新编大学英语第1册完整版教案

New College English Book I

Unit One

一、教学目标

1、语言知识：

词汇：（理解、运用以下词汇）considerate, respectable, complain, content, associate, adjust, bother, participate, benefit, entitle, break out, now that, see to (it that), subject…to…, deprive… of, be capable of, 等。

2、语言技能：

听：能开始适应大学英语教学活动中教师的语音、语调以及听力材料中的语音、语调、语速。

说：能开口说英语，作自我介绍。

读：能逐渐适应大学英语阅读材料的要求。

写：能用一些词汇来描写人物的特征。

3、学习策略：适应大学英语学习，通过小组合作学习，提高学习效果。

4、情感态度：参与课堂活动，提高英语学习兴趣；培养合作、互助精神。

二、教学重点和难点：

1、重点：1）本单元中出现的一些重点词汇，如content,, benefit, entitle, break

out, subject…to…, deprive… of, be capable of等。

2) 学会分析文章的结构，掌握作者的写作手法，分析句子的结构

并掌握一些翻译技巧。

3）有效、正确使用文章中出现一些关键句式、词汇。

2、难点：如何运用一些词汇来表达自己的思想、观点等。

三、教学方法

根据以学生为中心的主题教学模式以及整体语言教学的理论与实践，以交际法为主导。

四、教学安排

根据学生的实际以及英语学习的特点，本单元分为8学时（听力、口语2课时，阅读4课时，写作、小结2课时）。

Period 1 & 2 (Listening and Speaking)

I、Contents and objectives

此节课主要是让学生了解大学英语听说教学模式，让他们适应大学英语教学活动，适应大学英语教学活动中教师的语音、语调以及听力材料中的语音、语调、语速。听力材料则是围绕Love这一主题的一些练习材料。通过练习，学生能听懂材料中的内容并能抓住关键词，学会用自己的话语回答问题。本单元的口语教学内容主要是学会介绍自己以及他人。通过练习，学生能借助于所提供的一些词语，积极参与课堂活动，开口表达自己的想法。

II、Procedures

A. Warming up

Topic for discussion: Love

Questions: 1. Can you feel your parents‘ love for you?

2. How do you think of the love between the parents and the child

(children)?

B. Speaking

1) The students are required to introduce themselves in pairs and then some

of them are required to make self-introduction to the whole class.

2) The students are required to talk to the whole class about someone they

know and they love.

C. Listening

Listening 1

1)Listen to the dialog and answer the following 5 questions.

2) Role-play the dialog.

Listening II

1) Listen to the English song and fill in the blanks with the words learned

from the tape.

2) Listen to the song and then sing along.

Listening III

Listen to the passage and fill in the blanks with the exact words from the tape.

D. Homework

The students are required to a) practice the dialog in Listening I and b) prepare the new words and the in-class reading material after class.

Period 3 ~ 6 (Reading)

I、Contents

The passage ―A Good Heart to Lean On‖ tells the love between the father and the son.

II、Teaching objectives

1、Master the following words and expressions: complain, content, associate,

adjust, bother, participate, despite, marvel, break out, now that, see to (it that), subject…to…,etc.

2、Learn to analyze the structure of an article and try to master the key points of

the material.

III、Procedures

A. Warming up

Do you love your parents? Do you love your teachers? Why?

B. Check their mastery of the words and the in-class reading material

1) new words dictation: activity, basement, complain, coordinate,

embarrassed, fortunate, impatient, participate, reluctance，etc.

2) ask the students to give the outline of the passage.

The characteristics of the father and the son:

His father: severely crippled & very short

not feel ashamed of himself and go to work on time and

participate in some sports directly and indirectly, take pride of

his son

The son: feel ashamed of having such a father at first but miss his father often when he was dead for several years

C. Analyze the passage (Ask the students to read the text paragraph by paragraph and then discuss the important/difficult parts together)

1) must have taken(L16~17); could have done(L40)

must/could/should+ have done(present perfect tense)----应该已经，相必已经e.g. They must have finished the work by now.

