新视野大学英语第四册教案

New Horizon College English

Book IV

新视野大学英语教案

第四册

Unit 1, Book Four

I. Section A: The Tail of Fame

1. Teaching Objectives:

λTo know the meaning and usage of some important words, phrases and patterns

λTo be familiar with the writing skills of the text and make use of it in writing

λTo improve Ss? reading skills by studying section B

To respond and cooperate with classmates willingly

λTo participate actively

To read sentences and texts with proper intonation

λTo write smoothly and legibly

2.Time Allotment:

Section A (3 periods):

1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)

While-reading activities (cultural notes; useful words and expressions;

difficult sentences)

3rd period: While-reading activities (text structure; main ideas)

Post-reading activities (comprehension questions; exercises)

Section B(1period):

4th periods: Practice of the reading skill (reading for the key idea in a sentence);

T checks on Ss? home reading by asking questions ba sed on the passage.

T explains some difficult sentences

3.Teaching Procedures:

3.1 Pre-reading Activities

Step 1 Greetings

Greet the whole class

Step 2. Warming up

Teacher initiates students to talk about their special experiences during the newly-past vacation

Purposes: Help students quickly adapt to the langguage-learning mode and facilitate students with English language atmosphere after a long vacation.

Method: Talk in groups; communicative approach.

Step 3. Lead-in and preparation for reading

Show the Ss some pictures of famous people (the pictures might be the portaits of the famous people appearing in this Unit) and let Ss discuss with each other about the questions on the screen.

1. For your understanding, how to define the word “fame” ?

Fame refers to the state of being popular with a lot of people as a result of one?s achievement.

2. What do people seek fame for?

High social satus; abundance of material and spiritual fulfillment …

3. What negative effects might fame bring about?

Loss of priv acy; deprivation of freedom …

4. Do you want to live a life of celebrity? Enumerate some reasons to support your idea.

Purpose: Arouse the students? interest of study and lead Ss to Text A: The Tail of Fame.

Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audiolingual method.

Step 4. Fast reading

Ask the Ss to read the passage as quickly as they can and require them to answer the questions on Page 9. Make sure Ss grasp the main idea of the text and have a relatively clear understanding of the text structure.

Text structure: ( the chart below )

Purpose: Improve the students? reading and writing ability and let students understand the general idea of the passage.

Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

Step 5. Preparation for details of the text on the screen

Ss are required to look at the words and phrases on the screen and give a brief presentation in class.

Words and Phrases:

Purpose:Train the Ss? ability of understandi ng and using foreign language.

Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.

1)bankrupt: adj. without enough money to pay what one owes

Many state-owned enterprises have gone bankrupt. 许多国有企业都破产了。

Due to the fierce competition, many small business holders went bankrupt miserably。

竞争异常残酷，许多小企业者都惨痛的经历了破产。

2）be hard-pressed to do sth. : have difficulty in doing sth.

You are hard-pressed to deal with this tough job individually.

你很难独自一人处理好这项棘手的工作。

Under present circumstances, graduates feel hard-pressed to find a relatively suitable

job.

在当前情况下，毕业生感觉很难找到比较合适的工作。

3) contaminate: v. make sth. dirty or poisonous

The water supply was contaminated by the chemicals.

水源受到了化学物质的污染。

The violent movies will contaminate the minds of youg people.

暴力电影会沾染青少年的思想。

4)object to: oppose or disapprove of sth.

Do you object to our design? 你反对我们的决定吗？

More and more people object to smoking. 越来越多的人反对吸烟。

5)be intimate with: maintain a close relationship with; involve or have sexual

relationship with sb.

She was accused of being intimate with several men. 有人说她同几个男子关系暧

昧。

She is intimate with all her classmates.

她和班上所有同学的关系都非常亲密融洽。

6)accuse sb. of sth.: point out sb. has done something illegal or wrong

The public accuse the government of slow reaction to the crisis. 公众责难政府面对

灾难未能做出快速及时的反应。

The director was accused of bribery. 主任被指控受贿。

3.2 While-reading Activities

Step 6. Intensive reading

Ss are required to read the passage carefully again and answer some detailed questions on the screen. Then teacher picks out some difficult sentences to explain.

