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全新版大学英语第二册教案

Unit One Ways of Learning

Text A Learning, Chinese-Style

Pre-reading

1.Listen to the song and discuss two questions: (10 minutes)

2.Who should teach whom? Is learning a one-way street?

3.In your opinion, what is the best teaching method?

Teaching Procedures

I Main idea of the text:

It would be ideal if we can strike a balance between the Chinese and the Western learning styles.

II Structure of the text:

PartⅠ (Para.1-5)------introduction of the topic by an anecdote

PartⅡ (Para.6-13)------elaboration by comparison and contrast

PartⅢ (Para14)---------conclusion by a suggestion

ⅢDiscourse comprehension of Part Ⅰ

a. Ss skim Paras 1-5 and be ready to answer the following questions:

-----Where and when did the incident take place?

(Jinling Hotel in Nanjing, spring 1987)

-----Who are the main characters in this incident?

(author, his wife Ellen, their son Benjamin, hotel staff)

-----What is the attitude of the author and his wife toward Benjamin' s efforts in inserting the key into the slot?

(They let him explore and enjoy himself.)

------What is the attitude of the hotel staff toward Benjamin' s efforts?

(They held his hand and taught him how to insert the key correctly.)

b. Input ①: T tells Ss the ways of introducing a topic:

Usually, an essay is made up of 3 parts------

i. a beginning where the topic is introduced

ii. the body part where the topic is elaborated on

iii. a conclusion

Besides stating the topic directly, there are many other ways to introduce a theme.

e.g. Text A, Unit 6, Book 1 (What Animals Really Think)

-----to introduce the topic by posing a question: " Do animals all have thoughts, what we call consciousness?"

e.g. Text B, Unit 3, Book 1(How to Make Sense out of Science)

-----to introduce the topic by quoting newspaper headlines:

" New Drugs Kill Cancer

Devastation by El Nino---a Warning

6:30p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?"

e.g. Text B of this unit(Children and Money)

------to begins with an imagined argument between a child and his parent over the control of pocket money.

Output①: to learn to vary your own writing by adoping various types of topic introduction.

Input②: T tells the Ss the ways of reaching a conclusion:

A conclusion may be----------a restatement of the main points previously

mentioned;

a proposed solution;

a quotation from some book of person;

a prediction of future developments;

a suggestion for further study,etc.

Output②: to learn to use one of the ways mentioned above to make a conclusion in your own composition.

ⅣLanguage points

1. Attach: fasten or join (one thing to another) (used in the pattern: attach sth.to sth.) ----Scientists discovered they could measure wind speed by attaching a wind meter to

a kite and sending it up.

----Attached to this letter you will find a copy of the document you asked for.

2. …to position the key just so: to position the key carefully to fit into the narrow

key slot.

3. Not in the least: not at all

---- I am not in the least touched by the Marilyn Monroe kind of beauty.

---- Ann didn’t seem in the least concerned about her study.

4. Find one' s way: reach a destination naturally; arrive at

---- Shanghai is not an easy city to find your way around.

5. Phenomenon: (pl. phenomena) sth. that happens or exists and that can be seen or

experienced.

---- Stress-related illness is a common phenomenon in big cities.

---- Thunder and lightening are natural phenomena.

6. Initial: of or at the beginning, first (adj., used only before n.)

---- Their initial burst of enthusiasm died down when they realized how much work the job involved.

7. Assist: help (used in the pattern: assist sb. To do sth, assist sb. with sth.)

---- The professor was assisting his students to prepare their project.

T asks Ss to make sentence by means of the collocation of” assist sb.with sth.”.

----This university student decide to be on the study to give the little boy the help.

The college student decided to assist the boy with his study.

8. Somewhat: to some degree, a little

---- It is reported that conditions in the village have improved somewhat since November.

9. await: (fml) wait for

Await is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.”

---- We must await the results of field studies yet to come.

10. On occasion: now and then

---- Steve spent almost all his time doing his research, but, on occasion, he would take

his son to see a film.

11. Relevant: directly connected with the subject (followed by to, opposite irrelevant) ---- Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.

12. Throw light on: explain, make sb. understand

ⅤDiscourse comprehension of Part II

1)T asks Ss to fill in the table on page 11 of this textbook based on the

understanding of Part II.