You shouldn‘t have left so soon.

2) nor did he show any envy of the more fortunate or able.(L20-21)

neither, nor, so表示“也不”、“也”之意, 放在句首时，句子要用倒装语序。

e.g. His mother told him to go to Uncle Smith. So did he.

I can‘t speak English fluently. Nor did I.

Their performance is simply marvelous.So it is.

D. Post-reading:

Ask the students to go over the whole text and raise their questions and then retell the story.

E. Homework:

The students are required to accomplish the exercises, the after-class reading and some translation practice (E-C) as well.

Passage 1 1. Every afternoon when…. (L1~2)

2. Obviously, the act of love … (L23~24)

Passage 2 1. Thousands of articles …(L12~14)

2. Besides the obvious things…(L20~21)

Something written on the Bb:

A Good Heart to Lean On

Para. 1~4 The father‘s physical condition and how he managed to get to work. Para. 5~7 The son‘s comment on the father‘s personality.

Para. 8~11 The father‘s attempt to experience things directly or indirectly.

Para. 12~13 The father‘s influence on the son.

Period 7 & 8 (Exercises &Further Development)

I. Contents：Exercises of both the in-class reading and after-class reading and

Further Development

II. Teaching objectives：

1) Check the students‘understanding of the after-class reading and their

mastery of the key points.

2) Practice English orally and in written form.

III. Procedures：

A. Check Ex.3 (P.11~12); Vocabulary: Ex.1 (P.13~14); Translation.

B. Check the after-class reading.

C. Discuss Ex.4 (story-telling) (P.30) in Further Development.

The students are required to tell stories with the words given.

D. Written work

1) The students are required to make sentences with some conjunctions (if,

now that, when, nor) or imitate the sentences in the in-class reading material.

2) The students are required to write a composition about his/her own

father/mother.

E. Check quiz 1 together wit the students.

F.Revision of the whole unit

The students are given some time to go over the whole unit to see if they

still have any questions.

Unit Two

一、教学目标

1、语言知识：

词汇：（理解、运用以下词汇）solution, adopt, likely, rate, react, relief, addicted, personality, electrical, transfer, confirm, be related to, rest with, fool somebody into doing something 等。

2、语言技能：

听：逐渐掌握边听英语短文边做笔记的技巧。

说：能看图说话，利用提供的词语来把所有内容组成一个故事。

读：能利用适合自己的阅读方法来完成大学英语阅读材料的阅读工作。

写：仿写句子，并学习一些关于说明文的写法。

3、学习策略：多练习，多实践，参加小组学习活动，提高学习效率。

4、情感态度：积极参与课堂活动，提高英语学习兴趣；培养合作精神、互

助精神。

二、教学重点和难点：

1、重点：1）本单元中出现的一些重点词汇，如heal, be likely to do, react (to),

addicted, claim, discount, solve, preferable, fool sb. to do sth., 等。

2）能学会分析文章的结构，掌握说明文的写作手法。

3）能有效、正确使用文章中出现一些重点句型。

2、难点：如何运用一些词汇来表达自己的思想、观点等。

三、教学方法

根据以学生为中心的主题教学模式以及整体语言教学的理论与实践，以交际法为主导来进行教学活动。。

四、教学安排

根据学生的实际以及英语学习的特点，本单元分为8学时（听力、口语2课时，阅读4课时，写作、小结2课时）。

Period 1 & 2 (Listening and Speaking)

I、Teaching contents and objectives

此课主要是让学生了解大学英语听说教学模式，让他们适应大学英语教学活动，逐渐掌握一些听说技巧、方法。通过听力练习，学生能抓住关键词，学会边听边记录关键词、句。本单元的口语教学内容主要是看图说话，锻炼口头表达能力。通过练习，学生能利用所提供的一些词语，把几幅图的内容组成一个故事。

II、Procedures:

A. Warming up

Questions: 1. What‘s the function of psychology?

