全新版大学英语第二册教案 Unit 3 The Generation Gap (1)

Unit 3 The Generation Gap I．Teaching Plan ( 5 periods)

Objectives

Students will be able to:

1understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;

2 appreciate the basic elements of a play;

3 grasp the key language points and grammatical structures in the text;

4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time allotment

Pre-reading tasks

1 T asks Ss the following questions on the song The Times They Are A-changing’: ( 5 minutes)

---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can’t be content with one’s old way of life)

---What does the singer think of his parents’ way of doing things? ( outdated)

2 Pair interview ( 2

3 minutes)

1)T dictates to Ss the following list of questions:

---When are your parents’ birthdays and their wedding anniversary?

---Do your parents celebrate your birthday? How about their own birthday celebration?

---In your parents’ eyes, what are you interested in?

---In your eyes, what are your parents interested in?

---In what areas do your parents want you to improve?

---In what ways do you want your parents to improve?

---Tell of an instance when your parents and you disagree over something.

2)Ss form pairs to interview each other. If there is an odd number of Ss in the class, one group

may consist of 3 Ss. The interviewer must note down the answer from the interviewee.

3)Some Ss report interview results to class.

3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children’s affairs, they bel ieve that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes) While-reading tasks

1 A brief introduction to play ( 25 minutes)

1)T writes down on the blackboard the major components of a play: characters, settings, stage

directions, language, conflicts, climax, and theme.

2)Ss identify the characters in this play.

3)Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divide it

into three parts. T may drop a hint: just read the stage directions put in brackets.

4)T explains the functions of stage directions: to set up stage properties in the proper place; to

indicate a change in setting; to direct actors’ movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:

5)T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play,

then ask another S to re-create Heidi’s words into a complete and grammatical paragraph.

They may refer to Writing Strategy to see the stylistic differences between speech and

writing.

6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It may

happen in three forms: man against man, man against environment, man against himself.

When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.

7)T explains that, unlike a novelist or short-story writer, a playwright can not come forward,

interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.

2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)

3 Ss sum up the main conflict in Part I. ( 3 minutes)

4 T explains language points in Part II and gives Ss practice ( see Language Study).( 2

5 minutes)

5 Ss sum up the main conflict in Part II.( 3 minutes)

6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)

7 Ss sum up the main conflict in Part III.( 3 minutes)

8 Ss sum up the theme of the play. ( 6 minutes)

Post-reading tasks

1. The way they are (25minutes)

1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with a brief

summary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:

“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like ‘do go on’, ‘do get on with it’, ‘don’t keep us in suspense’.

Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence ‘I do? Yes, I guess I do. I’ve…done it again, haven’t I ?’

2)When Ss discuss within the group, the following questions might help:

---- How did Mother address Father and her children?

---- How many do’s and don’ts did she use? What do they tell about her character?

---- On whose side Heidi and Sean stage whisper to each other?

---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”

---- How did Diane feel when she said “Thank you, Sean. I owe you one”?

---- What were Diane’s reactions during the scene?

3)Several groups report their summaries to the class.

2. T guides Ss through some after-text exercises. (25 minutes)

3. T checks on Ss’ home reading (Text B) (3 minutes)

4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)

5. T asks Ss to prepare for the next unit: (2 minutes)

1)do the pre-reading task;

2)preview Text A.

Ⅱ. Text analysis

Although a playwright can’t come forward to speak directly readers, we may still form a mental picture of what each character is like.

Let’s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.

Since a brief d iscussion of Father’s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.

As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children’s attitude towards Father’s meddling, she tries to maintain the peace, as in the instance when she maintains Father’s dignity by telling the children “Don’t interrupt”, “Don’t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.

The T hompson children respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father’s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane’s feelings are entirely different, though. She is

put on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.

Isn’t it a wonder that words can tell so much about people?

Ⅲ. Culture Notes

1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.

The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.

The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor’s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.