1. They develop a style that agents market agressively to hasten popularity, and their ride on the express elevator to the top is a blur. Most would be hard-pressed to tell you how they even got there. (Para. 3)

Meaning: The arists form a style that agents push hard to make them become popular in a fairly quick way. Most of artists would have rather a vague idea about how on earth they become famous. Here, in this sentence, “ride on the express elevator to the top” is metaphorically used, indicating the artists seek their fame in a rapid way.

2. After their enthusiasm dissolved, the public simply move on to the next flavor of the the month. (Para. 3)

Meaning: After their enthusiasm has disappeared, the public simply turn to another star who is very popular at that time, but similarly only for a short p eriod of time. Here the author use “the month” to indicate a short period of time.

3. Fame?s spotlight can be hotter than a tropical jungle—a fraud is quickly exposed, and the pressure of so much attention is too much for most to endure. (Para. 5)

Meaning: Fame leads to a lot of publicity. If a famous person commits a fraud, it will be discovered by the public quickly. And famous people are always the focus of the public, so they attract too much attention which makes them live under great pressure. Here “a tropical jungle” is metaphorically used.

4. One drop of fame will likely contaminate the entire well of a man?s soul, and so an artist who remains true to himself or herself is particularly amazing. (Para. 6)

Meaning: Even a little bit of fame can poiso n a man?s soul to great extent, and so an artist who still acts according to his or her own will or judgment is especially amazing. Here both “drop” and “well” are metaphorically used. “drop” here means a little bit, or a small tinge..

If you say someone is/remains true to sb./sth., you mean someone is loyal to sb./sth. in a consistent way.

I promise I will always remain to myself forever. 我发誓我将永远忠于自我。

Purpose: Enhance students? understanding of the text and train students? analysis ability.

Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.

3.3 Post-reading Activities

Step7. Consolidation

Require students to retell the text according to the text-structure chart given above.

Purpose: To make sure students get a clear understanding of the text. At the same time, teacher displays the text structure on the screen again, so that students can retell it easily.

Method: Read the text structure; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

Step 8. Discussion

Show a movie clip about fame seeking, then ask the Ss to answer some relative questions.

Purpose: To present a real situation

To grasp the main idea

To consolidate language points

To fossilize the way of structured writing

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audiolingual method, Audio-visual Method and total physical response method.

Step 9. Assignment

Review the key points of Section A

Finish the exercises after class

Finish online homework

Preview Section B

Step 10. Assessment

Write a composition of a general statement supported by details to improve students? writing ability. At the same time, train students ability of do-it-yourself and looking up the information by themselves. https://www.sodocs.net/doc/f87164836.html,/en/up/4/pearson/3533.htm;

Teacher checks if students have done the after-text exercises in their spare time and discuss some common errors that crop up.

Writing: Topic: Seeking Fame

Outline: 1. 对“fame”涵义的理解

2. 成名的好处

3. 成名带来的不便之处

Preview Section B

II. Section B The Power of a Good Name

Teaching Procedures:

1. Reading Skills

Making Inferences

In order to make good inferences, we should bear the follwing 3 points in mind:

a) make use of contexual clues, common sense and your knowledge.

b) connect ideas and draw conclusions from the reading passage.

c) Test what you have understood between the lines.

Purpose: Introduce the reading skill to the Ss and improve their reading abilities.

Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

T explains the reading skill (making inferences).

Ss practise the skill by doing the exercise on page 19 in pairs.

2. Passage Reading (The Power of a Good Name)

2.1 Lead-in and preparation for reading

Initiate students to air their opinions on topics relating to “reputation”, such as how to maintain a good reputation and what the function of good reputation is, etc.

Purpose:Arouse the students? interest of study. Bring in Text B: The Power of a Good Name.

Method:Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audiolingual method, and total physical response method.

2.2 Comprehension Questions

Require students to read the passage as quickly as possible and ask the students to make inferences between lines and answer the questions showed on the screen:

Para.1

1. What did the father ask “me” to do?

Para.2

2. What is the time setting of the story?

3. How was “I” relate to the ugly shadow of racism?

Para. 4

4. What does “they broke the mold when they made that man” mean?

Para.9

5.Why does America need to restore a sense of shame in its neighborhoods?