2)According to this table, T guides Ss to know the differences in approaches to

learning between the Chinese and Americans.

a)To inform the main writing technique used in this part, i.e. comparison

and contrast.

Especially,

Comparison------brings out the similarities between two or more things of the

same kind.

Contrast-----------stresses the differences between them.

Two major ways to organize comparison and contrast:

i to examine one subject thoroughly and then start the other

(one-side-at-a-time) ;

ii to examine two subjects at the same time, discussing them point by point.

b)Ss scan the first sentence of both Para 6 and Para 7, and decide what

method of comparison and contrast is used here. (one-side-at-a-time

method).

c)Ss scan from Para11 to Para 13, then decide what method of comparison

and contrast is used here. (point-by-point method)

d)Ss sum up the contrast between Chinese and Western ways to learn to

fulfill a task------

the Chinese show a child how to do sth., or teach by holding his hand;

the Westerners teach a child to rely on himself for solutions to problems.

e)Ss sum up the contrast between the Chinese and the Western attitudes:

toward creativity and basic skills------

The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time;

The Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.

ⅥLanguage points of Part II:

1. on one’s own:a. without anyone’s help

----You needn’t hive me any help, I’m able to manage on my own.

b. alone

----I’d rather not go to dance on my own. I do wish you’d come with me.

2. In due course: at the proper time; eventually

----Your book will be published in due course.

3. Make up for: compensate for

----Her husband bought her a present to make up for quarreling with her the day before.

4. Figure out: discover by thinking

5. View…as…:regard…as…

6. In retrospect: on evaluating the past; upon reflection

---- The young man knew in retrospect that he should have married his first love Emily.

7. So much so that: to such an extent

---- Some parents spoil their children, so much so that they never ask them to do any housework.

Ss do relevant exercises on page 18.

8. Continual: happening again and again, repeated

---- The construction of the airport continued despite continual complaints from local residents.

To notice the differences between continual and continuous. See exercises on page 16.

9. Apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to

sb./sth.)

---- The new pension arrangements won’t apply to people born before 1960.

b. write a letter or fill in a form in order to ask formally for sth. (used in

the pattern: apply for sth., apply to do sth.)

---- We went to the sports club so often that we decided that we might as well apply to join.

10. Work at/on: try hard to achieve or improve (sth.)；从事于/致力于

---- John came back ahead of time to continue working on his thesis.

At work: 在工作

11. Priority: a. sth. that one must do before anything else

---- Being a qualified teacher is her first priority.

b. sth. that holds a high place among competing claims

---- The school will give priority to English and computer studies.

12. Evolve: (cause to) develop gradually (followed by into/from)

---- The story evolves into a violent tragedy.

Ss make sentences by means of “evolve”: 通俗歌曲是由民歌演变而来。

Popular music evolved from folk songs.

13. on the one hand…on the other hand…:to introduce two contrasting

circumstances

Ss make sentences by means of this phrase:

----一方面，我们由足够的理由为我们的进步而感到高兴，另一方面我们也不能骄傲自满。

----On the one hand, we have enough reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.

ⅦLanguage points of Part III: (conclusion)

1. Assuming (that):you use assuming that when you are considering a possible

situation or event, so that you can think about the consequences.

e.g. Assuming that this painting really is a Van Gogh, how much do you think it’s

worth?

Ss do relevant exercises on page 18.

2. Valid: based on truth or sound reasoning

----They put forward many valid reasons for not building the skyscraper.

3. Worthwhile: worth doing, worth the trouble taken

----A trip to the museum is always worthwhile.

4. Superior: better than average or than others of the same type (followed by to)

----The woman was greatly superior to her husband in education.

opposite: inferior (also followed by to)

ⅧPost-reading tasks

a.Debate: Should we develop children’s creativity first or train them in basic skills

first? (15 minutes)

(Ss divide into two groups, one taking the side of creativity first, another taking the side of basic sills first; then, debate begins, with T acting as moderator.)

b. T guides Ss through several after-text exercises.

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

d. Ss do Part IV: Theme-Related Language Learning Tasks.

e.T asks Ss to preview the next unit.

