第一篇：新編實用英語第三版綜合教程Unit 1 Hello Hi

Unit | One

Hello, Hi!Goals: ?What You Should Learn to Do 1.Greet people and give responses: first meeting and meeting again 2.Exchange personal information: name / address / telephone number / job / study 3.Introduce people to each other 4.Meet people at the airport 5.Say goodbye to others 6.Say hello in different languages 7.Write a business card ?What You Should Know 1.Etiquette of meeting and introducing people 2.Etiquette of exchanging business cards 3.Basic sentence structures ?Teaching purposes: 1.The students should be able to understand greeting and introducing people and make a short conversation to greet and introduce other people.2.The students should be able to communicate personal information.3.The students should be able to master some words and expressions in greeting and introducing people.(Key words and expressions: welcome, present a project report, business card, on business, care for, introduce)?Teaching procedures:

I.Talking face to face II.Being all ears III.Trying your hand IV.Maintaining a Sharp Eye V.Appreciating Cultural Tips **************************************************************************** I.Talking Face to Face

Step 1 Lead-in: business cards.1.Warm-up questions:

1)When are business cards exchanged between people? 2)What are usually written on business cards? 3)When do people use passports?

2.Students read and translate the business cards under the guidance of the teacher.Sample1:

International Exchange Section Binhai Foreign Languages School

Prof.Lu Yang

Director

Address:5 Binhai Road, Binhai City, 116000 Tel & Fax: 0411-4673289

E-mail: FLI603@pub.bl.lnpta.net.cn--------------Sample2:

Binhai Electronics Ltd.Li Tiegang

Electronics Engineer

Address: No.50Chang-Jiang, Binhai E-mail: ltg6@pub.bl.lnpta.net.cn Tel: 0411-4673289

Handphone: ***----------Step 2 Sample dialogue: 1.Warm-up questions:

1)How much do you know about the way Americans greet people and give responses? 2)How much do you know about the way Americans exchange their personal information? 3)How much do you know about the the Americans say good-bye to each others?

4)How much do you know about the the Americans introduce themselves to each other? Students speak out the sentences and expressions under the guidance of the teacher.2.Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for greeting people in the dialogue.Practice the following sentences:

1)Ladies and gentlemen, now let me introduce to you the renowned football star David Beckham.2)Businessmen often exchange business cards to each other when they meet for the first time.3)Would you care for a cup of coffee with me?

4)Our American English teacher told us to call her by her first name instead of her family name.Step 3 Students practice the dialogues in groups.1.Give students several minutes to prepare short conversations in pairs by simulating

the five small dialogues.(P 3 in students’ book)

2.Students role-play the similar situations they create, first in groups, and then in front of the class.e.g.Please make a dialogue according to requirements.Task: Imagine you are Zhang and you meet Mr.Smith, an English teacher from the USA at the airport for the first time.The following dialogue is provided for your reference.-----------------Zhang: Hello, are you Prof.Smith from the United States?

Mr.Smith: Yes, Robert Smith.Please call me Robert.Thanks for coming to meet me at the airport.Zhang: My pleasure.Welcome to China.My name is Zhang Lin.You can call me Zhang.Here is my card.Mr.Smith: Thank you.Here is mine.And this is my wife.Zhang: How do you do, Mrs.Smith?

Mrs.Smith: How do you do? It’s nice to meet you.Please call me Mary.Zhang: How was the journey, Mary?

Mrs.Smith: Well, it was Ok, although a little tiring.Zhang: Then let’s get your luggage and go to the hotel now.Mr.Smith: Oh, thank you.It’s very kind of you.---------------3.Students do Put-in-Use exercises in groups by reading out lout all the three dialogues they have completed.II.Being All Ears Dialogue 1：

Teaching Procedure(It aims to train the students with proper listening strategies.)Pre-listening: provide the students with the new words and expressions;read through the questions and the chart in exercise 1 and 2, and make some predictions as to the content of the dialogue.While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the exercises;listen to the dialogue again and ask them to finish exercise 1;ask the students to repeat the dialogue sentence by sentence after the tape while the teacher will press the button “pause” on the tape recorder;listen to the dialogue as a whole for the last time.Post-listening: ask the students to finish exercises, i.e.answering questions.This step aims to change listening to speaking.Notes: The following dialogue and the passage listening can be done in a more or less similar procedure.III.Assignments

1)Pair work: Prepare conversations about introducing oneself to other members of the groups.2)Finish all the exercises in this section.Text Language Points SECTION IV Maintaining a Sharp Eye Information Related to the Reading Passage English Expressions Borrowed from French Over the long years, the English language has borrowed a great number of French words or expressions.Some of them have been so absorbed in English that speakers might not realize their origin.Other expressions like “faux pas” have retained their “Frenchness”, with which speakers tend to sound modern.These expressions are often written in italics.The following are a few French expressions which are commonly used in English.1.Faux Pas: It refers to a socially awkward or tactless act, a foolish mistake，something that should not be done.失禮

2.au pair: A foreign female student who works for a family(cleaning and/or teaching

the children)in exchange for room and board.幫助料理家務(wù)換取住宿的外國女學(xué)生 3.Bon appétit: The closest English equivalent is “Enjoy your meal”.用餐愉快 4.esprit de corps: It is similar to “group spirit” or “morale”.團隊精神

5.rendez-vous: In English it means “go to”.It can be used as a noun or a verb.約會 6.RSVP: This abbreviation stands for Répondez, s'il vous pla?t, which means

“Respond, please”.敬請回復(fù)

7.bon voyage: a way of saying goodbye and wishing good luck 一路平安 PASSAGE I The Business Card: a Social Faux Pas Language Points 1 Explanation of Difficult Sentences 1.(Para.2)Missed connections are missed opportunities for business.Analysis: Missed is a verb's past participle used here as an adjective.The repeated use of the same word could bring out a stronger effect.Translation: 錯失了聯(lián)系就錯失了商機。

Example: Can a broken heart be broken twice? 2.(Para.2)Not having your cards can be seen as being unprepared to market yourself and your business.Analysis: Not having your cards is a gerund phrase used as the subject of the sentence.Not is put in front of the gerund to make its negative form.Being unprepared

is also a gerund used as the subject complement.Translation: 不帶名片可被視為沒有做好推介自己和推銷業(yè)務(wù)的準備。

Example: Not trying at all is much worse than trying without success.3.(Para.2)Don't start that new contact leaving them thinking “that person is already unprepared”.Analysis: Leaving them thinking is a participial phrase, indicating a concomitant(伴隨的)adverbial of result.Translation: 千萬別在開始新的交往時就讓人覺得“這家伙就沒打算同我交往”。

Example: Let's steer our ship with hope, leaving fear behind.4.(Para.2 from bottom)Ask your network to network with and for you also by handing out a few!Analysis: The word network is repeated to make an emphasis.Notice that the first network is a noun while the second a verb.The sentence can be re-written as “Ask your network to network with you and network for you also by handing out a few of your name cards.”