2. Why does the man go to see the doctor when he doesn‘t feel well?

B. Speaking

1) The students are required to talk about the pictures one by one in groups

and then make up a story with all the materials of the four pictures and read

the story to the whole class.

C. Listening

Listening 1

1)Listen to the dialog and try to note down the letter the husband wrote to

his wife and hen work in groups to complete his wife‘s letter to him.

2) Read the 2 letters to the whole class.

. Listening II

1) Listen to the short passage and fill in the blanks with the words got from

the tape.

2) Discuss the questions and try to give them answers.

D. Homework

The students are required to a) think about the questions at page 40(Ex. 3) and

b) prepare the words and the in-class reading material after class.

Period 3 ~6 (Reading)

I、Contents

The passage ―Is There a Doctor in the Body?‖ is an expositive article, telling the function of psychology in treating illnesses.

II、Teaching objectives:

1) Master the following words and expressions；solution, adopt, likely, rate, react, relief, fool somebody into doing something, etc.

2) Learn to analyze the structure of an article and master the techniques of writing

an expositive article.

III、Procedures:

A. Warming up

Why do you go to see the doctor when you don‘t feel well?

B. Classroom activities

1) The students are required in groups to analyze the passage and list the key

language points and problems they meet with.

2) Several groups are required to write what they have found on the Bb.

C. Ask the students to read the text and then discuss the whole passage with

the whole class.

1) (L3) Sometimes all… is some reassurance that all will be well. ( appositive

clause)

有些词汇，如fact, notion, opinion, proposal, thought, news, idea, hope, truth, report，后面可跟同位语从句。

e.g. They marvel at the fact that China has been developing at such a speed

recently.

2) It is as if + subjunctive mood.(L9)

虚拟语气的一些基本用法：

a. as if/though 引起的从句中，be动词在第一、二人称中可用was/were。

e.g. He spoke to me as if I was/were dea

f.

b. lest, for fear that, in case 引起的从句中，动词为should do。

c. expect, believe, think, suspect 等动词的否定或疑问形式后的宾语从句中，动词为should do/have done。

d. suggest, order, demand, propose, command, request, desire 等动词后的从句中，动词形式为（should）do。

e. 连词if引起为条件式虚拟语气。

3）rather than (L43) 与其，不愿，不是，不要

e.g. Tom, ~ you, is to blame.

rather… than…与其……到不如

e.g. I‘m rather bored than tired.

would/had rather…than 宁可/愿……(也)不愿，与其……不愿

e.g. I‘d rather stay at home than go out for a walk.

prefer to do sth. rather than (to) do sth. else 宁可……而不愿

D. Revision

The students are given a few minutes to go over the whole passage and raise their questions.

E. A dictation of some words

bleed, harmless, prescription, reaction, reality, relationship, relief, reassurance, seasickness, treatment.

F. Homework:

The students are required to a) go over the passage and finish the exercises, b) finish reading the 2 passages in the after-class reading, c) get to know something about the expositive, and d) talk about the questions at page 40.

Period 7 & 8 (Exercises &Further Development)

I. Contents：Exercises & Further Development

II. Teaching objectives：

1）Check the after-class reading;

2）Check the students‘ uses of English.

III. Procedures：

A. Discuss the questions in Ex.3 (P40).

B. Check their mastery of the after-class reading.

C. Discuss the word “work”.

D. Talk about the translation practice.

E. Further Development: Ex.2 & 3 (P.58).

The students are required to explain the sentences.

F. Written work

The students are required to make sentences with some sentences as the examples.

G.Check quiz 2.