In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.

American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.

2. Part-time job:Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’ helpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.

IV. Language Study

(Text A)

1. location n. a place or position 场所；位置

e.g. With nesses showed the police the exact location of the accident.

The school is going to move to a new location

2. dine vi. eat dinner 进餐

dine out having an evening meal away from home 外出进餐

e.g. It’s Jan’s birthday, so we are dining out tonight at a special little restaurant we know.

3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思

e.g. I chose my words carefully in order to avoid embarrassing anyone.

It embarrassed him that he had to give a talk in front of a lot of people.

adj. embarrassed: (sb.) shy, guilty or ashamed about sth.

e.g. I was really embarrassed when I knocked the cup of tea over my teacher.

4. dumb a. foolish; unable to speak 愚蠢的；哑的

e.g. He was so dumb that he left his keys at home again.

Don’t be dumb. You can’t get a loan from the bank if you are laid-off.

Children born deaf and dumb can nowadays be taught to speak and lip-read.

Martin was born dumb, but he has still managed to get a good job.

5. unison n. 一致；齐唱；齐奏

in unison acting in the same way at the same time 一致地；一起

e.g. The children find it difficult to play their instruments in union.

The international community is ready to work in unison against terrorism.

6.consist vi. 组成，构成

consist of be made up of 由…组成

e.g. The book consists of essays written over the last twenty years.

The committee consists of scientists and engineers.

7. palm n. (1)手掌；掌状物（2）棕榈树

vt. 把---藏于手（掌）中

palm off to persuade someone to accept sth. because you do not want it and it has no value

用欺骗手段把---卖掉

e.g. She tried to palm her old car off on me.

她设法骗我买下她那辆旧车。

The dealer tried to palm the painting off as a genuine Picasso, but I know it was a fake.

这个中间商想骗我买这幅画说是毕加索的真迹，但我知道它是假货。

8. fade vi. lose color or brightness; disappear slowly 褪色；变暗淡；消失

e.g. All color fades—especially under the impact of direct sunlight.

The sunlight gradually faded.

Her enthusiasm for early-morning exercises faded as the weather was getting colder and colder.

They watched the mountains fade into the darkness.

9. overall

(1)ad. in general 大体上,总的来

e.g. The college has few ways to assess the quality of education overall.

Overall, I like Marie, despite her faults.

（2）a. including everything; total 全部的

（3）n.[pl.] 工装裤，工作服

10. trade n. (1)贸易，商业(2)行业，职业

vi. 贸易，交换

vt. 交换，用---进行交换

trade (sth.) for (sth. else) 用（一物）交换（另一物）

e.g. Billy traded his toy soldiers for Joe’s toy car. 比利用他的玩具兵换乔的玩具汽车。

She has traded her classes for contact lenses. 她用隐形眼镜替换了眼镜。

trade in 以（旧物）贴换同类新物

e.g. He recently traded in his Jeep for a red Mercedes.

他最近把他的吉普折价贴换成了一辆红色的梅塞德斯。

trade on/upon （为达到利己目的而）利用

e.g. She said that she wanted to be successful as an actress in her own right, not just to trade

on her famous father’s name.

她说她要凭她自己的实力成为一个成功的女演员，而不只是利用她著名的父亲的名号。

He trades on his good looks.

他利用了他英俊的相貌。

11. keep/leave (sb.) in suspense delay telling (sb.) what they are eager to know 使产生悬念，

故意迟迟不告诉

e.g. The audience is kept in suspense to the very end of the play.

I won’t keep you in suspense any longer. Here are the results of the mid-term exam.

12. interrupt vt stop (sb.) from continuing what they are saying or doing

打断…的讲话；中断…的行动

e.g. My daughter kept interrupting me whenever I spoke.

I’m sorry to interrupt, but you’re not really answering my question.

Nobody was allowed to interrupt them while the meeting was in progress.

