasing number of people with personal computers. Other services, e.g. the World Wide Web, are available through it.The Internet is changing our lives and a parallel universe is rapidly emerging online. Today there is scarcely an aspect of our life that isn’t being upended by the torrent of information available on the hundreds of millions of sites crowding the Internet, not to mention its saving companies billions of dollars in producing goods and serving the needs of their customers. Nothing like it has been seen since the beginning of the Industrial Revolution, when power-driven machines began producing more in a day than men could turn out in nearly a year. The Internet and e-commerce are viewed as a global megatrend along the lines of the printing press, the telephone, the computer and the electricity.You would be hard pressed to name something that isn’t available on the Internet. Consider: books, health care, movie tickets, baby clothes, stocks, real estate, toys and airline tickets. American kids today are so computer savvy that it virtually ensures the United States will remain the unchallenged leader in cyberspace for the foreseeable future. Most kids use computers to play games and have email chats with friends.What’s clear is that, whatever we like it or not, the Internet is an ever-growing part of our lives and there is no turning back. 2.NBC (the National Broadcasting Company): the first of the original three USnational broadcasting companies. It was established in 1926 by Radio Corporation of America as two groups of radio stations. The first NBC television channel opened in 1940. The company is now owned by General Electric. Its main offices are at Rockefeller Center in New York.3.PBS ( the Public Broadcasting Services): (in the US) a television system thatbroadcasts programs to an association of local stations which use no television advertisements and do not make a profit. It was established by the Public Broadcasting Act and is supported by money from the US Government, large companies and the public. PBS is known for the high quality of its programs.4.ABC ( the American Broadcasting Company): one of the original three majortelevision networks in American. It began in 1943 as the Blue Networks of six radio stations. ABC is now owned by the Walt Disney Company.C. Language Study1.virtual: 1) created and existing only in a computer 虚拟的can visit a virtual store and put what I want in my basket at the click of a mouse button.Some people spend too much time escaping from reality into the virtual world conjuring up on their computer screens.2) being or acting as what is described, but not accepted as such in name orofficially 差不多的，实质上的He claimed to be a virtual prisoner in his own home.The world’s governments have done virtually nothing to combat the threat of nuclear accidents.virtual world 虚拟世界 virtual community虚拟社区 virtual pet虚拟宠物virtual reality 虚拟现实2.interpret:1) make clear the meaning of (either in words or by artistic performance) 解释，说明Poetry helps to interpret life.The professor tried to interpret the difficult passage in the book.2) consider to be the meaning of 认为是……的意思She interprets the dream as an unconscious desire to be young again.We interpreted his silence as a refusal.They are worried that the students might interpret the new regulation as arestriction of their rights.3) translate what is said in one language into another 作口译No one in the tour group spoke Spanish so we had to ask the guide to interpret. He worked as a interpreter at the UN’ s World Summit on Sustainable Development.他在联合国可持续发展大会上担任口译。