Unit Three

一、教学目标

1、语言知识：

词汇：（理解、运用以下词汇）inferior, accompany, assure, compliment, gracefully, involve, flee, modest, apt, contrary, peculiar, thoughtful, pick up, under way, except for, take pride in, with regard to, 等。

2、语言技能：

听：逐渐掌握边听英语短文边做笔记的技巧。

说：能就某一话题与他人进行讨论。

读：能利用skimming, scanning, generalization, inference等阅读技巧和方法来进行英语阅读。

写：仿写句子并学习一些议论文写作手法。

3、学习策略：自主学习、合作学习、有效交际、信息处理、英语思维能力。

4、情感态度：参与课堂活动，提高英语学习兴趣；培养合作、互助精神。

二、教学重点和难点：

1、重点：1）学会本单元中出现的一些重点词汇并掌握起用法，如inferior,

assure, involve, pick up, with regard to 等。

2) 能学会分析文章的结构，掌握文章的写作手法。

3）能有效、正确使用文章中出现一些重点句型。

2、难点：如何正确表达自己的思想、观点等。

三、教学方法

根据以学生为中心的主题教学模式以及整体语言教学的理论与实践，以交际法为主导来进行教学活动。

四、教学安排

根据学生的实际以及英语学习的特点，本单元分为8学时（听力、口语2课时，阅读4课时，写作、小结2课时）。

Period 1 & 2 (Listening and Speaking)

I、Contents and objectives

此课主要是训练和提高学生的听力技能，培养边听短文边做笔记的技巧。通过听力练习，学生能听懂材料，学会边听边记录听力材料中的关键词、句。本单元的口语教学内容主要是让学生根据所听材料进行对话或讨论，锻炼口头表达能力。通过练习，学生能就一篇文章中的内容展开讨论，锻炼其思考问题、参与讨论的能力。

II、Procedures

A. Warming up

Questions: 1. What‘s culture?

2. Do all the gestures mean the same all over the world?

B. Speaking

1) The students are required to talk about the short passage by a Chinese

student in America and try to find out the inappropriateness in the way of

speaking.

2) The students then try to make a dialog between a Chinese and an

American about a certain topic.

C. Listening

Listening 1

1)Listen to the interview and fill in the blanks with words learned from the

tape.

2) Try to answer the questions according to what has been learned.

. Listening II

1) Listen to the short passage and fill in the blanks with appropriate words.

2) Discuss the questions and try to give them answers.

3) Role-play the conversation according to the story.

D. Homework

The students are required to a) get to know the techniques of noting down some key words while listening, b) prepare the new words and the in-class reading material.

Period 3 ~ 6 (Reading)

I、Contents

The passage ―Bridging Cultural Gaps Gracefully‖is an argumentative article, telling how to overcome the cultural misunderstanding and improve the cultural exchange.

II、Teaching objectives

1) Master the following words and expressions：accompany, assure, avoid,

gracefully, involve, haste, pickup, take pride in, with regard to, etc.

2) Learn something about the author‘s techniques in writing an argumentative

article.

III、Procedures

A. Warming up—a question for discussion

What characteristics do you think the Chinese, Americans and the English people have?

B. Classroom activities

1) The students are required to discuss the structure of the passage with

exercises at P. 68.

Topic sentence:

It‘s rather difficult for a foreigner to slip into a culture without all his foreignness exposed.

Supporting evidence:

a) Parting customs in China: (Para. 1~7) one custom (Para. 1)/the other

custom(Para. 4)

b) Chinese modesty VS American straightforward- ness.(Para. 8~12) Conclusion: (Para. 13)

Life becomes much easier once you have learned the signals and how to respond/once you have studied up on cultural differences.

2) The students are required to read the text aloud and some are required to the text paragraph by paragraph.

C. Language points.

1）without all your foreignness exposed—不暴露你的外国人的痕迹with +n.+ pp.

e.g. They left the room with all the apples eaten.

Without all your weakness exposed

2) pick up ―（不经意地）学会；抬起；（车辆）中途搭人/带货；收拾，整

理；使恢复精神

3）assure――使…放心，向…保证，保障

~ sb. of sth.; ~ sb. that.; ~ sth.

ensure 保证，担保

保护，使安全～sb. against/ from danger

insure 给…保险，保证使…得到

assure 安慰，使放心～sb. about sth.