Translation: 請求你所結(jié)交的人同你一起聯(lián)絡(luò)并為你發(fā)出幾張名片！

Example: To saw a saw with another saw.To can a can into another can.&Important Words 1.market v.engage in the commercial promotion, sale, or distribution of

(在市場上)推銷

e.g.The company is marketing its new line of beauty products.The firm markets various kinds of household appliances.2.unprepared a.lacking intellectual equipment

無準備的;不愿意的 e.g.He is still unprepared to stand on his own feet.Students from the south are often unprepared for the cold climate.3.go-go a.energetic and active

精力充沛的;活躍的 e.g.He attracted a group of go-go young to run his election.You can never stop once you step into this go-go society.4.tip

n.a useful piece of advice 提示, 小貼士 e.g.The book shows how to prepare a CV and gives tips on applying for jobs.Here are some useful tips for central heating.5.employ

v.engage or hire for work 雇用，聘用

e.g.The joint venture(合資企業(yè))employs nearly a thousand workers.I prefer to get employed in a state-owned company.6.update

v.bring up to date;supply with recent information

更新, 獲取最新信息 Read and Think 1 Answer the following questions according to the passage.1)Have you got your business cards or networking cards? If not, why not? 2)How do you understand the title of the passage The Business Card: a Social Faux Pas? 3)Why does the author say “missed connections are missed opportunities for business”?

A business card is a useful tool of social networking and business connection.It is socially awkward if you find yourself without one when you need to exchange it with a new business partner.Because business cards are a useful marketing tool.If you forget to bring them with you, it may leave the impression that you are unprepared for doing business.4)Can you explain the tips in your own words? 5)What does the last sentence mean? q.If you don't have a job, prepare your cards for networking.b.If your business cards are out of date, make them up to date.c.You should set a goal of handing out a certain number of cards every day.D.Practice what you will say for handing out your cards.Take every opportunity to hand out your cards.E.Ask your social network to help you send out your cards.You should work in a clever way: better work isn't necessarily harder!2 Complete each of the following statements with words or phrases from the passage.a.Have you ever been in a difficult ____________ where you have to make

silly excuses? b.It is not polite to keep silent when others want to have a ____________ with you.c.I go to the grocery store only once a week.I have some _______ to help you keep vegetables fresh.d.American people would use the word “ouch” when British people say __________.e.Chances never favor ___________ minds.f.This _______ pop band performs worldwide hundreds of times each year.3 Fill in the blanks with the proper words or expressions given below, changing the

form if necessary.at the moment

reach for

continue on

get caught in

out of time for

hand out

not necessarily

take care of

leave without The 2008 Beijing Olympic Games were such a good _____________ the world

to know more about China.2)The change of a city is _______________ a change in its becoming more

beautiful and fashionable.3)I _____________ a faux pas situation where I was introduced as the General

Manager but “Assistant Manager” was printed on my card.4)Of course I will _____________ what you feel about it, but business is business.5)The professor encourages us to ____________ opportunities instead of waiting

for good luck.6)Do you believe that love could ____________ even when the beloved is away in

the other world? 7)Never _____________ giving thanks to your teachers who have helped you all

the years.8)The freshmen could help ____________ the tickets for the college's “Do It

Yourself Show”.9)Sorry, I can't give you an answer _____________.I need to think about it

further.10)Another story? Oh, children, my mind is _____________ any stories at the

moment.PASSAGE II Information Related to the Reading Passage Major Language Families

Here are two lists of the top ten language families with wide recognition in terms of numbers of native speakers(with their core geographic areas)and in terms of numbers of languages.In Terms of Numbers of Native Speakers 1.Indo-European languages(Europe, Southwest to South Asia, America, Oceania)2.Sino-Tibetan languages(East Asia)3.Niger-Congo languages(Sub-Saharan Africa)4.Afro-Asiatic languages(North Africa to Horn of Africa, Southwest Asia)5.Austronesian languages(Oceania, Madagascar, Southeast Asia)6.Dravidian languages(South Asia)7.Altaic languages(Central Asia)8.Austro-Asiatic languages(Southeast Asia)

9.Tai-Kadai languages(Southeast Asia)10.Japonic languages(Japan)In Terms of Numbers of Languages: 1.Niger-Congo(1 514 languages)2.Austronesian(1 268 languages)3.Trans-New Guinea(564 languages)4.Indo-European(449 languages)5.Sino-Tibetan(403 languages)6.Afro-Asiatic(375 languages)7.Nilo-Saharan(204 languages)8.Pama-Nyungan(178 languages)9.Oto-Manguean(174 languages)10.Austro-Asiatic(169 languages)How to Say Hello in Different Languages Language Points 1 Explanation of Difficult Sentences 1.(Para.1)Have you ever stopped to think about how many people are saying “Hello” to each other today…

Analysis: Stop to think means stop whatever is being done and concentrate on the question.The infinitive phrase to think indicates a purpose of stop.It is different from stop thinking, which means stop the action of thinking.And thinking is the object of stop.Translation: 你是否曾留心考慮過，今天一天大約有多少人互相問候“你好”？ Example: I don't think this is a smart way.Have you ever stopped to think

out a better idea? 2.(Para.1)If you want to say “Hello” to everyone on the planet, you would have to learn at least 2 796 languages…

Analysis: The if-clause seems a real conditional one, for want is used instead of the unreal conditional wanted.But subjunctive mood is also implied because would is used instead of will, indicating an almost impossible action to be carried out.Translation: 如果你想對這個星球上每個人都道聲“你好”的話，你就至少得學(xué)2796種語言。Example: If you want to make a friend each day, you would have to make

some 20 thousands of friends in your lifetime!3.(Para.2)We know that the usual way to greet each other is a simple handshake or wave in the US and Canada.Analysis: To greet each other is an infinitive clause used to modify the way.It means

more or less the same as the way of greeting.Translation: 我們知道，在美國和加拿大，通常互相問候的方法只是簡單地握握手或揮揮手。Example: Do you know that in some Arabian countries, shaking one's head from side to side is a way to show agreement? 4.(Para.3)Pronounce the suggested wording to practice it.Analysis: The past participle suggested is used as an adjective to modify the gerund wording, which means the words used to say something.Translation: 按我給出的文字說明去練習(xí)發(fā)音。

Example: Can you understand the suggested meaning of the wording? 2 Important Words planet

n.any of the celestial bodies(other than comets or satellites)that revolve around the sun in the solar system