教学目标：1. 知识目标：学生能够掌握Unit 2的主要词汇和短语，理解课文内容，提高阅读理解能力。

2. 能力目标：学生能够运用所学词汇和短语进行简单的日常对话，提高口语表达能力。

3. 情感目标：通过学习，培养学生对英语学习的兴趣，增强自信心。

教学重点：1. 单词和短语：掌握本单元的核心词汇和短语，如：introduce、describe、like、enjoy、prefer等。

2. 句型：学会运用本单元的句型进行交流，如：How do you like…？I like…/I prefer…。

3. 语法：学习一般现在时态的用法，以及如何表达喜好和偏好。

教学难点：1. 词汇和短语的运用：学生能够熟练运用所学词汇和短语进行交流。

2. 句型变化：学生能够根据语境变化灵活运用句型。

教学过程：一、导入1. 通过图片或视频展示本单元的主题，如：介绍自己的朋友、描述某个地方等。

2. 引导学生思考：如何用英语介绍自己的朋友？如何描述某个地方？二、新课导入1. 教师带领学生复习上一单元的词汇和短语，为学习新内容做好铺垫。

2. 教师呈现本单元的核心词汇和短语，如：introduce、describe、like、enjoy、prefer等，并进行讲解。

三、课文学习1. 学生阅读课文，理解文章大意。

2. 教师引导学生分析课文中的句子结构，学习一般现在时态的用法。

3. 学生跟读课文，模仿语音、语调。

四、词汇和短语练习1. 教师给出本单元的词汇和短语，让学生进行拼写练习。

2. 学生分组进行对话练习，运用所学词汇和短语进行交流。

五、句型练习1. 教师给出本单元的句型，如：How do you like…？I like…/I prefer…。

2. 学生分组进行角色扮演，运用句型进行对话。

六、语法讲解1. 教师讲解一般现在时态的用法，以及如何表达喜好和偏好。

2. 学生进行语法练习，巩固所学知识。

七、总结1. 教师对本节课的内容进行总结，强调重点和难点。

全新版大学英语综合教程第二册教案Unit 4 book2 Unit 4 The Virtual WorldI. Teaching ObjectivesStudents will be able to:1. understand the main idea(despite the many negative effects of virtual life, the author prefers it to real life) and structure of the text (contrast between virtual life and real life);2. learn some rules of interpreting new vocabulary and usage related to computers and the Internet in English;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students’ unde rstanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 26-28(Para. 6): I find myself shyer, more cautious. Or, conversely, when suddenly confronted with real life humans, I get overexcited, speak too much, interrupt.2. Line 45-47(Para.9): When I am in this state, I fight my boyfriend as well, misinterpreting his intentions because of the lack of emotional cues given by our typed dialogue.IV. Teaching Materials: Power point and materials V. Teaching Methods: Lecturing, practicing anddiscussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:nd1st -2 periods: Pre-reading; Teacher’s Introductory Remarks and Students’Discussion related to the topic.rd 3-4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text) th5-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasksth7-8th periods: Listening and speaking tasks.A. Pre-reading tasks1. Tasks Ss the following questions on the poem Surfing the Internet: (5 minutes)—What was the hero doing when his boss came in? (surfing the Internet)—How did he act in front of his boss? (He pretended to be surprised at thecomputer which had crashed “unexpectedly”.)2. Ss look at the theme of this unit (the Virtual World) and thetitle of Text A (AVirtual Life), then try to:—find antonyms of “virtual world” and “virtual life”;(real world, real life)—suggest synonyms for “virtual world”;(cyberspace, cyberia, etherworld,virtual reality, Internet world, net world, etc.)—say what people can do on the Internet.(communicating with people, shopping, reading, entertainment, education, working, hacking, publishing,etc.)3. Imaginative writing (28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest(网络生存竞赛) and I have been shut up in bare hotel rooms. Our onlylink to thereal world has been a computer that is hooked up to the Internet (联网电脑).We have relied on it, not only for food, bed sheets and other daily necessities,but also to set up an e-business (电子商务) of our own.2) Now Ss will complete the paragraph beginning with: “Now it is time for meto walk out into the light of day again…” They will g ive their imagination fullplay. They will write no more than 100 words.3) Ss form groups of four to five, and read aloud to each othertheir own writings.4) T asks some groups to recommend the best piece in their group to the class. 4. T may lead in to Text A by saying: Some of us like to live a life in contact withreal things and real people, but others favor a virtual existence. Which life isbetter? I’m sure you have different opinions. Now let’s read Text A to find outwhat Maia Szalavitz has to say about these two life styles. (2 minutes)B. While-reading tasks1. Text organization (15 minutes)1) T draws Ss’ attention to Text Organization Exercise 1, and lets them readits instruction as well as what has already been done for them in thisexercise.2) Ss try to complete the exercise by simply reading the sentence of eachparagraph in Text A.3) Ss compare answers with each other; if necessary, T may help. 2. T explains the key language points and gives Ss practice (Language study). (45minutes)3. T guides Ss through Structure Exercise 2. (10 minutes)4. Ss re-read Paras 4-10, work in pairs to find out consequences of “my” virtuallife. Can they use the “find oneself + adj./past participle/present participle”structure when summing up the consequences? (10 minutes)5. Some pairs report to the class their findings, using the “find” structure. (5minutes)C. Post-reading tasks1. Computer-related vocabulary items (20 minutes)1) Ss scan Text A to find out vocabulary items to computer and the Internet.