D. Translation practice

1、我们应劝他不要做考试作弊之类的蠢事。（discourage）

2、这项工作可能需要我在伦敦住上半年。（involve）

3、要是说道打网球，你是赢不了他的。（when it comes to）

4、对这件事我不可奉告。

D. Revision

The students are given a few minutes to go over the whole passage and raise their questions.

F. Homework

The students are required to a) finish the exercises and the 2 passages in the after-class reading, b) get to know something about the argumentative writing, and discuss the questions in Ex. 3 at page 69.

Period 7 & 8 (Exercises &Further Development)

I. Contents：Exercises & Further Development

II. Teaching objectives：

1）Check the students‘ mastery of the after-class reading;

2）Practice English.

III. Procedures:

A. Answer the questions in Ex.3 (P69).

B. Discuss the after-class reading and require the students to master

some words.

C. Further Development:

1) Work together to do Ex.1 & 2 (P.86).

2) Something about writing—unity, coherence, emphasis, variety and

completeness

3) 写作问答

a. 文章的写作方式是否明了？

b. 中心是否突出？

c. 文章的结构是否紧凑、合理？

d. 主题句后面的内容是否紧扣主题句？

e. 写作目的是否明确？

f. 过渡词是否运用得当？

g. 句与句之间是否连贯？

h.词、短语是否运用得当？

i. 句子本身的结构是否正确？

j. 句型是否多样化？

k. 文章是否简洁？

D. Written work

1）The students are required to make sentences with some sentences as the

examples.

2）Correction of a student‘s composition.

E. Check quiz 3.

Unit Four

一、教学目标

1、语言知识：

（理解、运用以下词汇）approach, attitude, commercial, debt, incredible, 词汇：

represent, decorate, immigrant, guarantee, deceive, imaginary, inspiration, derive… from, in one‘s name, 等。

2、语言技能：

听：能掌握边听英语短文边做笔记的技巧，能根据听力内容回答问题。

说：能就某一话题进行介绍或与他人进行讨论。

读：能利用skimming, scanning, generalization, inference等阅读技巧和方

法来进行英语阅读。

写：学习一些议论文写作手法。

3、文化知识：掌握一些外国节假日知识。

4、学习策略：自主学习、有效交际、信息处理、英语思维能力。

5、情感态度：参与课堂活动，提高英语学习兴趣；培养合作、互助精神。

二、教学重点和难点：

1、重点：1）学会本单元中出现的一些重点词汇并掌握起用法，如approach,

incredible, represent, guarantee, deceive, imaginary, derive…from,

in one‘s name, 等。

2) 能学会分析文章的结构，掌握文章的写作手法。

3）能正确使用文章中出现一些重点句型。

2、难点：如何运用所学内容正确表达自己的思想、观点等。

三、教学方法

根据以学生为中心的主题教学模式以及整体语言教学的理论与实践，以交际法为主导来进行教学活动。

四、教学安排

根据学生的实际以及英语学习的特点，本单元分为8学时（听力、口语2课时，阅读4课时，写作、小结2课时）。

Period 1 & 2 (Listening and Speaking)

I、Contents and objectives:

此课主要是训练和提高学生的听力技能，培养听短文做笔记的技巧以及根据听力内容回答问题的能力。通过听力练习，学生能听懂材料，学会边听边记录听力材料中的关键词、句，并能根据听力内容回答相关问题。本单元的口语教学内容主要是让学生某一话题进行介绍和与他人讨论，锻炼口头表达能力。

II、Procedure:

A. Warming up

Questions: 1. What‘re the holidays and special days you know in the western countries?

2. Can you say something about the western holiday you know best?

B. Speaking

The students are required to talk about Christmas Day and some other

holidays.