13. bet vt. (bet or betted ) be sure 敢说，确信

e.g. I bet she was late for the meeting on purpose.

I bet he’ll change his mind again.

14. distract vt. take ( sb.’s attention ) away from sth. esp. for a short time

转移（注意力）；使分心

e.g. Tom admits that playing computer games somethings distracts him from his homework.

Passengers outside my dormitory distracted my attention.

A disturbance outside my dormitory distracted my attention.

15. simultaneously ad. at exactly the same time 同时地

e.g. Two children answered the teacher’s question simultaneously.

两个孩子同时回答了老师的问题。

simultaneous a. 同时发生的，同时存在的，同步的

e.g. There was a simultaneous broadcast of the concert on the radio and the television.

电台和电视将同时播送这场音乐会。

16．clench vt. hold (one’s teeth, hands, etc.) together tightly

（1）咬紧（牙齿），捏紧（拳头）（2）紧紧握住

e.g. “Get out of here,”she said through clenched teeth. “滚出去”，她咬紧牙关说道。

The old man clenched his fist and waved it angrily at the girls who had climbed over

his fence. 这个老人紧握拳头，愤怒地朝爬过篱笆墙的女孩们挥舞着。17．hysterical a. 歇斯底里的

e.g. Calm down, you’re getting hysterical.

冷静点，你变得歇斯底里了。

18. glorious a. wonderful; splendid; having or deserving great fame and honor

极好的；辉煌的；光荣的

e.g. It seems a pity to be indoors on such a glorious day.

Vivid memories came flooding back of the glorious, romantic sophomore year.

19. hand down give or leave to people who are younger or come later 把…传下去

e.g. The art of story-telling is handed down from mother to daughter.

She had some jewellery which had been handed down from her grandmother.

20. at any rate whatever may happen, in any case 无论如何，不管怎样

e.g. At any rate, you survived the car accident.

At any rate, we have done one part of the job.

Well, at any rate, let me thank you for all you did for me..

21. community n. the people living in one place, district, or country, considered as a whole

社区；社会

e.g. Police work to prevent crime and to protect the live and property of the people in a

community.

College students have learned a lot in community service.

22. welfare n. 福利；幸福

e.g. Parents are responsible for the welfare of their children.

Employers should be concerned with the welfare of their employees.

23. narrow down make (a list of things ) smaller 减少，缩小

e.g. Over a hundred applicants will be narrowed down to a short list of five candidates.

The police department attempted to narrow down the list of suspects.

24. exhaust vt. tire out; use up completely 使筋疲力尽；用完，耗尽

e.g. He took to walking long distances in an attempt to physically exhaust himsel

f.

Four hours’ work almost exhaust her.

What will we do, now that we’ve exhausted our reserves of oil?

After exhausting all her ready excuses, she could think of nothing else to say.

25. repeatedly ad. again and again 反复地

e.g. We have repeatedly requested that staff should not be allowed to smoke in the office.

I repeatedly warn you not to take the job.

26. come over(of a feeling) affect （指某种感觉）刺激或影响

e.g. A great sense of calm came over me when I realized that I was no longer responsible

for the situation.

He has never been so rude to me. What’s come over him?

27. swallow v. 吞，咽

e.g. I tried to swallow, but my mouth was too dry.

Chew your food properly before swallowing it.

Susan had to restrain herself and swallow hard in her position as a housemaid. 28．jerk vt. pull suddenly and quickly 猛地一扭（或一拉等），使猝然一动

vi. 猝然一动

n. 急推，急拉，急扭

e.g. She pulled one of the strings and the puppet’s arms jerked upwards.

她拉了其中的一根线，木偶的胳膊猛地向上一动。

The alarm clock went off and he woke up with a jerk.

闹钟响了，他猛地醒了过来。

29. frank a. showing one’s thoughts and feelings openly 坦白的，直率的

e.g. To be frank with you, I think you are making a mistake.

Our discussions were frank and fruitful.

Do you want my frank opinion?

