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大学英语精读4教案

Unit1 Big Bucks the Easy Way

I. Objectives:

Students are required to be able to

1. grasp the main idea and structure of the text;

2. appreciate the writing skills demonstrated in the text (selection of

details);

3. master the key language points and grammatical structures in the

text;

4. conduct a series of listening, speaking and writing activities related

to the theme of the unit.

II. Key points:

Word-building: the suffix “-ee” and compound nouns (formed from phrasal verbs);

III. Difficulties:

1. Analysis of some complex sentences;

2. To learn to appreciate the writing skills demonstrated in the text; IV. Teaching methods:

1. Blackboard (with detailed explanations and analysis of the text);

2. Discussion (to divide students to several groups to discuss the

advantages and disadvantages college student’s taking a part-time job

V. Teaching-steps:

1. New words and phrases of the text:

To pay much attention to word-building of the key words and make sentences if necessary.

2. Detailed explanations and analysis of the text:

1).Leading-in (warm-up questions):

a. Is there an easy way to make money? If the answer is yes, what is it?

b.Have you ever taken a part-time job to support yourself while studying? Was it easy work?

c. If you were short of cash and had to sell something, what would you sell? Would you sell your books?

2).Give a brief introduction of the general idea of the story told in this text.

3).Ask students to read through the text and then divide the passage into several parts.

4).Learn the passage and give specific analysis and explanations. 3. Exercises related to the text, reading activity and guided writing:

1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations.

2).Basic reading skill----Avoiding V ocalization and Inner Speech

3).Guided writing.

VI. Language points:

1. leisurely, lucrative work:

Work that brings in a lot of money and can be done with ease Leisurely: (moving, acting, or done) without haste

Example:

---When he lived in the country, he used to take a leisurely walk in the woods before supper.

2. …I was comfortably settled in a hotel room…:

…I was placed to rest comfortably in a hotel room…

Settle: place in a comfortable position; arrange to stay or rest in a certain place

Example:

---The baby was comfortably settled in his cradle.

3. …how my day had gone:

…if I had had a good day

4. “Super!” she snapped, “Just super!...”:

The verb “snapped”makes it clear that she was saying this in an ironical tone.

As a matter of fact, her day was just awful.

4. Another truck just pulled up out front:

Another truck just stopped outside in front of our house.

Pull up: come to a stop; bring to a stop

Example:

---Bob was walking along the street when suddenly a car pulled up beside him.

5. The company ahd promised…:

Here, the company refers to the newspaper company that couldn’t produce their paper because of the strike.

6. “Just tell the boys to get busy.”…:

“Just tell them to start working.”…

7. stack: an orderly pile

Example:

---In Prof. Wang’s study you can find stacks of books on the floor.

8. …as if working its way out of the range of the human ear:

…as if (her voice were) rising to such a pitch that it could no longer be heard by the human ear

According to acoustics (the branch of physics that studies sound), the human ear can only hear sounds with frequencies between 16 cps (cycles per second) and 20,000 cps.

9. …but knew better by now than to say so:

…but had more sense by now than to speak the truth

The husband was well aware of his wife’s anger and he didn’t want to make her even angrier by telling her he was enjoying himself far away from home, while she was suffering.

Know better than to: be wise or well-trained enough not to Example:

---You should know better than to play football in the classroom.

10. They’ve been at it for hours:

They’ve been doing it (or busy over it) for many hours.

At: engaged in, busy over

Example:

---Go and see what your mother is at now.

11. …but all this hasn’t made a dent, not a dent, in the situation!: …but all this hasn’t made the slightest change or improvement in the situation!

The word “dent” means “a hollow in a (hard) surface made by a blow or pressure.”

12. I t’s almost as if the inserts keep reproducing themselves:

It seems that instead of being reduced, the inserts are increasing all the time.

13. In mediation, the parties agreed on $2 per hour.:

Through the mediation of a third party (most probably the mother), both sides accepted $2 per hour as the wages of the younger children. Agree on: reach an agreement concerning (sth.); find (sth.) which is mutually acceptable

Example:

Through the mediation of friendly nations the two sides agreed on a ceasefire.

Cf. agree with: share the same view as (sb.); regard with favor or

approval

Example:

---I quite agree with you on this point.

14. shrink: become smaller

Example:

---The vast forests of West Africa have shrunk in the past 20 years. 15. may/might as well: have no strong reason not to

This phrase is used in an informal style to suggest that one should do something because there is nothing better, more interesting, more useful, etc. to do.

There is no real difference between may and might here.

Example:

---Since it’s such a fine day, we might as well go home on foot.

VII. Reference books:

1. Unit1 of College English Book4 (Teacher’s book).

VIII. Homework:

Write a composition about college students’ taking part-time jobs.

Unit2 Deer and the Energy Cycle

I. Objectives:

Students are required to be able to

1. grasp the main idea and structure of the text;

2. appreciate the writing skills demonstrated in the text ;

3. master the key language points and grammatical structures in the text;

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

II. Importance:

Word-building: compound adjective (noun + V-ing) and the prefix “bio-” (life or living organisms);

III. Difficulties:

1. Analysis of some complex sentences;

2. To learn to appreciate the writing skills demonstrated in the text; IV. Teaching methods:

1. Blackboard (with detailed explanations and analysis of the text);

2. Discussion (to divide students to several groups to discuss the shortage of energy and the ways to deal with the problem).