Unit Two Values

Text A The Richest Man in America, Down Home

I Pre-reading

1. T asks Ss the following questions on the recorded passage:(5 minutes)

----What happened to Abraham Lincoln one day?

(Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)

-----How is the story related to the theme of the unit----values?

(Abraham Lincoln regarded honesty as an important value.)

2. Ss do Cloze B in after-text exercises to learn more about the values of

American millionaires.

3. Group discussion: Rich people I know (15 minutes)

a.Ss form groups to discuss the rich people they know.

b.Each group representative introduce a rich person to other groups without

telling his/her name, reporting the values the rich person cherished.

c.Other students try to guess the rich person based on the introduction.

d.T reminds Ss to keep these values in mind when they study Text A, and see

whether Sam Walton cherishes them or not.

II Teaching Procedures

1. Main idea of the text:

Despite his wealth, Sam Walton remains down-home and devoted to his team.

2. Structure of the text:

a. The text can be divided into three parts. Between each part, there is a blank line.

That is a natural dividing lines.

b. T asks Ss to finish Text Organization Exsercise 2 which can help them grasp the

main function of each part.

3. Cultural Notes:

About Rolls-Royce, Wal-Mart, Ford Motor Company and Forbes:

T asks Ss to collect relevant materials of the above four after class, and then chooses representatives to introduce each of them in class.

4. Discourse comprehension:

a. Finding synonyms or synonymous phrases for “down-home” (10 minutes)

①T asks some Ss to explain the title of Text A in their own words.

②Ss work alone to find out synonyms or synonymous phrases for “down-home”.

③Some Ss report their findings to the class.

Para5 carry on like plain folks

Para6 folksy ways

Para7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around

Para11 not a front-page person

Output:T reminds Ss to vary their own writings by synonyms or synonymous phrases.

https://www.sodocs.net/doc/935207675.html,ing indirect description in portraying a person

①Ss complete Text Organization Exercise 2.

②T makes Ss think by asking Ss this question: How does the author reveal these

character traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?

③T introduces indirect description to Ss:

i To make a character portrait convincing, an author must refrain from telling

readers directly what the person is like. Instead, he/she lets readers deduce.

ii the methods of indirect description------

anecdotes, examples, quotes, comparison and contrast, etc.

iii T asks Ss to work in pairs to find out examples of these methods used in this text.

Quotation: the author quotes not only Sam Walton himself,

e.g. “The reason for our success… is our people and the way the’re

treated and the way they feel about their company. They believe

things are different here, but they deserve the credit”,

but also his townsfold and colleagues.

Anecdote: the text begins with an anecdote.

e.g. at the beginning, how waiter Jamie Beaulieu had anticipated a

lavish mansion at the Waltons, only to find an ordinary-looking

household.

e.g. how Sam Walton forgot his wallet and insisted on fetching it to

pay the local barber.

e.g. how Sam Walton lost 4 straight games after a Wal-Mart

employee asked him a question about pricing.

Example: the author uses a lot of examples to show how folksy and generous Sam Walton is.

Contrast and comparison: e.g. the waiter Jamie Beaulieu’s anticipat ion and the reality he later found out form a contrast. It reveals Sam

Walton’s down-home charateristics.

e.g. when retired company president Ferold F. Arend compared

Sam Walton with his previous employer, we appreciate further

Sam Walton’s generosity.

iv T urges Ss to adopt these methods when describing a person.

5. Language points:

1)sleepy: drowsy

2) He imagined what surely awaited: He imagined what he was surely to see.

3)remote: far away in space or time

----The supply of electricity to remote mountainous villages is one of the local development projects in Yunnan province.

4)discount: amount of money which may be taken off the full price

----Traditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.

5)It was nice, but no palace: The house was nice, but not luxurious.

6)Only in America can a billionaire carry on like plain folks…:It is only in America that a billionaire can live in the same way as ordinary people…

only:In writing and formal spee ch, you can put “only”at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be” followed by the subject of the main clause.(i.e.

inversion)

----Only here was it safe to prepare and handle hot drinks.