In is clear that my students have been frank with me.

30．know better than ( that/ to do sth)be wise or well-trained enough not to do (sth.)

明事理而不至于（做某事）

e.g. She’s only six ,but she’s still old enough to know better than to run out into the traffic.

她只有六岁，可已经足以知道不该跑到车流里去。

31．humiliate vt. make (sb.) fell ashamed or seem silly, esp. in public 羞辱，使丢脸

e.g. How could you humiliate me by questioning my judgment in front of everyone like that?

你怎么可以那样在众人面前对我的判断提出质疑而使我丢脸？

32. interference n. 干涉；干扰

e.g. Her parents’ c ontinual interference in our affairs irritated me.

Your interference in his private affairs in unreasonable.

33. constant a. without stopping; unchanging 持续的；不变的

e.g. I have had a constant headache for three days.

He left the office because he could no longer stand the constant gossip.

Driving at a constant speed saves gas.

The temperature in the museum is maintained at a constant 16 degrees Celsius.

The price of the product is not constant but varies with supply and demand.

34. dread vt. great fear 畏惧，恐怖, 担忧，忧虑n. 畏惧，担忧

e.g. He’s dreading his driving test, he’s sure he’s going to fail.

他害怕驾驶测试，他想他一定通不过。

She’s got this dread of putting on weight.

她怕增加体重。

35. in charge (of ) having control (over) or responsibility (for) 主管，负责

e.g. Who is in charge of the club’s finances?

The executive in charge o f the project was having some difficulties in negotiating terms

with the contractors.

He was left in charge of the shop while the manager was away.

36. exceptional a. unusual 杰出的，特别的f

e.g. Ann showed exceptional musical ability at the age of four.

Stephen was an exceptional man with great business talents.

The movie was pretty good, but not exceptional.

37. fill out complete 填写

e.g. Please fill out the application form and send it back by January 10.

The policeman filled out a report of the accident.

The old man filled out the form and signed it at the bottom.

38. proof n. 证据，证明

e.g. The executive produced documents in proof of his claim.

Her fingerprints left on the scene were a proof of her guilt.

Researchers in America have found proof that non-smokers can develop cancer by

working in smoky rooms.

I know you visited the house. I have proof.

39. talented a. gifted 有才能的；天才的

e.g. Jackie Chen has a huge army of young fans, and is extremely talented.

Mozart was talented musician.

talent n. 才能；天才

40. junior a. younger, lower in rank than another 较年幼的；地位较低的

e.g. Jane is several years junior to her husband.

Do you want John Brown Senior or John Brown Junior, the father or the son?

Having worked for five years, Jack is still a junior clerk in the office.

Michael had been a junior clerk for three years before he was promoted to senior clerk.

STUDY OF WORD AND EXPRESSIONS FROM UNIT THREE

TEXT B

1. embrace vt. n. 拥抱

e.g. They embraced (each other) on the station platform.

They greeted each other with a warm embrace..

2．respond vi. 回答，答复；（to）作出反应，响应

e.g. To every question the police officer asked, he responded“I don’t know.”

How did she respond to the news?

3．contrary a. (to)相反的，对抗的n. (the --)相反，相反事物

to the contrary 相反的（地）

on the contrary正相反

e.g. “If I don’t hear to the contrary (=If I’m not told that the arrangements have been

changed ) I’ll see you at ten.”

“Didn’t you find the film exciting?” “On the contrary, I nearly fell asleep half way

through it.”

4．notion n. 概念，观念；意图，想法，（怪）念头

e.g. The programme makers reject the notion that seeing violence on television has a

harmful effect on children.

这个节目制作者拒绝接受在电视上观看暴力行为会对儿童产生不良影响的观点。5．disturb vt. 打扰，妨碍；使不安，使烦恼；弄乱，打乱

e.g. Selma is rather disturbed that she hasn’t had her exam results yet.