V. Teaching-steps:

1. New words and phrases of the text:

To pay much attention to word-building of the key words and the part of speech, making sentences if necessary.

2. Detailed explanations and analysis of the text:

1). Leading-in (warm-up questions):

a. Do we need to worry about the amount of energy we use?

b. Are there any ways to cut back on energy use?

c. Do you think there is anything we can learn from animals about how best to live our lives?

2). Give a brief introduction of the text.

3). Ask students to read through the text and then divide it into several parts.

4). Learn the passage and give specific analysis and explanations.

3. Exercises related to the text, reading activity and guided writing:

1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations.

2).Basic reading skill----Broadening Eye Span

3).Guided writing.

VI. Language points:

1. Other of a less romantic and more practical turn of mind…: Others who are less romantic and tend to look at things more practically…

Turn of mind: natural tendency, disposition

Example:

---He is a man with a very peculiar turn(=kind) of mind.

2. convert into: change into

Example:

---Coal can be converted into gas by burning.

3. in turn: in due course or succession

Example:

---Theory is based on practice and in turn serves practice.

4. during times of plenty: when food supplies are abundant

Time: (often pl.) periods of time, more or less definite, associated with certain events, circumstances, persons, etc. as in “in ancient times”, “in the times of Confucius”.

Plenty: the state of having a large supply, esp. of the needs of life Example:

---It was an era of peace and plenty.

5. a case in point:

A good example of what is being talked about

Example:

---He is rather selfish. His unwillingness to help his brother is a case in point.

6. meet her body’s needs: satisfy the demands of her body

Meet: satisfy

Example:

---Jim could hardly earn enough to meet the family’s needs.

7. This is good timing: The time is well chosen

Here “this” refers to the female deer’s becoming pregnant in November and giving birth to young in May or June.

8. ample: plentiful, more than enough

Example:

---There’s ample room in the bus for more passengers.

9. draw on: secure fund from; make use of

Example:

---The government decided to draw on its gold reserves to get over the financial crisis.

10. Nature provides a further safeguard to help deer survive the winter: Deer have an other natural means of protection against the threat of the cold winter.

11. Drive only when necessary.:

The United States is called a country on wheels. Before the “energy crisis” of 1973-1974, gasoline was very cheap in the United States and Americans used to drive everywhere, whether it was a coast-to-coast journey or a short trip to the store round the corner. During the “crisis”gasoline was rationed and many people walked, biked or skated to work.

12. …turn the thermostat on your furnace down:

The thermostat is an automatic device for regulating temperature and the furnace referred to here is an appliance used to heat a house. When the temperature goes up or goes down to certain degrees, the thermostat will open or close an electric circuit automatically, by which the furnace is made to work or stop working. By turning the thermostat on on e’s furnace down, say, to 19℃for heating instead of the normal 22℃, one can save electricity (energy) and money as well.

13. pull through: survive or help (sb.) to survive a period of danger or crisis

Example:

---Please don’t worry about your mother’s illness. The doctors will pull her through.

VII. Reference books:

Unit2 of College English Book4 (Teacher’s book).

VIII. Homework:

Translation ( Exercise18 on page35)

Unit5 To Lie or Not to Lie-The Doctor’s Dilemma

I. Objectives:

Students are required to be able to

1. grasp the main idea and structure of the text;

2. appreciate the writing skills demonstrated in the text ;

3. master the key language points and grammatical structures in the text;

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

II. Importance:

Word-building: suffixes “–ary” and “-ory” to form adjectives;

n+adj.= compound adjectives

III. Difficulties:

1. Analysis of some complex sentences;

2. To learn to appreciate the writing skills demonstrated in the text; IV. Teaching methods:

1. Blackboard (with detailed explanations and analysis of the text);

2. Discussion (to divide students to several g roups to discuss “To lie

or not to lie?”).Topic: If a person is incurably ill or dying, do you think the doctor should tell him the truth or not? Give your reasons.

V. Teaching-steps:

1. New words and phrases of the text:

To pay much attention to word-building of the key words and the part of speech, making sentences if necessary.

2. Detailed explanations and analysis of the text:

1). Leading-in (warm-up questions):

a. Is it ever right to tell a lie?

b. Do you always want to be told the truth, no matter how unpleasant?

c. Are there any circumstances in which it is acceptable for a doctor to tell a lie?

2). Give a brief introduction of the text.

3). Ask students to read through the text and then divide it into several parts.

4). Learn the passage and give specific analysis and explanations.

3. Exercises related to the text, reading activity and guided writing:

1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations.

2).Basic reading skill----Distinguishing Fact from Opinion (1)

3).Guided writing (Try to write out concluding sentences)

VI. Language points and text analysis

1. dilemma n. 窘境，进退两难

e.g. Mary was in a dilemma as to whether to go to the party or stay at home to prepare for next week’s exams.