行星

e.g.All the eight planets can be seen with a small telescope（望遠鏡）.The picture shows six of the nine planets in the solar system.2.gesture

n.motion of hands or body to emphasize or help to express a thought

or feeling 手勢；姿勢；姿態(tài)

e.g.He raised his hands in a gesture of disappointment.We hold a party for our new colleagues as a gesture of welcome.3.informal

a.not officially recognized or formally controlled

非正式的，非正規(guī)的

e.g.We have an informal agreement to clean the campus every Sunday.Her wording is a bit too informal for this occasion.4.include

v.have as a part, be made up out of

包括，計入 e.g.The list includes the names of many famous organizations.The price includes both the house and furniture.5.various

a.of many different kinds purposefully arranged;having great diversity

不同的；各種各樣的；形形色色的

e.g.His achievements are various and very impressive.Everyone arrived late at the party for various reasons.6.pronounce

v.to use particular sounds to say a word 發(fā)音

e.g.He knows a lot of French words but pronounces them incorrectly.She pronounces Chinese tones in a funny way.*Read and Judge 6 Are the following statements true or false according to the passage? Write T / F

accordingly.1)Almost all languages have their own expression or expressions to greet people.2)The author probably knows how to say “Hello” in all the different languages.3)Cantonese has its own written form different from the Mandarin's.4)Most languages have both formal and informal ways to greet people.5)Mandarin Chinese is a toned language.6)Bowing is a unique way to greet people used only in Japan.7)The language list given here includes most of the languages in the world.8)Most expressions of formal greeting seem longer than the informal ones.Read and Translate 7 Translate the following sentences into Chinese.1)Have you ever stopped to think about how many people are saying “I love you” to each other today, and in different languages? 2)If you want to say “Hello” to everyone on the planet, you would have to learn at least 2796 languages.3)We know that the usual way to greet people, even strangers, is a loving smile.4)Various forms of bowing, embraces and kisses are used in different parts of the world.不同形式的鞠躬、擁抱和親吻用于世界上不同的地區(qū)。

你可曾留心想過今天一天有大約多少人會用不同的語言說“我愛你”?

如果你想對這個星球上的每個人說“你好”，你就至少得學(xué)2796種語言。我們知道與他人--即使是陌生人--打招呼的通常方法就是一個關(guān)愛的微笑。*Read and Translate 7 Translate the following sentences into Chinese.5)Here is a small list of languages chosen to show how to say “Sorry” in

different languages.6)The French expression “Bon appétit” means “Enjoy your food”.It can be

used in both formal and informal situations.7)Here are some CDs of English movies.You can learn English while

enjoying yourselves.這兒有一些英文電影的光盤。你們可以一邊欣賞一邊學(xué)英語。

下面選出一個短小的語言名單來展示如何用不同的語言說“對不起”。

法語“Bon appétit”的意思是“好好享用你的食物(祝你好胃口)”。它可以用于正式和非正式兩種場合。

Back Try to find different ways people say goodbye in different languages.Back SECTION V Appreciating Culture Tips Discuss, Appreciate and Comment

第二篇：新編大學(xué)英語綜合教程4課后翻譯

Unit 1

child.(活潑的舉止是正常的)

John, but he can’t afford one.(速度快的車對······有吸引力)

3.Dave required a lot of time to study the 多種多樣的論據(jù))and she explained the project to me again.(我要求我的上司為我解釋清楚)

5.Photographic film is very(對光很敏感)

6.can be a great help, especially in the early days.(互相鼓勵)7.Jimmy cried when people(拿他開玩笑)

8.John won’t give up.He 堅持他的觀點)

9.Ted always wants(成為注意的焦點)

10.Is it cheaper if 我們提前買票)Unit2 1.However,(這種搜索引擎的主要缺陷)is its tendency to include too much information.2.她從不吝惜自己的時間)—always ready to help other people.3.you may have known someone else for thancasual acquaintances(他們永遠只是泛泛之交).4.(他懷疑這車不是他的)because everyone knew she had no money.5.It’s impossible to forget such horrific events — they will remain in the 它們會永遠留在記憶中).6.In a world too often filled with(在這樣一個常常充滿各種不確定性的世界上), it is nice to have a safety net, something you can rely on.7.The earthquake happened(比該研究小組的預(yù)報提前了一年), but earthquakes are usually difficult to predict.8.I don’t mind being awakened once or twice in the middle of the night by my roommate habit of it(只要她不養(yǎng)成習(xí)慣).Unit3

1.Their study shows that sports skills over into personal life(可以運用到個人生活中).(更多地叫男生回答問題), because they tend to be the ones having trouble staying on task.put away(把要洗的衣服放好)before it was time to do the next batch.4.After her time in hospital, Jenny’s parents are afraid she has fallen behind academically(在學(xué)業(yè)上落后了).5.People are wondering over(誰會接班)when the old president dies.Unit4

這工作都得由他來完成)no matter how long it takes.2.(我們決定為買新車而放棄旅行), though it

was really hard for us to make the decision.3.He tried not to 讓他的妻子參與公司的管理工作), because in most cases the advantages outweigh the disadvantages.(對未來幾代人都是及其重要的)that open spaces and parklands are protected and maintained to a high standard to keep the city increasingly attractive.5.We have reached the agreement at the 解決這個問題的關(guān)鍵是更好的策劃)

6.I propose(繼續(xù)深入討論這個問題)by considering critically the four theories well-known in this area.7.(這房子是完全新穎的設(shè)計)---neither the interior nor the exterior was copies of any existing buildings of the kind.8.Through all his life he has made efforts 增進兩國間的相互了解).Unit5

1.One of the reasons they became good friends(他們成為好朋友的其中一個理由)was that they enjoyed the same sports and music.2.We will learn by our own experience what is best, and 不是靠重復(fù)別人的足跡).3.He will play in two tournaments in Japan, 這意味著他將錯過世界杯)in his home country.是否表白自己很想他還是繼續(xù)保持沉默).She had to think about her relationship again.5.Her mind was soothed by memories of her dad and of the days when she was a little girl(她還是個小女孩時同父親一起住在鄉(xiāng)下的日子).6.No matter how insignificant the findings 無論調(diào)查結(jié)果在當時是多么沒有意義), it is important to record all of them properly.總是

受到父母的批評)can seriously hurt the children

and won’t reinforce what the parents try to teach.8.The danger of going too far(做過頭的危險)was always present because he was talking too much.But he couldn’t help it.Unit6

(憑借他的記憶力好)and the many exams he had passed.2.She favors a bit of adventure as well as a certain degree of self-government children’s education is concerned(當涉及到她孩子的教育時).3.Most people who are sick with AIDS want to stay at home, rather than spend time unnecessarily in hospital(而不愿意毫無必要地呆在醫(yī)院里).4.What if I choose to give small amounts of money regularly over a period of time(在一段時間內(nèi)定期給少量的錢)instead of donating a large sum once for all?