Para.12

6. Why does a good name pave the way for “me” ?

2.3 Difficult Sentences

1. Water from the mill?s wheel sprayed in the sunshine making a rainbow over the canal and I often stopped there on my way to bathe and cool off for a spell—natural air conditioning. (Para. 1)

Meaning: Water coming from the mill?s wheel scattered in the sunshine and formed a rainbow over the canal. I often stopped there on my way to swim in the canal and escape from the heat for

a short while. This is natural air conditioning.

2. It was 1976, and the ugly shadow of racism was still a fact of life. (Para. 2) Meaning: That was the year of 1976, and terrible racism still existed.

3. Buck was a tall, weathered man … (Para.3)

Meaning: Buck was fairly tall and he has been exposed much to the wind and rain. Here “weathered” means “weather-beaten”, “饱经风霜”in Chinese.

4. I gave a sigh of relief. “Your daddy is always good for it.” He turned to the farmer. “This here is one of James Williams? sons. They broke the mold when they made that man.” (Para. 4)

Meaning: I suddenly felt relieved. He said that my father could always be trusted to pay the money back. He turned to the farmer and said to him that I was one of James Williams? son and he was the rare type of person who could be trusted to pay off the money he owed.

5. I had discovered that a good name could furnish a capital of good will of great value. Everyone knew what to expect from a williams: a decent person who kept his words and respected himself too much to do wrong. (Para. 6)

Meaning: I had found out that a good name could provide us with something of great value. Everyone knew how a member of the Williams would behave and what a Williams would do: A Williams is a respectable person who always does what he says, therefore is trustworthy.

2.4 Key Words and Expressions

3. Assignment

T Requires Ss to do the exercises on pages 24—26. T asks Ss to prepare the next unit.

Purpose: Motivate Ss to review what they?ve learned Method: Use t ask-based method.

Unit 2, Book Four

I. Section A: Charlie Chaplin

1. Teaching Objectives:

λTo know the meaning and usage of some important words, phrases and patterns

λTo be familiar with the writing skills of the text and make use of it in writing

λTo improve Ss reading skills by studying section B

To respond and cooperate with classmates willingly

λTo participate actively

To read sentences and texts with proper intonation

λTo write smoothly and legibly

2.Time Allotment:

Section A (3 periods):

1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)

While-reading activities (cultural notes; useful words and expressions;

difficult sentences)

3rd period: While-reading activities (text structure; main ideas)

Post-reading activities (comprehension questions; exercises)

Section B(1period):

4th periods: Practice of the reading skill (reading for the key idea in a sentence);

T checks on Ss? home reading by asking questions based on the pas sage.

T explains some difficult sentences

3.Teaching Procedures:

3.1 Pre-reading Activities

Step 1 Greetings

Greet the whole class as usual.

Step 2. Review

1. Ask students some questions to review the last lesson（show them on the screen）.

2. Check the homework（made a survey about the history of films by surfing the Internet or asking for help from other people）;

Topics

1. The history of films

2. The characteristics of silent films

Purposes

1. To develop Ss? online learning ability

2. To improve Ss? ability to retrieve the relevant information

3. To stimulate Ss? psychomotor thinking

4. To arouse Ss? interest in learning the unit

Method: Talk in groups; Use task-based language teaching method, communicative approach, and audiolingual method.

Step 3. Lead-in and preparation for reading

Show the Ss some pictures and let them talk to each other about the topic on the screen. https://www.sodocs.net/doc/f87164836.html,

1. Who is Charlie Chaplin?

a great comic in silent films

2. What is his classic figure in films and can you describe it?

classic figure — a small and shabby little tramp

tiny moustache

huge pants

a tight jacket or tail coats

bowler hats

enormous broken boots

a walking cane

3. Can you list the most famous films acted in by Charlie Chaplin?

《摩登时代》（Modern Times）

《大独裁者》（The Great Dictator）

《淘金记》（The Gold Rush）

《城市之光》（City Lights）

《凡尔杜先生》(Monsieur Verdoux)

Purpose: Arouse the students? interest of study. Bring in new subject: Charlie Chaplin.

Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audiolingual method.