---- Only then did Peter realize that he still hadn’t phoned his mother.

carry on: behave or conduct oneself in a specific way

----He carries on as if he were a millionaire, spending money left, right and centre.

folk: people in general (you can refer to people as folk or folks)

T asks Ss to make sentence by means of “folk”:

----他们结婚，生子，像其他人一样生活着。

----They got married and had kids and lived like other folks.

Get away with: do sth. wrong or risky without being caught or punished

----they claimed that they knew how to play the system and get away with it.

7)bird dogs: dogs which hunt birds

8)local: of or for a particular place

----The plane was to take off at 6 a.m. and land at 7 a.m. local time.

9)treatment: the way you deal with sb. or behave towards them (followed by of )

----Like everyone else, I resent his cruel treatment of his old father.

10)by/from all accounts: according to what everyone says

----Tom, by all accounts, is a superb teacher.

11)cheerful: (of sb./sth.)

----They are both very cheerful in spite of their colds.

----The kindergarten is bright and cheerful, with plenty of toys.

12)blend in/into: used in the patterns: blend in; blend into sth.; blend in with sth.

----The painter blended in with the crowd at the art sale.

13)throw one’s weight around: behave in an aggressively arrogant way

----Folks don’t like th eir chairman as he always throws his weight around.

14)reserve: a. order or book (a seat, book, room, table, etc.)

----Demand will be huge, so ask your friends to reserve tickets for the concert.

b.keep for a special use ( used in the pattern: be reserved for sb./sth.)

----Some seats on the buses are reserved for the old.

15) “Look, he’s just not that way.”: You see, he is not the sort of person to reserve seats for himself.

16)open up: unlock and open the door so that people can get in

T asks Ss to make sentence by means of “open up”:

----把门打开，不然我就闯进来了。

----Open up, or I break in.

17)It buried the Forbes list at the bottom of page 2.: The Forbes list was arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.

18)headline: the title of a newspaper article, printed above the article in large letters ----The headlines in the newspapers were to please millions of people in China: Beijing to host the 2008 Olympic Games.

19)hold to: keep to

----John holds to his belief that you can be successful as long as you work hard.

20)celebrity: famous person

21) be on the run: continuously active and moving about; try to avoid being captured ----I have been on the run all day and I am exhausted.

22)steer clear of : keep away from

----Children are told to steer clear of troublemakers.

23)But the real story in his mind is…:But what is always on his mind is…

24)make up: constitute

----Women make up mearly 50% of university entrants.

25)liable: be liable to do=be likely to do

----It’s liable to snow heavily tomorrow.

26)lay down: officially establish a rule, or officially state the way in which sth. must be done.

----The school authorities have issued a new booklet laying down regulations for students.

27)loyalty: followed by to

adj.: loyal (be loyal to)

28)cut prices and margins to the bone: reduce prices and margins considerably or dramatically

29)qualify: used in the pattern be qualified for

30)option: a. (in business) an agreement or contract that gives sb. the right to buy or sell sth. such as property or shares at a future date

----stock options

b. sth. you can choose to do

----She has the option of entering graduate school or starting her professional career.

31)and the like: and other things of the same sort

If you mention particular thing s or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.

----Many students are also keeping fit through jogging, aerobics, weight training, and the like.

32)cultivate: a. make a special effort to establish and develop (sth.)

----they encourage students to cultivate special interests in theoretical physics.

b. prepare land and grow crops on it

----They cultivated 500 acres in the suburb.

33)reward:give sth. to (sb.) in return for work or services (used in the pattern: reward sb. for sth. with sth.)

----The officer is to be rewarded for his efforts with promotion to the rank of inspector.

34)…who was stunned at such generosity after the stingy employer he left to join Was-Mart:…who, having left his stingy emplyer to join Wal-Mart, was shocked at such generosity by Walton

35)the way they’re treated:how they’re treated

When “the way”is followed by a defining relative clause, this clause can be either

a “that “clause or a clause beginning with “in which”. For example, you can say

“the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning.

36)deserve: be sth. or have done sth. for which one should receive

----They deserve a better salary for the job they do.

6. Post-reading tasks:

a.T guides Ss through some after-text exercises.

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

c.Ss do Part IV: Theme-Related Language Learning Tasks.

d.T asks Ss to preview the next unit.