(They are: virtual life, the net, telecommuter, email, Internet mailing lists,computer-assisted, data, link, cyber-interaction, on line, system cash,click on the modem, connection, password)2) T tells Ss that new terms related to computer and the Internet areconstantly added to the English vocabulary, so much so that many of them are not included in any English dictionary. However, if we applycertain rules, their meanings are easy to deduce.3) T gives Ss more examples of computer-related vocabulary items (see TextAnalysis)2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minutes)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task2) preview Text A.VIII. Assignments:stndAssignments for 1 and 2 periods:, Vocabulary Exercises I, II, III in Text A , Listen to the recording of the textrdthAssignments for 3 and 4 periods:, Review what have been learned in class , Comprehensive Exercises, I, II in Text A , Read the text fluently and imitate the pronunciation and intonation of therecordingththAssignments for 5 and 6 periods:, Review what have been learned in class , Language Practice in Text B, Preparations for paragraph recitation and dictation of new words andexpressions in Unit 4ththAssignments for 7 and 8 periods:, Review what have been learned in class , Home listening: Task 1, 2 and 3, Previewing text A in Unit 5, Finishing Test Yourself (Unit 1-4)IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible. The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisThe most dynamic combining forms/prefixes for newcomputer-and-Internet-related vocabulary in /English are cyber-, virtual, net- (net-), Web- (web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms:1. combining forms/prefixes+ noun: this is the most common type, e.g. virtuallife(虚拟生活), virtual world(虚拟世界) virtual reality(虚拟现实),cyber-interaction(网络互动),cyberculture(网络文化), cybernut(网虫),cyberpet(电子宠物),cyberspace(网络空间), netwriter(放送电子邮件的人),nethead(网虫), Webmaster(网站维护者), Web page(网页), Website(网站), WebTV(网络电视机),E-book(电子书籍),E-shopper(网上购物者), e-card(电子贺卡),e-journal(电子杂志),e-business(电子商务), e-cash(电子货币), e-commerce(电子商务).2. combining forms/prefixes + verb: e.g. cybersurf(网络漫游),netsurf(网络漫游), websurf, (网络漫游)， email (发送电子邮件)3. words like cyber, net, etc. + suffix: e.g. cyberian(网络用户)，cyberphobia(电脑恐惧症) cybernaut (网络用户)，netter(网民) Webify(使万维网化) cyberize(使联网)4. clipped word: cyberdoc(网络医生)， Netcast(网络播放),Netiquette(网规),Netizen(网民)， Netpreneur(网络企业家) Webcam(网络摄象机)，Webcasting(网络播放) Webliography(网络书目), Webnomics(网络经济)， Webzine网络杂志)， e- tailing(电子零售), e-zine(电子杂志).B. Cultural Notes1.The Internet: an international computer network for the exchange ofinformation. It was originally used mainly in the academic and military worldsbut has since become available to the large and increasing number of peoplewith personal computers. Other services, e.g. the World Wide Web, areavailable through it.The Internet is changing our lives and a parallel universe israpidlyemerging online. Today there is scarcely an aspect of our life that isn’t beingupended by the torrent of information available on the hundreds of millions ofsites crowding the Internet, not to mention its saving companies billions ofdollars in producing goods and serving the needs of their customers. Nothinglike it has been seen since the beginning of the Industrial Revolution, whenpower-driven machines began producing more in a day than men could turnout in nearly a year. The Internet and e-commerce are viewed as a globalmegatrend along the lines of the printing press, the telephone, the computerand the electricity.You would be hard pressed to name something that isn’t available on theInternet. Consider: books, health care, movie tickets, baby clothes, stocks,real estate, toys and airline tickets. American kids today are so computersavvy that it virtually ensures the United States will remain the unchallengedleader in cyberspace for the foreseeable future. Most kids use computers toplay games and have email chats with friends.What’s clear is that, whatever we like it or not, the Inter net isanever-growing part of our lives and there is no turning back. 2. NBC (the National Broadcasting Company): the first of the original three USnational broadcasting companies. It was established in 1926 by Radio Corporation of America as two groups of radio stations. The first NBCtelevision channel opened in 1940. The company is now owned by GeneralElectric. Its main offices are at Rockefeller Center in New York. 3. PBS ( the Public Broadcasting Services): (in the US) a television system thatbroadcasts programs to an association of local stations which use no television advertisements and do not make a profit. It was established by thePublic Broadcasting Act and is supported by money from the US Government,large companies and the public. PBS is known for the high quality of itsprograms.4. ABC ( the American Broadcasting Company): one of the original three majortelevision networks in American. It began in 1943 as the Blue Networks of sixradio stations. ABC is now owned by the Walt Disney Company.C. Language Study1.virtual: 1) created and existing only in a computer 虚拟的can visit a virtual store and put what I want in my basket at the click of a mouse button.Some people spend too much time escaping from reality into the virtual world conjuring up on their computer screens.2) being or acting as what is described, but not accepted as such in name orofficially 差不多的，实质上的He claimed to be a virtual prisoner in his own home.The world’s governments have done virtually nothing t o combat the threat of nuclear accidents.virtual world 虚拟世界 virtual community虚拟社区 virtual pet虚拟宠物virtual reality 虚拟现实2.interpret: 1) make clear the meaning of (either in words or by artistic performance) 解释，说明Poetry helps to interpret life.The professor tried to interpret the difficult passage in the book.2) consider to be the meaning of 认为是……的意思She interprets the dream as an unconscious desire to be young again. We interpreted his silence as a refusal.They are worried that the students might interpret the newregulation as a restriction of their rights.3) translate what is said in one language into another 作口译No one in the tour group spoke Spanish so we had to ask the guide to interpret. He worked as a interpreter at the UN’ s World Summ it on Sustainable Development.他在联合国可持续发展大会上担任口译。