Step 4. Fast reading

Ask the Ss to read the passage as quickly as they can and to answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.

Text structure:

Purpose: Improve the students? reading and writing ability and understand the general idea of each paragraph.

Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

Step 5. Preparation for details of the text on the screen

Ss are required to look at the words and Phrases on the screen and give a brief presentation in

class.

Words and Phrases:

Purpose: Train the Ss? ability of understandi ng and using foreign language.

Method: Talk in groups, Use task-based language teaching method, communicative

approach and total physical response method .

2) revolt (against sth.) : v. refuse to accept sb.?s authority or obey rules, laws, etc.

The people revolted against their oppressors.

人民反抗他们的压迫者。

Public opinion will revolt against any further increase in taxes.

公众舆论反抗税收的任何进一步增长。

2）immensely: ad. to a very great extent; extremely

We were immensely impressed by his story.

他的经历深深地打动了我们。

3) execute: v.

a) do or perform sth., esp. in a planned way

Check that the computer has executed your commands.

检查一下计算机是否执行了你的指令。

b) kill sb. as a legal punishment

A number of the officers arrested were executed almost immediately.

大量被捕的官员几乎马上就被处死了。

7) for good: for ever

He left the city for good.

他永远地离开了那个城市。

8) all that: very

Do you really need all that much sleep?

你真的需要那么多的睡眠吗？

Things aren?t all that good.

事情并不那么顺利。

9) come down in the world: become poorer or less successful than used to be

She has really come down in the world.

她真的过着穷困潦倒的生活。

3.2 While-reading Activities

Step 6. Intensive reading

Ss are asked to read the passage carefully again and answer some detailed questions on the

screen. During the reading, there is an explanation for the following points: Language Points:

1. He already had the urge to explore and extend a talent he discovered in himself as he

went along . (Para. 5)

Meaning: He then had a strong desire to further discover and develop his talent as he

progressed in his career.

have the/an urge to do sth.: have a strong desire to do something

She has a strong urge to achieve success.

她有强烈的取得成功的欲望。

go along: advance; move further with something

You?ll find it easier as you go along.

你做下去就会觉得容易些。

2. Lifeless objects especially helped Chaplin make “contact” with himself as an artist. (Para. 6)

Meaning: For Chaplin, everyday things were especially useful in his creations.

3. This physical transformaiton, plus the skill with which he executed it again and again, is surely the secret of Chaplin?s great comedy. (Para. 6)

Meaning: The key to Chaplin?s success in comedy is that he was able to co nvert one object to another quite effectively and skillfully all the time.

4. It?s a relief to know that life eventually gave Charlie Chaplin the stability and happiness it had earlier denied him. (Para. 8)

Meaning: We are happy to learn that in spite of his early misfortunes he finally found the woman who brought him the stability and happiness in his later life.

relief: n. a feeling of comfort when something frightening, painful, etc. has ended or has not happened

5. The police recovered it with more efficiency than Mack Sennett?s clumsy Keystone Cops would have done. (Para. 9)

Meaning: the police found Chaplin?s body much more quickly than the silly policemen in Mack Sennett?s comedies would have.

“Keystone Cops” refer to a group of police officers who appeared in Mack Sennett?s films frome 1914 to the early 1920s. They made a lot of mistakes and did stupid but funny things.

Typical patterns:

Purpose: Further understand the text （Train further reading ability）to find out some difficult sentences and details of the text.

Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.

3.3 Post-reading Activities

Step7. Consolidation

Retell the passage according to the topic sentences.

A general introduction to Charlie Chaplin (his family background and the turining point in his career)

Charlie Chaplin?s huge success with his tramp

Charlie Chaplin?s success with sound movies

Charlie Chap lin?s secret of great comedy

Charlie Chaplin?s emotional life

Incident after Charlie Chaplin?s death

Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.

Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

Step 8. Discussion

Show a movie clip of Modern Times and ask the Ss some questions:

Purpose: To present a real situation

To have a vivid understanding of Charlie Chaplin and his silent films Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audiolingual method, Audio-visual Method and total physical response method.