Unit Three The Generation Gap

Text A Father Knows Better

I Pre-reading

1.T asks Ss the following questions on the song the Times They Are A-changin’: -----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 (20 minutes)

a.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 sth.

b.Ss form pairs to interview each other. The interviewer must note down the

answers from the interviewee.

c.Some Ss report interview results to class.

3.T may lead in to Text A by saying:

i As we find from our interviews, parents and children do not often see eye to

eye;

ii when parents interfere with their children’s affairs, they believe that they are doing so in the interest of their children;

iii however, the children may not be grateful, as is the case in the play we are

going to study, Father Knows Bette r;

iv when you read on, I want you to bear this in mind: despite their complaints, the Thompson children actually love their father very much;

v do you yourself show similar attitudes towards your own parents?

II Teaching Procedures

1.Main idea of the play:

Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome.

2.Discourse comprehension:

a. A brief introduction to play

i T writes down on the blackboard the major components of a play----

characters, settings, stage directions, language, conflicts, climax, and

theme.

ii Ss identify the characters in this play.

iii Ss complete Text Organization Exercises 1 and 2 to know the structure of this play ( 3 settings, 3 scenes).

iv 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’ movement, gesture, facial expression, tone of voice,

etc.

v 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.

vi T explains the function of conflict------

it is the essence of a play, a clash of actions, ideas, desires or wills;

it may happen in 3 forms: man against man

man against environment

man against himself;

when a conflict develops to the most intensified point, it becomes a

climax.

vi T asks Ss to find out the form(s) of conflict in this play.

b. T tells Ss the differences between a novelist/ short-story writer and a

playwright:

novelist/ short-story writer------can 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.

Playwright------------------------cannot do it as a novelist/ short-story

writer does;

In a play, the audience must conclude by themselves what the theme of

the play is.

c. ?T tells Ss that although a playwright can’t come forward to speak

directly to readers, we may still form a mental picture of what each

character is like.

?Take Part II as an example to discuss the characteristics of Father, Mother, and the children in class by means of posing the following relevant questions:

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

----How many do’s and don’t s did she use? What do they tell about her character?

----On whose side was she, Father’s or the children’s?

----What did Heidi and Sean stage whisper to each other?

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

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

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

?The main characteristics of Father, Mother and the three Thompson children can be seen from the way they speak, their tone of voice, their facial expressions and their actions.

Father--------he shows great respect for Mother.

e.g. 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”;

e.g. although Father was pleased with what he had done

for Diane, he had learned from experience that his efforts

were not always welcome. That was why he could quickly

realize his blunder, as made clear by the sentence “I do?

Yes, yes, I guess I do. I’ve…done it again, haven’t I?’Mother-------in her speech, she uses quite a number of do’s and don’ts, please’s, dear’s, and sweetheart’s;

she is the real head of the Thompson household, giving

out commands to her children as well as her husband. In

most cases, 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 instances 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 Thompson children------respect Mother,

e.g. they often say: “Yes, Mother” and “Sorry,

Mom.”

On the other hand, they are used to Father’s

meddling with their affairs,

e.g. when Sean and Heidi find out that this time

the bad luck has befallen Diane, they can afford

to stand back and poke a few bemused

comments.

But, Diane-------------her feelings are entirely different from other

children.

e.g. she is put on guard when Father tells her “I

have a surprise for you.” Then,

e.g she is embarrassed as Father mentions her

feelings toward young Kyle. Later,

e.g.as Father goes on delaying telling the truth,

she becomes hysterical. Finally,

e.g. when she learns the truth, she loses her

temper.

3.Cultural notes: see page 29-30 of Teacher’s book (family life and part-time job)

https://www.sodocs.net/doc/935207675.html,nguage points of Part I

1)location: a place or position

---- Witnesses showed the police the exact location of the accident.

---- The school is going to move to a new location.

2)Down Right: special term for drama. In this text there are other terms, such as “Down Left”. They refer to different parts of the stage.

3)embarrass: make sb. feel awkward or ashamed

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

adj. embarrassed

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

4)waiting tables: working as a waiter and serve others with food.

5)dumb: (infml)a. foolish

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

b.unable to speak

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

6)in unison: acting in the same way at the same time

---- The children find it difficult to play their instruments in unison.