C. Listening

Listening 1

Listen to the Christmas carol ―Jingle Bells‖ and fill in the blanks with words learned from the tape.

. Listening II

1) Listen to the short passage and answer the questions.

2) Retell the story.

Listening III

1) Listen to the short passage and answer the questions.

2) Retell the story of the origin of St. Valentine‘s Day.

D. Homework

Require the students to a) conclude the methods and techniques used in listening comprehension, b) prepare the words and in-class reading material.

Period 3 ~ 6 (Reading)

I、Contents

The passages ―More Stuffing?‖and ―Not Only for Children?‖are two argumentative articles, telling the western people‘s different opinions on Christmas. II、Teaching objectives

1) Try to master the following words and expressions: approach, attitude,

commercial, debt, incredible, represent, guarantee, deceive, imaginary, derive… from, in one‘s name, etc.

2) Learn how to analyze the structure of an article and also get to know

something about an argumentative.

III、Procedures

A. Warming up—a question for discussion

Do you think Christmas is a happy time for all the western people?

B. Classroom activities

1) Talk about Ex. 1 at P. 95—Scanning for Specific Information.

2) Some more questions are listed below for the students to understand Passage

1&2.

a) What do you often do during the Xmas season?

b) What can we see in the East and West end of London before Xmas Day?

c) Do you think of others when you sit down to your Christmas dinner?

d) What’s the author’s attitude towards Christmas, for against or neutral?

e) Why do people want to celebrate the Xmas Day? (Passage 2)

3) The students are given some time to read the text aloud and some are

required to the text paragraph by paragraph.

4) Some time for the students to go over the two passages and raise their

questions.

C. Check the answers to the exercises.

D. Homework

The students are required to a) get to know something about the argumentative, and b) finish the after-class reading.

Period 7 & 8 (Exercises &Further Development)

I. Contents：Exercises & Further Development

II. Teaching objectives：

1) Check how the students master the after-class reading;

2) Practice English.

III. Procedures：

A. Discuss the after-class reading.

Passage 1

a) Who benefit most from Christmas season? Why?

b) Where can we get something about Santa Claus and the legend?

c) Who were the first men bringing the Christmas customs to America?

d) What are the two important performances in Christmas season?

Passage 2 (true or false)

a) Everyone was happy to read the April Fool jokes on China Youth Daily in

1993.

b) In Britain now the press would tell lies on April Fools’ Day.

c) the first/second +n. that + perfect tense

This is the first cigar I have smoked today.

B. Further Development:

1) Work together to do Ex.2 & 3 (P.112) orally.

2) Topics for debate

a) Should We Continue to Celebrate the Spring Festival?

b) Similarities and Differences between the Christmas season and the

Chinese Spring Festival.

C. Written work

Each of the students is required to write a composition with one of the two topics above after their discussion of them in groups.

D.Check quiz 4.

Unit Five

一、教学目标

1、语言知识：

词汇：（理解、运用以下词汇）persuade, affect, aspire, contribute financial, lest, thirst, in (the) light of, cease, exceed, respectable, rise to one‘s feet, deny, oblige, resemble, 等。

2、语言技能：

听：能掌握边听英语短文边做笔记的技巧，能根据听力内容回答问题。

说：能就某一话题进行介绍或与他人进行讨论。

读：能利用skimming, scanning, generalization, inference等阅读技巧和方

法来进行英语阅读。

写：学习、归纳议论文写作手法。

3、学习策略：自主学习、有效交际、信息处理、英语思维能力。

4、情感态度：营造和谐学习气氛，参与课堂活动，提高英语学习兴趣；培

养合作、互助精神。

二、教学重点和难点：

1、重点：1）学会本单元出现的一些重点词汇并掌握其用法，如persuade, aspire,

contribute, lest, in (the) light of, cease, rise to one‘s feet, deny, oblige,

等。

2) 能学会分析文章的结构，掌握文章的写作手法。

3）能正确使用文章中出现一些重点句型。

2、难点：如何运用所学内容正确表达自己的思想、观点等。

三、教学方法

根据以学生为中心的主题教学模式以及整体语言教学的理论与实践，以交际法为主导来进行教学活动。

四、教学安排

根据学生的实际以及英语学习的特点，本单元分为8学时（听力、口语2课时，阅读4课时，写作、小结2课时）。

Period 1 & 2 (Listening and Speaking)