Step 9. Assignment

Review the key points of Section A

Finish the exercises after class

Finish online homework

Preview Section B

Step 10. Assessment

Write a composition of a general statement supported by details. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themselves. https://www.sodocs.net/doc/f87164836.html,/en/up/4/pearson/3533.htm;

T checks if Ss have done the after-text exercises in their spare time and discuss some common errors that crop up.

Writing: Topic: Watching Movies

Outline: 1. 大学生们非常喜欢看电影

2. 他们为什么喜欢看电影

Pre-view Section B

II. Section B The Political Career of a Female Politician Teaching Procedures:

1. Reading Skills

Recognizing Differences Between Facts and Opinions

In order to recognize differences between facts and opinions, we have to know:

a) Facts are statements that tell what really happened or what really is the case.

b) Opinions are statements of belief, judgment or feeling.

c) It is not always easy to tell opinion from fact.

Purpose: Introduce the reading skill to the Ss and improve their reading abilities.

Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

T explains the reading skill (recognizing differences between facts and opinions).

Ss practise the skill by doing the exercise on page 45 in pairs.

2. Passage Reading (The Political Career of a Female Politician)

2.1 Lead-in and preparation for reading

Show Ss some pictures about Kenya and let them talk to each other, and then look at the map of Kenya to make clear about where Nairobi and Embu are. https://www.sodocs.net/doc/f87164836.html,/facts-country-kenya.htm

Purpose:Arouse the students? interest of study. Bring in new subject: The Political Career of a Female Politician

Method:Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audiolingual method, and total physical response method.

2.2 Comprehension Questions

Read the passage as quickly as they can. and ask the Ss to find the key idea in sentences and answer the questions shown on the screen:

Para.1

1. What was Agatha Muthoni Mbogo like?

2. What did she do six months ago?

Para.2

3. What was even more surprising?

4. Why was it so surprising?

Para.3

5. When did Ms. Mbogo begin her political career?

6. What obstacles did she face?

Para.4-9

7.What was the background in Kenya for women to participate in politics?

Para.10-19

8. How did Ms. Mbogo achieve success in her political career?

9. What were people?s reponses to this female mayor?

2.3 Difficult Sentences

1. “It was the answer to my prayers because it seemed to be a victory over this idea that …women can?t lead?.”(Para. 5)

Meaning: “I had long hoped that women could play a role in political life, and her victory appeared to overcome the idea that …women can?t be leaders?.”

an/the answet to one?s prayers: (informal) something that someone wants or needs very much The result was an answer to my prayers.

这结果正是我期望的。

2. But after independence, leaders jealous to protect their power shut them out of politics, a situation repeated across the continent. (Para. 8)

Meaning: But after independence, male leaders, who were afraid of losing power, prevented women from entering political life. This situation was also true in other African countries.

3. Against that background, Agatha Mbogo began her political career. (Para. 10)

Meaning: With men still holding the positions of control in politics, Agatha Mbogo began her political career.

4. She instead joined the town planning committee, a much more visible assignment. (Para.10)

Meaning: Instead, she joined the town planning committee, in which people would notice her efforts.

2.4 Key Words and Expressions

3. Assignment

Do the exercises about vocabulary and phrases in Comprehensive Exercises.

Do Speed reading.

T checks on Ss? exercises on pages 51—52.

T asks Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class.

Method: Use t ask-based method.

Unit 3, Book Four

I. Section A: Longing for a New Welfare System

1. Teaching Objectives:

λTo know the meaning and usage of some important words, phrases and patterns

λTo be familiar with the writing skills of the text and make use of it in writing

λTo improve Ss reading skills by studying section B

To respond and cooperate with classmates willingly

λTo participate actively

To read sentences and texts with proper intonation

λTo write smoothly and legibly

2.Time Allotment:

Section A (3 periods):

1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)

While-reading activities (cultural notes; useful words and expressions;

difficult sentences)

3rd period: While-reading activities (text structure; main ideas)

Post-reading activities (comprehension questions; exercises)

Section B(1period):

4th periods: Practice of the reading skill (reading for the key idea in a sentence);

T checks on Ss? home reading by asking questions based on the passage.

T explains some difficult sentences

3.Teaching Procedures:

3.1 Pre-reading Activities

Step 1 Greetings

Greet the whole class as usual.