一、教学目标1. 知识目标：（1）掌握本单元的核心词汇，如：culture, tradition, diversity, globalization等。

（2）了解本单元的语法点，如：动名词作主语、宾语、表语等。

（3）了解文化差异对人际交往的影响。

2. 能力目标：（1）提高学生的阅读理解能力，能够把握文章主旨和细节。

（2）培养学生运用所学词汇和语法进行口头和书面表达的能力。

（3）提高学生的跨文化交际意识。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯。

（2）引导学生关注世界文化，培养全球视野。

二、教学内容1. 单元主题：Cultural Differences and Interpersonal Communication2. 文章类型：阅读理解、词汇学习、语法讲解、口语交际、写作练习三、教学过程1. 导入新课（1）通过提问或小组讨论，引导学生回顾上一单元所学内容。

（2）介绍本单元主题，激发学生学习兴趣。

2. 阅读理解（1）学生自主阅读课文，完成课后练习题。

（2）教师针对练习题进行讲解，引导学生分析文章结构和主旨。

3. 词汇学习（1）教师带领学生学习本单元核心词汇，并举例说明其在语境中的用法。

（2）学生进行词汇卡片制作，巩固记忆。

4. 语法讲解（1）讲解动名词作主语、宾语、表语的用法。

（2）通过例句分析，帮助学生理解并掌握语法点。

5. 口语交际（1）教师组织学生进行角色扮演，模拟真实场景，练习跨文化交际。

（2）学生分组讨论，分享各自对文化差异的看法。

6. 写作练习（1）教师给出写作题目，要求学生根据所学内容进行写作。

（2）学生完成写作后，教师进行批改和讲解。

7. 课堂小结（1）教师对本节课所学内容进行总结，强调重点和难点。

（2）布置课后作业，巩固所学知识。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、回答问题的准确性等。

2. 课后作业：检查学生对本单元知识的掌握程度。

3. 写作练习：评估学生的写作能力和表达能力。