7)consist of : be made up of

T asks Ss to make sentence by means of “consist of”:

----这个委员会由科学家和工程师组成。

The committee consists of scientists and engineers.

8) a man-to-man talk: a talk that takes place between two men, esp. two men who need to discuss a serious personal matter.

9)…life’s dangerous sea: Here the author uses a metaphor. He compares life to an arduous sea voyage.

10)fade: a. lose color or brightness

----The sunlight gradually faded.

b. disappear slowly

----They watched the mountains fade into the darkness.

11)overall: a. in general (adv.)

----Overall, I like Marie, despite her faults.

b. including everything; total (only before noun)

---- The overall length is 15 feet.

12)trade (sth.) for (sth. else): exchange (sth.) for (sth. else)

----I will trade my stamp collection for your model boat.

13)keep/leave (sb.) in suspense: delay telling (sb.) what they are eager to know

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

14)bet: be sure

----I bet he’ll change his mind again.

15)distract:take (sb.’s attention ) away from sth. esp. for a short time (used in the pattern: distract sb./sth.; distract sb./sth. from)

----A disturbance outside my dormitory distracted my attention.

16)My treat: Here it means that Father is going to invite Dan to dinner and pay for it as a friendly act.

17)Very short with her:If you are “short with sb.”, you speak briefly and rather

大学英语教案unit1 period1-2

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新标准大学英语综合教程2 课后参考翻译第一单元课后翻译：现在中国大学生参加志愿活动已成为常态。他们到社区为老年人服务，到山区助学，举办爱心捐赠活动，或到世博会（World Expo）或奥运会等重要国际活动担任志愿者。参加志愿活动有助于学生获取专业技能，丰富社会经验，提高道德水平。多数大学生都认为参与志愿服务是自己应尽的社会责任和义务，希望能做一些有意义的事情来回报社会，积极推动社会和谐发展。 Volunteering has now become the norm for college students in China. The volunteers may provide community services for senior citizens, support students in mountain areas in education, organize fundraising activities to help those in need, or work for major international projects such as the World Expo and the Olympic Games. Doing volunteer work is a useful way for students to enhance their professional skills and social experience as well as promoting their moral development. The majority of college students believe that it is their duty and obligation to participate in volunteer activities. They hope that they can do something meaningful and promote the development of social harmony. 第二单元课后翻译： “不以物喜，不以己悲”出自北宋文学家范仲淹的名著《岳阳楼记》，意思是凡事都要以一颗平常心看待，不因外部事物的好坏和自己的得失而或喜或悲。它是一种思想境界，体现了中国的传统道家思想，教导人们追求一种淡然(detached) 平静的心态。在物质文明高度发达的今天，保持这样的心态仍显得十分重要。当你拥有了这种心境，生活就会多一些阳光，多一些快乐。 Be not pleased by external gains, nor saddened by personal losses is a statement from the essay Remarks of Yueyang Tower by Fan Zhongyan, a writer of the Northern Song Dynasty. The statement means one should look at and accept things as they are, and remain unbothered by external matters or personal gains or losses. It is a mental outlook that reflects the traditional Taoist ideas of China, instructing people to become calm and detached. Even today, when we have a highly developed material civilization, keeping such a state of mind is still important. When you possess such a state of mind, you will be able to live a brighter and more joyous life. 第三单元课后翻译：

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.

新标准大学英语4 B4U7教案

Unit 7 No Place Like Home (New Standard English, Book 4) Section 1 Lead-in Activity 1 Home on the Range Directions: Listen to the song and fill in the blanks with the missing words. Oh, give me a home where the buffalo roam Where the deer and the antelope play Where seldom is heard a discouraging word And the skies are not cloudy all day Home, home on the range How often at night when the heavens are bright I see the light of those flickering stars Have I laid there amazed and asked, as I gazed If their glory exceeds that of ours Activity 2 Design My Sweet Home Directions: Watch the video. Work in pairs. Imagine your ideal home and discuss the questions. 1 Where in the world would you like to live? --I would like a tropical island –Hai’nan would be s uitable 2 What would it look like from the inside and outside? --Outside: a swimming pool , a big balcony , trees and plants, a blue roof.