5.I am afraid, Mr.Peterson, the answer is that(答案是這樣的)we have to be more efficient than our European competitors.6.The museum 并不打算只關(guān)注現(xiàn)代藝術(shù)的某個具體方面), but prefers to offer material for the public to study and compare.7.She had decided not to go for a drive on such a windy day 即便能搞到一輛車).你已經(jīng)同過去一刀兩斷，并已經(jīng)開始全新的生活這一事實).Unit 7

1.Drops executed in the first two weeks of the course will leave no records on students’ transcript(在學(xué)生的成績單上不會留下記錄),but a drop executed during the third through eighth week will result in a grade of W(withdrawal).2.We often heard of stories about some people who could still think calmly and creativelywhen facing difficulties(當面臨困難的時候).3.You should be aware that applications won’t be accepted if they’rebeyond the deadline(過了截止時間).4.The manager was so angry that hetossed the report on the desk(猛地把報告扔在桌子上)and shouted at Sam, “Get out!I don’t want to see you again!”

5.You must start bygetting rid of all the bad habits(改掉所有的壞習(xí)慣)your previous piano teacher taught you!

6.Some trees have grown too high and deprived the house of light(擋住了房中的光線).7.What would be the first word that would pop into your mind(躍入你的腦海)when you see Sunflowers by Vincent Van Gogh？ 8.Living on his own on the campus, he has learned tobudget his time(安排好時間).9.These detailswere supposed to be secrets(本應(yīng)是機密),but were somehow leaked out.10.This is a reminder that proposals for state research fundingare due this Friday(本周五截止)

第三篇：新編英語教程3教案

新編英語教程 3(A NEW ENGLISH COURSE 3)

INTRODUCTION The main task of Level 3 Of A New English Course is, together with Level 1, 2 and 4, to have students lay a solid foundation in English.But it is quite different from the preceding two levels in format and in language requirements.In brief, it’s text-based and emphasis is supposed to be laid on reading and writing skills;however, adequate attention is still given to listening and speaking skills.Especially in reading, reading strategies such as predicting and anticipating the content of the text, skimming for the main ideas, guessing the meanings of words and phrases from the context of the text are to be practiced.In addition, students should gradually learn how to appreciate different types of writing and do lots of practice accordingly.Unit 1 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis: 1.The comprehension and appreciation of Text I;2.New words and expressions:

Awkward;dreary;rotund;grunt;proceed;dismay;appall;diffidently;singularly;reckon;querulous;somber;scribble;attach importance to;have sth.in common;a crocodile of

Procedure:(4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson: 1).Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the

main idea;

3).Do the guesswork of vocabulary;

4).Study Text I intensively;5).Answer the questions of Text I both in SB(student’s book)and

WB(workbook)orally;6).Listen to the tape and study Text II extensively to enlarge their

vocabulary and widen the scope of their knowledge;7).Do oral work;8).Study the main points of guided writing, including the

information about précis writing, paragraph writing of narration

and description, and the heading and salutation of a letter;9).Homework, finish all the exercise both in SB and WB.Language points for Text I 1….With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the job chances of doing sth.land: succeed in getting sth.eg: His chance/chances of landing the1st prize is/are slim/scant/slender/small.2.summon sb.to do sth.3.…smell unpleasantly of stale cabbage smell of: give out the smell of scent of eg: smell of brandy/paint/garlic

His accounts seemed to me smell of truth.4.proceed to(do)sth.: go ahead, continue to do

precede: come, go or happen just before sth.precede sth(with sth)eg: proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5.attach importance to sth.;consider… important

eg: attach much importance/weight/significance to the theory 6.have sth.in common 7.not so much…but the fact that…

eg: It was not so much there being no councils of workers, peasants and soldiers worthy of the mane, but the fact that they were very few.8.the last straw: an addition to a set of troubles which makes one unbearable eg: The hotel was expensive, the food poor, and bad weather was the last straw.Language points for Text II

1.prompt sb.to do sth or prompt sth: urge or cause eg: His action was prompted by fear.Hunger prompted him to steal.2.Feeling anything but well.: feeling far from being well anything but(恰恰不,才不)nothing/nobody but(正是,只是)all but(幾乎,差一點)eg: She looks anything but well.(She looks ill.)

You have nobody but yourself to blame.The thief has all but succeeded in escaping.3.be set on/upon(doing)sth: be determined to do, make up one’s mind 4.get round to doing sth.: find time to do sth.at last eg: After a long delay, he got around to writing the letter.5.instill sth.in/into sb instill: to put(ideas feelings, etc.)gradually but firmly into someone’s mind by a continuous effort eg: instill the idea of discipline and obedience into new soldiers 6.It was more a cross-examination than an interview.7.In due course, you will hear from us.due: right and proper eg: He has his due reward.Unit 2

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice it along with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraph of description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.He looked his goodbye at the garden.: He said his goodbye by looking at the garden.2.cling to eg: She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to be adjusted to a new condition, idea, or an event 4.at such short notice: with little time for preparation eg: The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilled condition at present, in the past or in the future.The verb is generally in the past or past perfect.eg: If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sth eg: I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped up

eg: he felt good in the fresh air after being cooped up in the house for so long.Language points for Text II

1.hoax: deceive, play tricks on sb hoax sb with sth, hoax sb into doing sth coax: get sb to do sth by kindness or patience coax sb to do sth, coax sb into/out of doing sth 2.needless to say 3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influenced eg: Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…from eg: A doctor’s note will exempt you from physical education.Some information about April Fool’s Day

stApril Fool’s Day is on April 1.It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting.No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France.New Year's was celebrated on March 25 and celebrations lasted until April 1st.When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple,(such as saying, “Your shoe's untied!), to the elaborate.Setting a roommate's alarm clock back an hour is a common gag.The news media even gets involved.For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about ”spaghetti farmers“ and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, ”April Fool!“

April Fool's Day is a ”for-fun-only“ observance.Nobody is expected to buy gifts or to take their ”significant other“ out to eat in a fancy restaurant.Nobody gets off work or school.It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!

Each country celebrates April Fool's differently.In France, the April Fool's is called ”April Fish“(Poisson d'Avril).The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell ”Poisson d'Avril!“.In England, tricks can be played only in the morning.If a trick is played on you, you are a ”noodle“.In Scotland, April Fools Day is 48 hours long and you are called an ”April Gowk“, which is another name for a cuckoo bird.The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks.Taily Day's gift to posterior posterity is the still-hilarious ”Kick Me" sign.Unit 3

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice it along with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdue

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronological order, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.consent: agreement or permission(v.n.)consent to sth.eg: The young couple won/obtain/had their parents’ consent to their marriage.Shakespeare is, by common consent(公認), the greatest English dramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no difference eg: A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice 5.purple with anger green with envy ash-white with terror 6.My watch gains/loses a minute every day.Language points for Text II 1.refer to sth as sth 2.literally: really, without exaggeration;word for word, strictly eg: The children were literally starving.translate literally;carry out orders too literally 3.vanish into thin air: disappear completely 4.contribute to: help to cause sth eg: Plenty of fresh air contributes to good health.Unit 4 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliant

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 10 minutes for writing down the main idea for each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.be comfortably/well /better/best/badly/worse/worst off 2.amount to: add up to, reach;be equal in meaning, be the same as

eg: Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literature eg: literary works;literary style literal: being or following the exact or original meaning of a word eg: literal meaning ←→ figurative meaning

literal translation ←→ free translation literate: able to read and write 4.conviction: the feeling of being sure about sth eg: It’s my conviction that our team will win the game.convict: declare sb is guilty convict sb.of sth 5.realize in a flash

Language points for Text II 1.be apprenticed to

2.set foot on the road to sth

More Information on William Shakespeare

One of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the world’s literature.His close friend, the playwright Ben Jonson, said of him that he was “not of an age, but for all time.” His works are a great landmark in the history of world literature for he was one of the first founders of realism, a masterhand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets.Some of his best known plays are: The Taming of the Shrew, Romeo and Juliet, A Midsummer Night’s Dream, The Merchant of Venice, Much Ado about Nothing, Twelfth Night, All’s Well that Ends Well, Hamlet, Othello, King Lear, Macbeth, Timon of Athens, Measure for Measure, The Tempest.Unit 5 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Get to know the organization of a feature report and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sth

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Read the information of the text on p.54, 55 to get a better understanding of Chunnel;2)Answer the pre-reading questions orally;3)Allow students 5 minutes to read the text rapidly for the main idea;

4)Do the guesswork of vocabulary;5)Study Text I intensively;6)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;7)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;8)Do oral work;

9)Study the main points of guided writing, mainly paragraph writing of narration in informal tone, and letter writing to ask for information;10)Homework, finish all the exercise both in SB and WB.Language points for Text I

1.…stiff upper lips trembled: here stiff upper lips stands for Englishman.It’s metonymy.(換喻,轉(zhuǎn)喻)(keep)a stiff upper lip:(show)an ability to appear calm and unworried when in pain or trouble eg: The general praised the boys for keeping a stiff upper lip in time of trouble.2.A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp.as a sign of disapproval 3.by the grace of God: due to, thanks to eg: By the grace of God the children were rescued by the fireman.4.Compound adjectives made up in various ways: the soon-to-be-opened Chunnel the gull-wing eyebrows cross-Channel-link schemes tungsten-tipped teeth

Language points for Text II 1.alternative: adj.Other eg: Have you got an alternative suggestion? n.choice of two eg: Caught in the act, he had no alternative but to confess.alternate: adj.A.(of two things)happening or following one after the other eg: alternate triumph and despair

B.every second eg: on alternate days v.cause to occur one after the other eg: Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: courage have the/no nerve to do sth or lose one’s nerve

Unit 6 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scorn

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.dream of sth or doing sth 2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱ or you’ll do…= If …not…you’ll… Imperative sentence, ╲ and you’ll do…= If … you’ll…

eg: Practice speaking English more, and you’ll improve your oral English quickly.Be careful in your pronunciation, or you’ll have great trouble in listening and speaking.3.outlay: a spending of money outlay on sth.eg: the weekly outlay on groceries;

a considerable outlay on basic research

Our country has outlaid(v.)a large sum of money in capital construction.4.economy: A.economic situation B.thrift and frugality

eg: The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economics eg: Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or time

eg: The writer is famous for his economical style.5.be well on the way to

eg: We were well on the way to the age of knowledge-based economy.Language points for Text II 1.pour scorn on sb/sth hold /think it scorn to do sth 2.lay out: display eg: lay out merchandise 3.in a panic

Unit 7 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directory

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to make an offer;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.take sth.for granted or take it for granted that: believe sth.without

thinking about it very much 1.He is proposing to attempt the impossible…: When he intends to do impossible…

propose: have formed a plan;intend

usage: propose to do sth propose: suggest

usage: propose doing sth./ that clause 2.pose as unusual: pretend to be

eg: He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question 3.suspense: anxiety or apprehension resulting from an uncertain, undecided or mysterious situation usage: in suspense, keep(sb)in suspense, hold in suspense eg: He waited in great suspense for the doctor’s opinion.suspension:

eg: the suspension of arms, suspension from school/office suspicion: eg: above suspicion, under suspicion 4.justify: give a good reason for justify sth or doing sth eg: The editors are perfectly justified in refusing your work.5.have/ show an aptitude for sth.6.be bent on questioning you: be determined to question you.eg: She is bent on becoming a good pianist.He is bent on making journalism his career.Language points for Text II 1.for a start: to begin with, to start with 2.…get away scot-free: escape without punishment

eg: No student can get away with a breach of the rules of the university.got away from the restaurant scot-free 3.turn a deaf ear to: ignore, pay no attention to eg: I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…

plague: pester or annoy persistently or incessantly eg: Runaway inflation further plagued the wage or salary earner.Unit 8 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flick Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.shelter: cover and protection find/take shelter from;give shelter to;be a shelter from;under the shelter of 2.be engrossed in: be absorbed in, be taken up eg: The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one like eg: She never dares to eat to her heart’s content for fear that she would put on weight.4.…the assistant should retire discreetly… retire: move back or away eg: retire to one’s room;retire to bed;

retire from the service;retire from the world;5.Apart from running up a huge account.run up: make or become greater or larger eg: run up a huge account/bill/debts 6.indulge: yield to, gratify be indulged in eg: She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sth eg: He beckoned me to come nearer.8.tell sb off: scold or rebuke severely eg: The teacher told him off for not doing his homework.9.tuff away sth: put sth in a safe place

eg: The troop was tucked away in a quiet valley.Language points for Text II 1.be mean with sth 2.poverty-stricken;panic-stricken;conscience-stricken;grief-stricken;fever-stricken 3.It’s real a bargain.A bargain is a bargain.make a bargain with sb;bargain sth for sth 4.has a nose for gossip/information nose into other’s affairs

Keep your big nose out of my affairs.Unit 9 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the argument of Text I and learn some writing skills and practice it along with letter writing;5.Appreciate Jack London’s A Piece of Steak;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The reading and writing of argument;2.New words and expression:

fledgling;bland;colossus;adroit;knockout;certify;intricate;encase;recuperate;squirt;distort;sprout;falter;ruminate;batter;overwhelm;wind up;die down;a flurry of;come alive;count out

Procedure:(4 hours)1.Greeting;2.Revision of the important points of last class;3.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 5 minutes for writing the main idea of each part in Text I;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the comprehension questions of Text I WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.promote

A.help to establish or organize eg: promote a boxing match/concert

B.raise sb to a higher position promote sb(to sth)