I、Contents and objectives

此课主要是训练和提高学生的听力技能，培养听短文做笔记的技巧以及根据听力内容回答问题的能力。通过听力练习，学生能掌握边听边记录的技巧，并能根据听力内容回答相关问题。本单元的口语教学内容主要是让学生就某一话题阐述观点或与他人展开讨论，提高口头表达能力。

II、Procedures

A. Warming up

Question: What do you think of money?

B. Speaking

a) The students are required to discuss some questions about money in

students‘ life.

b) The students are required to discuss the following question and then report

the results to the whole class.—If you were a millionaire, how would you

spend your money?

C. Listening

Listening 1

1) Listen to the conversation and 1) answer several questions and 2) fill in

the blanks with the information learned from the tape.

2) Role-play the whole conversation.

. Listening II

1) Listen to the short passage and fill in the table with what has been got

from the tape.

2) Work in pairs to answer the 2 questions.

D. Homework

The students are required to conclude the listening techniques and methods and prepare the new words and the in-class reading material after class.

Period 3 ~ 6 (Reading)

I、Contents

The passage ―Time Spent Agonizing over Money‖is an argumentative article, telling something the different opinions about money.

II、Teaching objectives

1) Master the following words and expressions：persuade, affect, aspire,

contribute financial, lest, thirst, in (the) light of, etc.

2) Get to know the structure of argumentative article.

III、Procedures

A. Warming up— questions for discussion

How much money do you have each month? How do you spend your money?

B. Classroom activities

1) Some more questions are given for the students to understand the passage.

a) What‘s almost always at the top of one‘s worries?

b) What ?s money according to Jesus, Edison and Wesley?

c) Is money the root of all evil?

2) Discuss Ex. 1 at P.123 so as to understand the organization of the text.

3) The students are given some time to raise questions according to the text.

C. Language points

1）cut back: reduce 削减（开支），缩减（生产）

cut down 削减…产量，使降低到（to）

cut in 插嘴

cut off 切断（from）,使人孤立

2）do sb. good 对…有利

be no good 无济于事

be in good with 得到…的信任/好感

for all (and all) 永久地

to the good(adj. & adv.) 净挣的，作为盈利

3）consider that/how/when/doing

consider A (to be) B

4) lest: for fear that/ in case 惟恐，以免

They ran away quickly lest they (should) be found.

D. Check the answers to the exercises，paying special attention to the translation practice.

E. Homework

The students are required to a) try to answer the questions at page 123, b) have a good understanding of the argumentative article and c) finish reading the after-class reading material.

Period 7 & 8 (Exercises &Further Development)

I. Contents：Exercises/ Quiz 5

II. Teaching objectives：

1) Check the students‘ mastery of this unit;

2) Practice English.

III. Procedures：

A. Discuss the questions at page 123.

B. Learn something about the after-class reading.

Passage 1

a) Where did the story take place?

b) Why did the old couple become poor suddenly?

c) What did they do then?

d) How did they feel then? Why?

Passage 2

a) Who wrote a letter to God?

b) Why did he write the letter?

c)What did he get?

C. Further Development:

1) Work together to do Ex.2 & 3 (P.112) orally, discussing 1) Is Money the

Root of All Evil? And b) How to Manage Money?