Step 2. Review

1. Ask students some questions to review the last lesson（show them on the screen）.

2. Check the homework（get to know the social welfare system of the US and China by surfing the Internet or reading relevant books ）;

Topics

1. Getting to know some simple information on social welfare system.

2. Compare the difference between the public health, education and housing in China and in the US.

Background Information: A social welfare provision refers to any program which seeks to provide a guaranteed minimum level of income, service or other support for the population of a country as a whole, or for specific groups such as the poor, elderly, and disabled people. Social welfare programs are undertaken by governments and by non-governmental organizations (NGOs). Social welfare payments and services are provided at the expense of taxpayers generally or by obligatory National Insurance contributions, funded by benefactors. Welfare payments can take the form of in-kind transfers (e.g., health care services) or cash (e.g., earned income tax credit). Examples of social welfare services include the following:

?Compulsory superannuation savings programs.

?Compulsory social insurance programs, often based on income, to pay for the social welfare service being provided. These are often incorporated into the taxation system and may be inseparable from income tax.

?Pensions, either for the entire population or for those who had lower incomes.

?Financial aid, including social security and tax relief, to those with low incomes or inability to meet basic living costs, especially those who are raising children, elderly,

unemployed, injured, sick or disabled.

?Free or low cost nursing, medical and hospital care, antenatal and postnatal care for those who are sick, injured or unable to care for themselves. This may be available to

everybody, or means tested. Services may be provided in the community or a medical

facility.

?Free or low-cost public education for all children, and financial aid, sometimes as a scholarship or pension, sometimes in the form of a suspensory loan, to students attending academic institutions or undertaking vocational training.

?The state may also fund or operate social work and community-based organizations that provide services that benefit disadvantaged people in the community.

?Welfare money paid by a government to persons who are in need of financial assistance.

Purposes

1. To develop Ss? online learning ability

2. To improve Ss? ability to retrieve the relevant information

3. To stimulate Ss? psychomotor thinking

4. To arouse Ss? interest in learning the unit

Method: Talk in groups; Use task-based language teaching method, communicative approach, and audiolingual method.

Step 3. Lead-in and preparation for reading

1. What kind of person is the author?

handicapped; confined to wheelchair; carrying a urine bag everyday;

independent; self-respect; self-support; self-made

2. How could the writer possibly get his wheelchair repaired?

the handicapped client; caseworker; medical worker; main welfare office; wheelchair repair company

3. What can you conclude from the procedure of asking for wheelchair repairs?

very difficult for welfare clients to ask for extra financial help

4. How do you describe Suzanne?

arrogant; suspicious; indifferent; careless; business-like; a detective

Purpose: Arouse the students? interest of study. Bring in new subject: Why is author longing for a new welfare system? .

Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audiolingual method.

Step 4. Fast reading

Ask the Ss to read the passage as quickly as they can and to answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.

Text structure: ( structured writing )

Purpose: Improve the students? reading and writing ability and understand the general idea of each paragraph.

Method: Read the text individually and talk in groups; Use task-based language teaching method,

reading approach, communicative approach and total physical response method.

Part 1: General images of welfare clients and welfare caseworkers under the present system. Welfare clients are believed to cheat more money out of the present welfare system.

(Para.1)

There are welfare clients who choose to live a life of complete honesty. (Para.2)

The relationship between welfare clients and caseworkers is tense. (Para.3)

Part 2: Problems with the present welfare system.

Caseworkers try to convict welfare client of cheating. One example is offered. (Paras.4-8)

Welfare clients find it extremely difficult to have their wheelchairs repaired. One

example is offered. (Paras.9-12)

If welfare clients make money, they have to go through the embarrassing situation of being questioned to account for every penny. (Para.13)

The welfare system does not encourage welfare clients to work to support them-selves and make a gradual shift away from welfare. (Para.14)

Part 3: Suggestions to improve the present welfare system

There needs to be lawyers to protect the rights of welfare clients. (Para.15)

Welfare clients should take steps to fight for more rights for themselves. (Para.16)

A new system is suggested to encourage welfare clients to develop their talents and support themselves. (Para.17)

Step 5. Preparation for details of the text on the screen

Ss are required to look at the words and Phrases on the screen and give a brief presentation in class.