C.help the process of(sth)Eg: The organization works to promote the friendship between

nations.2.wind up: bring to an end eg: wind up a speech with a remark of thanks He is sure to wind up in bankrupt.You’ll wind up in hospital if you drive so fast.wind up a watch;wind up/down the car window 3.a flurry of sth

eg: a flurry of interest in the new product;

a flurry of activities when the plane landed 4.appoint sb(as/to)some position appoint sb to do sth 5.certify sth/sb as certify that clause

Language points for Text II 1.bear sb a grudge/grudges bear a grudge/grudges against sb eg: I hope you won’t bear grudges against me after what has happpened.2.Disguise: give sb/sth a false appearance disguise sb/sth(with sth);~ sb/sth(as sb/sth)hide or cover up eg: I couldn’t disguise my anger.There’s no disguising the fact that he’s a liar.I didn’t recognize him: he was in disguise.22

Unit 10 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing，etc.2.Grasp some new words and expressions to enrich student’s

vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and

translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

duck;wince;placatory;indefensible;negligently;studious;shrug;wry;dissolve;guffaw;nail down;trail away;be shocked to the core;every nook and cranny

Procedure:(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading to get the main idea of Text I;

3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of narration, and the letter writing as to show one’s thanks;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.keep sb under one’s thumb: make sb subordinate to

be under one’s thumb 2.succeed(v.)

(1)not fail ~ in doing sth.success(n.)successful(adj.)(2)come next ~ sb/sth;~ to sth.succession(n.)successive(adj.)in succession;in succession of sth eg: His words come out in quick succession.Our team got a succession of victories.3.go/get somewhere: make progress

go/get nowhere: make no progree

eg: The class got nowhere in their studies.Where would we be without your help? 4.nail down: fix sth firmly;(fig)establish clearly and unmistakably eg: Let nail down the lid of the box.5.to the core: completely 6.shrug off sth: ignore sth.Language points for Text II

1.filter: 1)pass a liquid through a filter Eg: All drinking water must be filtered.2)~ in/out/through: become known gradually eg: New ideas are slowly filtering into people’s mind.(深入人心)2.dissolve:1)make a solid become liquid eg: Water ~s salt.2)come to an end eg: ~ a marriage

~ into /in tears/laughter: can’t help doing sth

3.go through the motions of doing sth: pretend to do sth eg: He went through the motions of welcoming her friends, but then quickly left the room.Unit 11 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the two texts and get some information about Shaka;

5.Study how to write different parts of a composition and practice it;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

suicidal, formidable, inhabit, overgrow, scour, impervious, escort, brooding, mourn, reign, staple, inhuman, regiment, invariably, grumble, feast

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 6 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.may/might well: very likely eg: His appearance has changed so much that you may well not recognize him.Cf: may/might(just)as well: give sb some suggestion, better do sth.Eg: You may as well try.(不妨…)2.as it is/was: in fact(事實上，就目前這種情況)eg: I thought I might be transferred, but as it is I shall have to look for a new job.As it were:（虛擬）可以這么說

Eg: He is, as it were, a walking dictionary.3.be little less than: be almost

eg: You are little less than a villain if you encourage a ten-year-old boy to smoke.Helping oneself to a dictionary without the owner’s permission is little less than thft.4.overgrown 1)grow too fast eg: The boy behaves like an overgrown child.2)covered with

be overgrown with Eg: The river banks were overgrown with reed.Cf: outgrow 1)grow faster than

eg: He’s already outgrown his elder brother.2)leave sth behind as one grows older

eg: outgrow one’s bad habits/childish interests

5.one’s life seemed to be measured in seconds: one would die instantly, one’s life hung by a thread

Language points for Text II 1.capacity for sth: ability to, capability of

capacity of sth: indicates the volume or amount

eg: The factory has a productive capacity of 200 cars a month.2.grumble: complain a person full of grumbles(n.)~ at/to sb about/at/over sth eg: Why grumble at me about your own stupid mistakes.3.impervious: can not be hurt or affected

be ~ to criticism/fear

Unit 12 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts, one in narration and another in description, and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: grimy, overhauling, squirt, thaw, relentlessly, set in, lie in a grip of iron, impression, devoted, bellow, lullaby, rattle, mutter, intimate, puff, puckered, tweak

Procedure(4 hours)1.Review the main points of last class;2.Begin a new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 5 minutes for writing;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.27 Language points for Text I 1.in the depths of: the deepest or the worst part of sth in the depths of winter(隆冬)，in the depth of despair 2.relent: 1)be less strict or harsh

eg: We shouldn't relent in out fight against crime.2)become less intensive eg: The rain relented.Relentless: 1)harsh, strict eg: be relentless in punishing offenders

2)constant, not ceasing eg: driven by a relentless ambition for power 3.set in : begin to happen or apparent

eg: a serious infection set in , a heavy storm set in 4.on and off: from time to time, now and again

on and on: without stopping 5.devoted: be fond of, loving, loyal eg: He is a devoted son.（孝子）be devoted to sb/sth cf: devote: give completely to

devote oneself/ sth to sb/sth eg: devote oneself to a noble course

Language points for Text II 1.breathe a promise of spring and violet: indication of hope of sth

eg: There is a promise of better harvest this year.28

Unit 13 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narration about Christmas;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

distribute, confess, arrogant, stun, ebb, renunciation, shrivel, plunge, rejoice, exalt, choke, hustle, confer, seasonable, gush, steep, declension, rampant, prematurely, credulity, ubiquitous, ignite, heresy, beam, reecho, clear away, finish up

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.…were worn clear through: completely

eg: read the book clear to the end

keep/stay/steer clear of sb/sth: try to avoid

eg: keep clear of trouble 2.have sb/sth to oneself: be able to use or enjoy sb/sth without others

eg: With my parents away, I’ve got the house to my own.3.confess to sth/doing sth: admit(sth wrong)confess sth to sb: tell one’s sins to a priest 4.ebb: become less

eg: He is on sixty, so his strength is slowly ebbing away.On the ebb（退潮，減少）5.bear resemblance to sb/sth eg: Your story bears little or no resemblance to the facts.Language points for Text II 1.plunge…into

eg: The new policies were dangerous and would plunge the country into chaos.2.confer: 1)~ with sb on/about sth: discuss

eg: The engineers and technicians are still conferring on the unexpected accident of the fire damp explosion.(瓦斯爆炸)2)confer a medal/title on/ upon sb: give or grant a degree or title to sb 3.steep 1)soak sth thoroughly in liquid 2)pervade or fill sth thoroughly with sth eg: steeped in prejudice, a city steeped in history 4.be/ take a load/weight off sb’s mind: cause one a great relief

eg: Passing the exam is an enormous weight off my mind.30

Unit 14 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

habitual, twirl, correspond, proposition, egotism, submerge, astir, staunch, revolve, cynical, stalwart, groove, moderately, glare, confrontation, be subject to

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.31 Language points for Text I 1.vicinity: neighborhood in the vicinity of sth 2.correspond: 1)write to