赛尔玛还没拿到自己的考试成绩，相当焦虑。

6．define vt. 给…下定义，解释；限定，规定

e.g. In this dictionary ‘reality’is defined as ‘the state of things as they are, rather than as

they are imagined to be.’

7．justify vt. 证明…正当（或有理），为…辩护

e.g. I can’t really justify taking another day off work. 我没有理由再休息一天了。8．rare a. 稀罕的，冷僻的；珍奇的，出类拔萃的；（空气等）稀薄的；（肉）煎得嫩的

e.g. My visits to the dentist are more rare than they should be.

The museum is full of rare and precious treasures.

I’d like my steak rare, please. 我的牛排要三分熟。

9．legal a. 法律（上）的；合法的，法定的

e.g. legal advice 法律咨询

legal representative 法人

legal parents 亲生父母

legal action/proceedings 诉讼

10．beneath prep. 在…下面，往…下面；（地位等）低于；在…掩盖下；连…也不值得，有失…的身份；

ad. 在下方，在底下

e.g. She hid the letter beneath a pile of papers.

She always thought that she had married beneath her. 她总认为自己下嫁了。11．polish vt. 磨光，；修改，使优美，润色；n. 擦光剂，上光蜡

polish off （飞快地）完成

e.g. You should polish your shoes regularly to protect the leather..

I must polish up my Japanese before we visit Japan next year.

I polished off three essays last week. 我上周赶写了3篇文章。

12．aware a. 意识到，知道的

e.g. Are you aware that your car is parked on a double yellow line?

13．look forward to期待，盼望

look after照料，照管；注意，关心

look ahead向前看，考虑未来

look at 朝…看；看待；考虑，研究

look back回头看；（on）回顾，回忆

look down on/upon 看不起，轻视

look for寻找，寻求；惹来，招来

look in顺便访问，顺便看望

look into调查，观察

look on 观看，旁观

look out (for )注意，留神

look over把…看一遍，把…过目

look through（从头至尾）浏览；详尽核查

look to照管，留心

look up好转；（在词典等中）查找

14．acknowledge v. 承认

e.g. The government acknowledged the existence of the problem.

15．sake n. 缘故，理由

for one’s sake 为了…的缘故；为了…的利益

e.g. Please do it, for my sake.

John and Mary only stayed together for the sake of the children.

16. let go of 放手；放开

e.g. Let go of my hand, you’re hurting me! 放开我的手，你把我弄痛了。

大学英语教案unit1 period1-2

Periods 1-2 I. Teaching Content: Listening and Speaking: Unit 1 Family II.Teaching Aims: 1.Knowledge aims (1)Grasp important words and phrases Award；conservationist；environmentalist；film ；take after (2)Have a better understanding of family. 2.Ability aims Improve their ability of listening and speaking. 3.Emotional aims Get more interested in English studying. Combine English learning with daily life and arouse students’interest in learning English. III.Teaching Important and Difficult Points: (1)To grasp important words and phrases such as award; conservationist; environmentalist; film; take after. (2)To train students grasp the main idea and details of the passage listened. IV.Teaching Methods: https://www.sodocs.net/doc/af14585782.html,municative method; Task-based method; 2.Teaching aids: Multi-media, blackboard. V. Teaching Procedures: Step 1: Greeting/ Organize the Class Greet students. Step 2: Review/Revison Step3: Presentation 1.Introduction of pronunciations and meanings of the new words and phrases. 2. Lesson A A Famous family 1)Listen for gist To give the students some background information, the teacher should have students look over the picture and read the captions. Ask them to raise their hands if they've

全新版大学英语综合教程第三册教案-Unit-2

Unit 2Civil Right Heroes Ⅰ. Teaching Plan & Students will be able to: 1.understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad); 2.learn to use library resources and other resources for information; 3.grasp the key language points and grammatical structures in the text; 4.[ 5.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Principles: stimulating, motivating, facilitating, enabling Task–based:reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, investigating, searching for resources, case studying, presenting and demonstrating, deducting, inducting, etc. < 1. T asks Ss the following questions on the recording: (5 minutes)