Words and Phrases:

Purpose:Train the Ss? ability of understandi ng and using foreign language.

Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.

3)Long for

Lucy had always longed for a brother. 露西一直渴望有个弟弟。

He longed for Pat to phone. 他企盼着帕特来电话。

2）be supposed to

I thougt we were supposed to be paid today. 我以为我们今天会领到薪水呢。

I haven?t see it myself, but it?s supposed to be a great movie. 这部电影我没看过，不过人们普遍认为很不错。

You are not supposed to walk on the grass. 不准践踏草地。

3) bleed

He bled the poor old man without mercy. 他无情地压榨这位可怜的老人。

10)Opt

Many workers opted to leave their jobs rather than take a pay cut. 许多工人宁肯下岗也不接受减薪。

They opt for more holiday instead of more pay.

他们选择了延长假期而不是增加工资。

11)Yield to

yielded to desire. 屈服于欲望。

We yield to nobody in love of freedom. 我们对于自由的爱好不亚于任何人。

12)Liberal

This writer is a liberal thinker. 这位作家是一个思想无偏见的人。

We were all surprised by the liberal donation of the millionare. 我们都很惊讶于这位富翁的慷慨捐助。

13)Account for

He had to account for every penny he had spent. 他得解释钱都是怎么花的。

3.2 While-reading Activities

Step 6. Intensive reading

Ss are asked to read the passage carefully again and answer some detailed questions on the screen. During the reading, there is an explanation for the following points:

Language Points:

1. I’m not being bitter.

The structure “be being + adjective / noun”is used to talk about action and behavior.

e.g.

?You’re being stupid. (= You’re doing stupid things.)

?I was being very careful. (= I was doing something very carefully.)

Note: We do not use this structure to talk about feelings.

He is being a nice boy today.他今天真是一个好孩子。

2. There needs to be a lawyer who can act as a champion for the rights of welfare clients, The word “there” is followed by the verb “need”. Some other verbs can also be used this way.

e.g.

There seems to be some problems.

There followed an uncomfortable silence. 接着就是一阵令人难以忍受的沉默。

Typical patterns:

Purpose: Further understand the text （Train further reading ability）to find out some difficult sentences and details of the text.

Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.

3.3 Post-reading Activities

Step7. Consolidation

Retell the passage according to the topic sentences.

Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.

Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

Step 8. Discussion

Show a movie clip and ask the Ss the following questions:

Purpose: To present a real situation

To grasp the main idea

To consolidate language points

To fossilize the way of structured writing

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audiolingual method, Audio-visual Method and total physical response method.

Step 9. Assignment

Review the key points of Section A

Finish the exercises after class

Finish online homework

Preview Section B

Step 10. Assessment

Write a composition of a general statement supported by examples.

T checks if Ss have done the after-text exercises in their spare time and discuss some common errors that crop up.

Writing: Topic: Life is never short of beauty. Pre-view Section B

II. Section B A Blind Man Helped Me See the Beautiful World Teaching Procedures:

1. Reading Skills

Understanding Figurative language

Figurative language uses "figures of speech" - a way of saying something other than the literal meaning of the words.

Metaphor A figure of speech in which a comparison is made between two things essentially unalike.

Simile A figure of speech in which a comparison is expressed by the specific use of a word or phrase such as: like, as, than, seems or "as if".

Personification A type of metaphor in which distinct human qualities are attributed to an animal, object or idea.

Purpose: Introduce the reading skill to the Ss and improve their reading abilities.

T explains the reading skill (reading for the key idea in a sentence).

Ss practise the skill by doing the exercise on page 70 in pairs.

2. Passage Reading (A Blind Man Helped Me See the Beatutiful World)

2.1 Lead-in and preparation for reading

Show the students some pictures of great blind people and ask the students tell some stories about them and what they can learn from the stories.

Purpose:Arouse the students? interest of study. Bring in new subject.

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach, communicative approach, audiolingual method, and total physical response method.