2)in harmony/agreement with eg: His sports clothes do not correspond with his shy behavior.We must bring our ideas into correspondence with the laws of the objective external world.3.submerge: bury, hide eg: His talent was submerged by his shyness.Language points for Text II 1.revolve: as sth as its center, go round

revolve about/round eg: The earth revolves around the sun.The dispute at the moment revolves around whether the other delegates should attend.2.confront: face

~ sth, ~sb.with sth

eg: When confronted with the evidence of her guilt, she confessed.A soldier often has to confront danger.3.twilight: faint light before sunrise or after sunset,(fig.)period of decreasing importance

eg: a twilight area in the interpretation of the Constitution

in the twilight of his life/career 4.be subject to: 1)under the authority of sb/sth, be obliged to obey

eg: Peasants used to be subject to landowners.2)be liable to

eg: Trains are subject to delays after the heavy snowfalls.3)depending sth as a condition

eg: Our plan is subject to the director’s approval.32

Unit 15 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

flicker, abundance, migrate, blight, malady, moribund, throb, brood, pollination, spectre, stark, counterpart, reserve, inhabitant, stabilize, hypothesis, in …terms, level off

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 8 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.33 Language points for Text I 1.migrate, immigrate, emigrate & migrant, immigrant, emigrant

Migrate can be used to refer to both things and people, immigrate and emigrate are used to refer to people, but immigrate means move into a place while emigrate means move out of a place.Eg: City residents also blame migrant workers for the sharp rise in the urban crime rate.(民工)

America has many immigrants from Europe.After the Nazis came to power in Germany, many scientists emigrated.2.hatch: 1)(of a young bird or fish, etc)emerge from an egg

eg: Don’t count the chickens before they are hatched.2)think out or produce ~ sth out/ up eg: What mischief are those children hatching up?

Language points for Text II 1.reserve: put sth aside for a later or special use

eg: All rights reserved.a nature reserve, a forest reserve conserve: prevent sth from being changed , lost or damaged(謹慎合理的使用現(xiàn)有的東西，含一旦用完，很難再補充)

eg: conserve one’s health, resources, water

preserve: keep or maintain in a perfect condition(強調(diào)保存珍貴的東西原樣不變，有時甚至根本不用)

eg: preserve food, old building 2.make one’s hair stand on end: fill sb with fright or horror

第四篇：新編英語教程5(第三版)

1)The reason why little girl like Barbie very much is that she looks like real people and can be dressed up in a perfect way.2)Man-made objects, though out-numbered by natural objects, play a more and more important role in people’s life.3)The number of man-made object is increasing steeply, compared with the number of natural objects as well as its actual number.4)The little girl of today would gladly use their old Barbie to exchange the new version of Barbie whereas their mother or grandmother would be reluctant to throw away their dolls until they fall-apart simply, because they are too old nothing could be more obvious than the difference between them.5)The societies and people that are used to poverty reject the practice of using one product only for once or a short time and then replace it by a new one.6)It is meaning that less for a man who is fairy old to say that he wants to develop a hobby in this or that form.7)It is sensible that you further develop the hobby;you already have instead of trying to cultivate a new one.8)Taking up a hobby and living a more regularized way of life are the most effective way to save them from their boredom.9)The long hour’s work in the office or factory provides these people with the money so they can live their lives and gives them a strong desire for the simplest pleasure.10)In fact, it is highly likely that those people who take their work as their pleasure are need to divert their effort from work from time to time urgently.11)The ability to do the right thing at the right time is essential to a good leader.12)A leader must be good at exercising his authority(this is a quality that a leader must have)and be able to demonstrate to the people that he does.13)A leader should find out what the people want to do or have, and guide them to achieve it.14)If we are not powerful, determined and brave, we can’t except to find a good leader, no matter how skilled we are in shopping images, we can’t make him to be what he is not, he is only a representative of all of us.15)John Dewey has said seriously that the degree that someone’s behavior can influence the custom is the same as the degree that his body talk can influence his mother tongue.16)The result from a serious study of the custom which is not influence by the outside shows that what Dewey said is just an objective description of the fact.17)If we still think that our culture is superior to those of the people who we regard as uncivilized, underdeveloped or irreligious, the study anthropology must be meaningless.18)We must realized that all the beliefs are based on the same thing, the intangible and should be treated equally along with our own.19)I believe that people in the society high above me are selfless, pure, noble and very intelligent.20)But it is difficult for a man of the working class to improve his social status, especially when he was full of objectives and imaginations 21)It is physically strong, and they profited a lot by exploiting my strength, but I only lived a poor life.22)He was no longer strong enough to make money by selling his strength and had nothing left to him, he had no other choice, but to slide down to the bottom of the society and die there in misery.23)After 100 years, the black people is still suffering in the isolated part of American society, and he feels like an outcast in his own country.24)We can see very clearly that as far as the black people are concerned, America didn’t fulfill its promise.25)We are here to demand the fulfillment of the promises which can guarantee us our freedom and justice.26)This is not the right time to calm down and adopt gradualism, waiting patiently for a solution.

第五篇：新編實用英語綜合教程2unit_1_教案

Unit 1

New Practical English 2

Unit One

Invitation Etiquette Teaching Objective In “Talking Face to Face”, learn how to invite friends to attend a party or a dance in oral English.In “Being All Ears”, students will fine tune their listening and comprehension skills through exercises relating to inviting people out.In “Maintaining a Sharp Eye”, students will learn how foreign people deal with invitations, when one wants to accept or does not accept.In “Trying Your Hand”, get some practical experience and writing a invitation and a reply to the invitation one gets.Teaching Procedures

Section I Talking Face to Face

1.Warm-up:

Patterns and expressions for talking about invitations: I’d like to invite you to dinner.我想請你吃晚飯。

Why don’t you come and join us for disco? 你為什么不和我們一起跳迪斯科？ It’s very kind of you to invite me.謝謝你邀請我。

How nice of you!Many thanks.你真好！多謝。

I’d love to.That would be great.我很愿意去。太好了！

Oh, dear, I’m afraid I’m busy tonight.Perhaps tomorrow evening? 哦，親愛的，今晚我很忙。明晚也許可以吧？

Could you make it another time, perhaps next Sunday? 你能改個時間嗎，下個星期天怎樣？

It’s very kind of you, but you see I’ll have to prepare for my exam.非常感謝，可你知道我得準備考試。

I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。可還是要謝謝你。

2.Introduction of the samples of invitation cards and letters 3.Practice the two dialogues in Follow the Samples 4.Practice dialogues according to the given tasks

Unit 1

New Practical English 2

Thank you.I’ll be happy to come.謝謝．我很高興接受你的邀請． I’d love to.That would be great.我很愿意去．太好了． Thank you for invitation.謝謝你的邀請． I’d be glad to come.我很高興前往．

3．Expressions for Declining an Invitation I’d love to, but I can’t come.我很想?yún)⒓樱遣荒軄恚?/p>

Thank you for your invitation, but I don’t think I can make it.感謝你的邀請，但我恐怕不能赴約． Unfortunately, I’m already busy that day.很遺憾，我那天事情太多了．

It’s very kind of you, but you see I’ll have to prepare for my exam.非常感謝，可你知道我得準備考試。

I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。可還是要謝謝你。

Could you make it another time, perhaps next Sunday?