大学英语1教案Talking About People

广州市公用事业高级技工学校 教案 编号：版本：流水号： 授课教师：审阅签名： 提交日期：审阅日期：

I. Vocabulary 10mins 1. Learn the new words in Unit 1. Make sure that students can read all the new words and understand them. 2.Pay attention to the following words: nationality 国籍 British 英国的Britain 英国 Chinese 中国的、中国人China 中国 American 美国的、美国人America 美国 Italian 意大利的、意大利人Italy 意大利 Russian 俄罗斯的、俄罗斯人Russia 俄罗斯 II. Session 1 40mins A.Learn to give basic information about a person and their jobs. 1.Let students make self-introduction, and describe their parent’s jobs simply 2.Activity1 Extract 1 Listen to Extract 1 and complete the table about the people in the photographs. An example has been done for you. 答案：略 3. Activity 4 Extract 2 L isten to Extract 2 and tick the people’s jobs and work places. One example has been done for you.

新标准大学英语_综合教程3_课后答案unit 3

Unit 3 Language points 1 For lack of a better terminology, one might name these: (1) the sensuous plane, (2) the expressive plane, (3) the sheerly musical plane. (Para 1) The expression for lack of a better terminology is used to introduce rather inexact terms. It means since we don’t have any exact terms, I’m going to use these rather rough terms. The word sensuous suggests physical pleasure which relates to your physical senses rather than to your emotions and thoughts. A plane is a level of thought, development or existence. The word sheer is used to emphasize the amount or degree of something. The sheerly musical plane refers to the level of the musical material, melodies, rhythms, harmonies etc. The sheer pleasure (Para 2, Line 2) means great or pure pleasure. 2 The only advantage to be gained from mechanically splitting up the listening process into these hypothetical planes is … (Para 1) The word hypothetical means to be based on situations or events that seem possible rather than on actual ones. Here, the planes are not real, they are just part of a model for analysis and discussion. 3 One turns on the radio while doing something else and absent-mindedly bathes in the sound. A kind of brainless but attractive state of mind is engendered by the mere sound appeal of the music. (Para 2) To bathe means to swim or wash yourself in a bath, river or lake. To bathe in the sound means to immerse yourself in the sound, like in water. To engender means to cause a feeling or attitude to exist. The expression engendered by the mere sound appeal means to be created only by the appeal or attraction of the sound. 4 Music allows them to leave it ... dreaming because of and apropos of the music yet never quite listening to it. (Para 3) The expression apropos of means relating to; it is used to introduce something else about the subject you are talking about. The expression is derived from French, and the final -s is silent in pronunciation. Unit 3 Art for art’s sake

全新版大学英语综合教程第二版第二册第三单元教案

Unit 3 The Generation Gap Teaching Aims: 1.Understanding the main idea (Father meddled in children’s affairs with good intentions ,but only to find his efforts unwelcome) and structure ( three settings,three scense); 2.Appreciate the basic elements of a play; 3.Grasp the key language points in Texts A and learn to use them in context; 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write poster, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about The Generation Gap; 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12 classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 58, students will understand the main topic of unit3 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page59, check the answer 3.Have students form pairs to interview each other. Step 2 Global analysis of Text A Part Division of the Text Parts Para(s). Main Ideas 1 1~35 In a fast-food restaurant, Father embarrassed Sean by talking too proudly to the restaurant manager. 2 36~108 In the Thompson family dining room, Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom. 3 109~130 In an office at Heidi’s high school, Father embarrassed Heidi by boasting to an official about how bright she was. Step 3 Detailed Reading Ⅰ. Difficult Sentences 1. (Title) “Father Knows Better” 1. What does “Father knows better.” mean? (=“Father knows better.” or “Father, you know better than that.” literally means Father wa wise enough not to do something. Actually it does not have this meaning. It means Father was not wise when he meddled with his children’s affairs.)