2.2 Comprehension Questions

Read the passage as quickly as they can. and ask the Ss to find the key idea in sentences and answer the questions show on the screen:

Para.1-2

1. What kind of assignment was I given?

2. Why was I angry about the task?

3. Why did I feel annoyed during the tour?

Para.3-4

4. What did the blind look like?

Para 5-15

5. What did the author describe to the blind man in the theater?

6. How did the author describe the five musicians performing at the side of the stage?

7. How did the author describe the six young girls performing on the stage?

Para 16-21

8.Why did the blind man thank the author?

9. Why did the author think the blind man should have been thanked?

2.3 Difficult Sentences

1. I remember feeling annoyed at this dense collection of humanity. (Para. 2)

remember + doing 结构用来表示过去的动作。remember + to do结构则用于表示将来的

动作。有些动词后面跟动词不定式和跟动名词所表示的意义完全不同，有时甚至相反。

1.Please remember to turn off the lights (别忘了关灯) before leaving the classroom.

2. I remember turning off the lights (记得关了灯) before leaving the classroom.

3. I regret not having told her earlier (没能更早地告诉她).

4. I regret to say (我很遗憾地说) I must leave tomorrow.

2. I was the one who had been blind, my eyes merely skimming the surface of things.

my eyes + skimming 是现在分词skimming 的独立结构。分词的独立结构由逻辑主语(名词、代词) + 分词构成，可以表示时间、原因、条件、方式或伴随情况等。分词可以是现在分词，也可以是过去分词，还可以是分词的完成式或被动式。

All being well, the project will be finished in five months.

That being the case, we’d better make another plan.

2.4 Key Words and Expressions

3. Assignment

Do a quiz on the vocabulary

http://202.196.64.126/book/book4/index.php?Quiz=N&Dating=;

https://www.sodocs.net/doc/f87164836.html,/dxyy/tiKu/tiHu.html;

Timed reading

Speed Reading unit 3

Do the exercises about vocabulary and phrases Ss learnt in unit 3.

Comprehensive exercise

T checks on Ss? exercises on p ages 60--69.

T checks on Ss? home reading ( Extensive Reading ).

T asks Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class.

Method: Use t ask-based method.

Unit 4, Book Four

I. Section A: The Telecommunications Revolution

1. Teaching Objectives:

λTo know the meaning and usage of some important words, phrases and patterns

λTo be familiar with the writing skills of the text and make use of it in writing

λTo improve Ss reading skills by studying section B

To respond and cooperate with classmates willingly

λTo participate actively

To read sentences and texts with proper intonation

λTo write smoothly and legibly

2.Time Allotment:

Section A (3 periods):

1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)

While-reading activities (cultural notes; useful words and expressions;

difficult sentences)

3rd period: While-reading activities (text structure; main ideas)

Post-reading activities (comprehension questions; exercises)

Section B(1period):

4th periods: Practice of the reading skill (reading for the key idea in a sentence);

T checks on Ss? home reading by asking questions based on the passage.

T explains some difficult sentences

3.Teaching Procedures:

3.1 Pre-reading Activities

Step 1 Greetings

Greet the whole class as usual.

Step 2. Review

1. Ask students some questions to review the last lesson（show them on the screen）.

2. Check the homework（made a survey about telecommunication, the information revolution and the information superhighway by surfing the Internet or reading relevant materials ）;

Purposes

1. To develop Ss? online learning ability

2. To improve Ss? ability to retrieve the relevant information

3. To stimulate Ss? psychomotor thinking

4. To arouse Ss? interest in learning the unit

Method: Talk in groups; Use task-based language teaching method, communicative approach, and audiolingual method.

Step 3. Lead-in and preparation for reading

1. Why do some “deaf and dumb” places need to build up-to-date telecommunications?

2. What advantages will modern communications bring to China and Vietnam?

3. What is problem with Russia?

4. What is the situation like in China?

5. Why dose Shanghai plan to build telecommunications networks?

新视野大学英语第四册教案Unit5

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mastery Text A: Language focus: Words building: Practice 2 1.bankruptcies 2.atmospheric 3.delicacies 4.urgency 5.accountancy 6.gloom 7.magnet 8.metallic 9.mastery 10.vacancy 11.guilt 12.secrecy Text A > Language focus > Banked cloze (1) mentioned (2) determine (3) gained (4) responsible (5) heavily (6) artistic

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