D. Something important about the argumentative article

A. Some people think/hold/insist that…. Firstly, …Secondly, …

Thirdly, …

B. As each coin has two sides, other people hold an opposite viewpoint.

They think…To begin with, …. What‘s more/worst, …Worst of

all/Most important of all, …

C. As for me/ As far as I‘m concerned, …

E. Written work

The students are required to debate on the topic ―Money and Happiness‖

and then write a composition on it.

F. Check quiz 5.

Unit Six

一、教学目标

1、语言知识：

词汇：（理解、运用以下词汇）worthwhile, appeal, appreciate, criterion, distribute, impact, perceive, prior, significant, in terms of, bear… in mind, be entitled… to (do) sth., comprise, lose touch with, account for, 等。

2、语言技能：

听：能掌握边听英语短文边做笔记的技巧，能根据听力内容回答问题。

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Unit Two Communication problems Teaching Objectives 1. Let the students have some ideas of the common ways we usually use in our daily life to communicate. 2. Make the students find the efficient ways to communicate with each other. 3. Let the students come up with the ways to avoid misunderstandings. Teaching allotment six academic hours Focus points 1.key words and phrases assume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly 2.difficult sentences 1) When Martians and Venusians first got together, they encountered many of the problems with relationships we have today. 2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other. 3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations. 3.grammar focus prefix “mis---”的不同意义 Related Information It is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting 2

《新编大学英语》第一册课后翻译练习参考答案

Book 1 Translation Exercises Unit 1 Translation 1) 我累了。昨晚我不该那么晚睡觉。(should not + 动词完成式) 2) 我和鲍勃不是很熟，不过我们偶尔一起出去喝一杯。(occasional) 3) 我们应该到火车站接她。(be supposed to) 4) 你可以清楚地看到有人快要淹死, 而你却没有采取行动救他们。(drown, take action) 5) 包括周末在内，仅仅还有12天时间可以用来买圣诞礼物。(including) 6) 如果不立即采取行动，许多种野生动物就会因饥饿而死亡。(without, hunger) I’m tired. I shouldn’t have gone to bed so late last night. I don’t/didn’t know Bob very well, but we go/went out for an occasional drink together. We’re supposed to meet her at the train station. You could clearly see people drowning, but/and yet you took no action to save them. Including weekends, there are only twelve more days to buy Christmas presents. Without immediate action, many kinds of wild animals would die from hunger. Unit 2 Translation 1) 那首歌总是使她回想起在芝加哥度过的那个夜晚。(remind…of…) 2) 街角处刚巧有一位警察，我便向他问路。(happen to, corner) 3) 由于天气恶劣，今天所有去纽约的航班都延误了。(delay) 4) 谁有责任谁就必须赔偿损失。(whoever, responsible) 5) 我找不到我的支票簿。我准是把它留在家里了。(checkbook, must have) 6) 到足球比赛快开始时，暴风雨已经停了。(by the time) That song always reminded her of the night spent in Chicago. There happened to be a policeman on the corner, so I asked him the way. All flights to New York today are/were delayed because of the bad weather. Whoever is responsible will have to pay for the damage. I can’t find my checkbook. I must have left it at home. By the time the football match was going to start, the storm had already stopped. Unit 3 Translation 1) 除非你有经验，否则你得不到这份工作。(unless) 2) 我把大部分时间花在研究中美文化的差异上了。(spend) 3) 这句话意思极清楚，决不会引起误解。(so…that) 4) 他希望能够给予她比现在更多的帮助。(more than) 5) 穿上外套，否则你会感冒的。(or) 6) 她的收藏品中增加了一张毕加索(Picasso)的画。(add…to…) 7) 我没意识到以前曾来过这儿。(be aware of) 8) 如果你继续对每个人这么粗鲁，你很快就会发现自己什么朋友都没有了。(find oneself without) 1）You won’t get the job unless you’ve got the experience. 2) Most of my time is spent studying the differences between Chinese and American culture. The statement/sentence is so clear that it can’t cause any misunderstanding. He wishes that he could give her more help than he does. She has added a Picasso to his collection.