大学英语教案1

大学英语教案 2学时Unit 1 On Campus Teaching content Topics: On Campus Part One : Campus Life P art Two: Campus Study Teaching materials and reference book 《Beyond Oxford 2》 （Student’s Book; Teachers’ Book） Teaching objectives With the aims of: 1. Teach the students language knowledge, grammar and intonation. 2. Cultivating students’listening, speaking, reading and writing skills; 3. Motivating students’English learning interests. Teaching methods Listening; D iscussion; role-play; task-based

teaching method and exercises. Teaching time arr angement E very unit occupies about two-three week s Teachin g steps 见附录 Unit One Human Touch 人间真情 Time Allotment of the Unit Six teaching periods are needed to cover the whole unit, among which students will have a series of listening,speaking, reading and writing activities related to the theme of the unit. Moving Stories 1 感人故事1 (2 periods) Moving Stories 2 感人故事2 (2 periods) S: A song: My Heart W ill G o O n 5 mins S: G eneration gap 5 mins L: Holding on and never giving up (1) 10 mins L: Simba disobeys his father (1) 10 mins L:Holding on and never giving up (2)10 mins L: Simba disobeys his father (2) 10 mins S:Telling a story15 mins S: Unconditional love 15 mins R:It was worth every penny 30 mins W:Writing a memo 15 mins W:Writing a t hank-you l etter15 mins R:Corporate benefits10 mins R:Kindness 5 mins Grammar: 时间状语从句与 地点状语从句 25 mins Section One: Moving Stories 1 感人故事1 A. Objectives Students will be able to: 1. be familiar with the expressions about human touch. 2. master the techniques of giving encouragement in English. 3. share stories of helping others with classmates. 4. write a thank-you letter. B. Teaching Procedures Step One: Starter—A song: My Heart Will Go On A. A s k students the following questions before playing the tape: a) Which do you think is the most important in one’s life, faith, hope, or love? b) Do you think love begins at home?

新标准大学英语第三册languageinuse-unit

word formation: compound words 1 Find more examples of each use of hyphens in the passage We are all dying .? I’ve double- and triple-checked it. (compound verb) ? budding crypt-kickers (compound noun) ? a rear-view mirror (compound adjective) ? the once-a-year holiday to Florida or Spain (compound adjective) ? back-burner stuff (compound adjective) ? standing at the corner of the Co-op (compound noun) ? a sepia-coloured relative that no one can put a name to (compound adjective) 2 Rewrite the phrases using compound adjectives. 1 a party which is held late at night (a late-night party) 2 a library which is well stocked (a well-stocked library) 3 a professor who is world famous (a world-famous professor) 4 some advice which is well timed (some well-timed advice) 5 a population which is growing rapidly (a rapidly-growing population) 6 an economy which is based on free market (a free-market economy) 7 a boat trip which lasts for half an hour (a half-hour boat trip) It’s what / how … that … 3 Rewrite the sentences using It’s what / how … that … 1 What other people think of us is determined by how we behave. It’s how we behave that determines what other people think of us. 2 What sort of job we are going to end up doing is usually determined by our character. It’s what our character is that usually determines what sort of job we are going to end up doing. 3 What we do as a career isn’t always determined by the marks we get at university. It isn’t always what marks we get at university that determine what we do as a career. 4 How we react to life’s problems is often determined by our childhood experiences.

现代大学英语精读1教案设计

Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。

ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.