你能改個時間嗎，下個星期天怎樣？

Sentence Writing

Word Order in a Subordinate Clause 從句的順序

在寫英語復(fù)合句時，除了需要注意照應(yīng)主句與從句的時態(tài)、人稱、連接詞語 等等之外，還應(yīng)特別致意從句部分的語序。

英語從句經(jīng)常用疑問詞引導(dǎo)，如what, who等，但與疑問詞引導(dǎo)的簡單問句不同。從句不使用疑問句語序，而使用陳述句語序，即按主語在前、謂語在后的順序排列。還應(yīng)注意，因為從句不使用疑問倒裝結(jié)構(gòu)，所以一般現(xiàn)在時和一般過去時不再用do, does, did等助動詞幫助構(gòu)成從句結(jié)構(gòu)。

1．常用來引導(dǎo)從句的疑問詞有what, when ,where, who, whether, how等，這些疑問詞一般仍保留原有的疑問含義。

She wanted to know when my brother had visited Paris.她想知道我哥哥什么時候游覽過巴黎。

Could you please tell me where we are going.你能告訴我我們到哪里去嗎？

How he plays the trick is a secret.他怎么變這個戲法是個秘密。

2.Whether可以引導(dǎo)主語從句，if 不能引導(dǎo)主語從句，但是兩者都能引導(dǎo)賓語從 句。引導(dǎo)賓語從句時，兩者都表示“是否”的意思，只是if 后面不能加or not。1）主語從句

Whether he will accept the job is difficult to say.（對）

Unit 1

New Practical English 2

Section IV Maintaining a Sharp Eye Passage I Business Invitation Explanation of Difficult Sentences

1.(Para.1)Although invitations are usually sent through the mail, informal

invitations such as e-mails and phone invitations are becoming

more acceptable.Analysis: such as means “of the same kind, like” and should be followed by

nouns or noun phrases.Translation: 雖然邀請函通常通過信函方式發(fā)出，但目前像電子郵件、電話邀請等非正式邀請越來越被普遍使用。

Example: Our discussions were all about issues such as education and climate change.2.(Para.4)It’s also acceptable to include an RSVP notation and your phone

number or address on the invitation for more accurate planning.Analysis: It’s also acceptable to do … means “It’s also good enough to be

received to do …”

Translation: 如果為了使計劃更加周密，也可以在邀請函中加上請回復(fù)的字樣，以及電話號碼或聯(lián)系地址。

Example: It’s acceptable to play tricks on your friends on April 1st.3.(Para.5)If a “Please reply by” a given date is included in the invitation, be polite enough to reply by that date.Analysis: If … is a conditional clause followed by an imperative sentence

Translation: 如果邀請函中包括“請于某日之前回復(fù)”的字樣，則需要在規(guī)定日期前回復(fù)。

Example: If you choose to invite your guests by phone, remind them again in writing two weeks before the gathering.4.(Para.6)Never ask to bring a guest unless the invitation states “Mr.Louis Winthorp and Guest.”

Analysis: Never … unless … is “double negative”, which means “You can bring a guest if the invitation states …”

Translation: 如若邀請函上沒有說明“邀請某某先生和朋友”，不要向邀請方要求帶同伴。

Example: Some people are never happy unless they are in the limelight showing off.Important Words 1.in advance

before in time 提前

e.g.Can I sign up for this course in advance? Quality Buildings usually hire its temporary workers well in advance as the need arises.2.seminar n.a small class of usually advanced students meeting to study some subject with a

Unit 1

New Practical English 2

Passage II An Invitation Letter

Text-Related Information

This is an informal invitation letter between friends.The tone of this letter is casual.The language is not so formal.This kind of informal invitation letter is often in the third person.For example, “in the hope that it will be possible for you both to spend a few days with us during your stay in England.” “and it would be nice if you could come then, too.” But a formal invitation card is usually written in the third person.Text Explanation Para.1 November 2002 My dear Michael，It seems ages since we heard from you — and even longer since you went to work in China.But recently we happened to bump into Charlie Wright at a party, and from him we learnt that you and Lucia will be coming to England over the Christmas holidays.So I am writing straightaway — to make sure this reaches you well before you leave Shanghai — in the hope that it will be possible for you both to spend a few days with us during your stay in England.Language Points:

1.Explanation of Difficult Sentences 1)It seems ages since we heard from you Analysis: It seems ages since...means “it seems a long time since...” Translation: 似乎很長時間沒有收到你的信了。

Example: It seems ages since I saw you in Shanghai.2)So I am writing straightaway — to make sure this reaches you well before you leave Shanghai — in the hope that it will be possible for you both to spend a few days with us during your stay in England.Analysis: To make sure… is an adverbial of purpose, and in the hope, a prepositional phrase used also as an adverbial of purpose.Translation: 所以我馬上寫信，好讓你在離開上海之前肯定收到這封信 —— 希望你們倆能在英格蘭逗留期間和我們一起住幾天。

Example: I am sending this card to you today —to make sure you receive it before the Christmas Day.2.Important Words

1)bump into meet somebody by chance 偶然碰到, 偶然遇到

e.g.We bumped into Kate when we were in London last week.She bumped into his tray, knocking the food onto his lap.2)straightaway ad.do without delay, especially it has to be done urgently 馬上，立刻

e.g.I’ll come around straightaway with the files.We’d better start work straightaway.Unit 1

New Practical English 2

1.Explanation of Difficult Sentences 1)I am still working for Sanderson’s and liking it well enough — though occasionally pining for the footloose days of long ago.Analysis: Sanderson’s here refers to Sanderson’s company;though is introducing a participle clause pining for...and serving as the adverbial of concession.Translation: 我還在桑德森公司工作，而且工作很稱心 —— 雖然偶爾我也渴 望從前自由自在日子。

Example: They are working happily with Kent’s, though sometimes pining for the footloose school days.2.Important Words

1)terrify v.frighten someone severely 威脅，恐嚇

e.g.We terrified the girls with spooky stories.He terrified her by jumping out at her from a dark alley.2)pine for v.strongly desire(esp.something which is difficult or impossible to obtain)渴望

e.g.It’s at this time of year that I start to pine for the snow-topped mountains.As a young girl, I always used to pine for a more glamorous existence.Para.5

I’d better stop here now;I’m supposed to be spending this evening writing Christmas cards.Write or phone as soon as you can —— and come!Love from us all!

Yours ever, Richard

Exercises See the textbook.