零起点大学英语基础教程4教案

Unit 1 Personal Qualities I. Teaching aims and demands 1. Understand the background knowledge 2. Learn about the new words and phrases 3. Grasp the main idea and structure of the text 4. Conduct a series of reading, listening, speaking and writing activities II. Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III. Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement is needed and more guidance will be given to them in their extracurricular study. Use the multimedia device where necessary. IV. Teaching procedure a. Warming-up Activities 1.Duty Report Have a brainstorming about words to describe personal qualities https://www.sodocs.net/doc/af14585782.html,rmation related to the text 1) Cross-cultural communication The key to effective cross-cultural communication is knowledge. First, it is essential that people understand the potential problems of cross-cultural communication, and make a conscious effort to overcome these problems. Second, it is important to assume that one’s efforts will not always be successful, and adjust one’s behavior appropriately. For example, one should always assume that there is a significant possibility that cultural differences are causing communication problems, and be willing to be patient and forgiving, rather than hostile and aggressive, if problems develop. One should respond slowly and carefully in cross-cultural exchanges, not jumping to the conclusion that you know what is being thought and said. Active listening can sometimes be used to check this out–by repeating what one thinks he or she heard, one can confirm that one understands the communication accurately. If words are used differently between languages or cultural groups, however, even active listening can overlook misunderstandings. 2) Personal qualities Personal qualities are personal characteristics of an individual. They are what make up one's personality. They help a person get along in a new situation. For example, dependability and patience are qualities that employers would like a good worker to have. Other qualities employers value are: honesty, assertiveness, flexibility, problem solving, friendliness, intelligence, leadership, enthusiasm, and a good sense of humor.Most employers want people who are dependable and who get along with others. Though skills are important, an employer will select new employees based

Unit6 全新版大学英语教案

New Horizon College English (Book 4)

I. Warm-up activities 1.Background information Chrysler Corporation (A) The Chrysler Corporation, founded in 1924, used to be one of the three largest American automobile manufacturers whose brands include both passenger and commercial vehicles such as Chrysler, Jeep? and Dodge. The two other largest American automobile manufacturers are General Motors and Ford. Chrysler Corporation (B) In addition to auto making, Chrysler is also engaged in financial services, providing loan services (mostly) to car buyers. In 1998 it merged with Daimler-Benz AG (of Germany) (best known for its Mercedes-Benz brand name) to become part of the DaimlerChrysler Corporation, which is jointly owned by European, U.S. and other international investors. U.S. Securities and Exchange Commission (SEC) (A) A U.S. government agency, whose mission is to protect investors and maintain the integrity of the securities markets. The Commission was set up by the U.S. Congress in 1933 in response to “Black Monday”, the Great Stock Market Crash in 1929. U.S. Securities and Exchange Commission (SEC) (B) Its purpose was to restore investor confidence in the U.S. capital markets by providing more structure and government oversight. It is based on the concept that all investors, whether large institutions or private individuals, should have access to certain basic facts about an investment prior to buying it. To achieve this, the SEC requires public companies to disclose meaningful financial and other information to the public, which provides a common pool of knowledge for all investors to use to judge for themselves if a company’s securities are a good investment. U.S. Securities and Exchange Commission (SEC) (C) It is believed that only through the steady flow of timely, comprehensive and accurate information can people make sound investment decisions. At present the SEC is comprised of five presidentially-appointed Commissioners, four Divisions and 18 Offices, with a total of about 3,100 staff. The International Chamber of Commerce (A) The aim of the International Chamber of Commerce (ICC), founded in 1919, is to serve world business by promoting trade and investment, open markets for goods and services, and the free flow of capital. The International Chamber of Commerce (B) Its activities cover a broad spectrum, from arbitration and dispute resolution to making the case for open trade and the market economy system, business self-regulation, fighting corruption or combating commercial crime. The ICC is made of a World Council (its governing body) and individual national committees and groups. Individual companies, corporations, professional associations as well as individuals can also join the ICC as individual members. 2.Questions and answers 1)-Why do business students study professional ethics? People feel that bribery is increasing throughout the world. One day, business students will grow into managers of all ranks and in all fields. If they should offer or take bribes in their positions, corruption and unfair competition would result. In that case, normal economic order would be ruined, and people in business circles would have no commonly agreed principles to follow. To