He was faced with the dilemma of whether or not to go back Russia.

?be in a dilemma: 处于进退两难之境地

?put … into a dilemma: 使…处于进退维谷之境地

2. conceal vt. 隐瞒

e.g. She concealed her fear from the young members of the family.

?I knew at once that the doctor was concealing something from me.

?Note: conceal … from …

3. lines (of work): 行业

e.g. Nancy has been in the line of public relations for more than 5 years.

?Janet hasn’t made up her mind about which line o f work to select; she is equally qualified to be a teacher or a journalist.

4. dwarf n. 矮子；矮小的动(植)物

e.g. The dwarf sees farther than the giant, when he has the giant’s shoulders to mount on.

?They are dwarfs beside Shakespeare.

dwarf vt. 使矮小，使相形见绌

e.g. The newly-built 40-story hotel dwarfs all the other buildings nearby.

?The brilliance of his poetry dwarfed the accomplishments of his contemporaries.

5. brutal a. very cruel 残忍的；蛮横的

e.g. The captain was a brutal man and everyone was afraid of his brutal behavior.

?We have to face the brutal fact that Jim is going to die very soon.

6. uphold vt. 支撑；维护

e.g. The law upholds everybody’s right to be fairly treated.

?They are trying their best to uphold traditional moral values.

7. corruption n. 腐化；道德败坏

?e.g. The President pledged to fight government corruption.

8. confront vt. face (勇敢地)面对；对抗

e.g. We are confronting some complicated problems now.

?He was well aware that he was confronting serious opposition from his opponents within the party.

?Note: confront sb. with …

?be confronted with

9. at times: sometimes; once in a while 间或，偶尔

e.g. We have noodles for lunch at times.

?As my father is getting on in years, he gets very sleepy at times.

10.in ne’s eyes: 在某人眼里，在某人看来

?e.g. Tony is over 30 now, but in the eyes of his parents, he is still a child.

?In the eyes of the law, it is theft to take anything that does not belong to you. ( according to … )

11. utter vt. 发出；说；讲；表达

e.g. When the danger was over, she uttered a sigh of relie

?He uttered a cry of fear when the dog suddenly charged at him.

12. distort vt. 歪曲

?e.g. You’ve distorted what I said.

?The newspaper gave a distorted account of what had happened.

13. grave a. serious 严重的；严肃的

?e.g. The doctor has told us that Peter’s condition is very grave and he will probably die.

?The doctor’s face was grave when he told us the news.

14. document vt. 用文件证明

e.g. Can you document your theory with facts?

?The lawyer gathered enough evidence to document the charges.

15. contrary to: 与…相反

e.g. Everything he has done is contrary to what he said he would do.

?Contrary to popular belief, the desert can be a beautiful place.

16. betray vt. 背叛

?e.g. The public felt betrayed when the President went back on his promise not to raise taxes.

?Who could have thought that he had betrayed his best friend to the enemy?

17. convey vt. 转达，传达(思想、感情等)

?e.g. I can’t convey my feeling in words.

?This picture will convey to you some idea of the beauty of the West Lake.

?Please convey my best wishes to your parents.

18. tolerate vt. 容忍

?Note: tolerance n. 容忍，宽容

?tolerant a. 能容忍的，宽容的，含有主动的意味

?tolerable a. 可容忍的，过得去的，含有被动的意味

e.g. The ability to tolerate pain varies from person to person.

?The workers said they couldn’t tolerate the poor working conditions any longer.

考题：

?Some old people don’t like pop songs because they can’t _____ so much noise.

?a. resist b. sustain

?c. tolerate d. undergo

?Answer: c.

?resist: 抵抗，对抗；sustain: 支撑，承受得起；维持；undergo: 经历，遭受

cf.

?1) bear: “忍受”，常带有原来“负担”的含义，强调忍受者的“坚忍”。(bear the disease / torture)

?2) stand: 与bear大致同义，多用于口语中，常以否定形式，在肯定语里具有比bear 更强的正面意味，即“不屈不挠”或“经受得起”。

?e.g. I can’t stand (bear) this heat. 我真受不了这个热。

?He successfully stood the severe test. 他胜利地经受了那次严峻的考验。

cf.

?3) endure: 侧重折磨或不愉快的长期性

?4) tolerate: 容忍，语气较以上几个词弱，所容忍的现象（人或物）

一般不是给主语直接带来强烈苦难

?5) put up with: 可看作一个普通及物动词，与tolerate 意义较近，

有“宽容”、“不计较”、“将就”等含义

19. advocate n. 拥护者，倡导者

?e.g. Prof. Li is a passionate advocate of socialist market economy.

?They are strong advocates of women’s rights.

?Note: advocate vt.

20. render vt. make; cause to become 使得；使变为

?e.g. The shock of her husband’s death rendered her completely unable to work.

?If you introduce too many complicated rules you will render the system unworkable.

?Note: render + n. + adj.

21. informed a. 了解情况的；有见识的

e.g. The bank manager should be able to give you his informed opinion about the state of your business.

?An informed guess at his personal wealth was $ 200 million.

22. befall vt. happen to 降临到…头上；发生于

?e.g. She feared that some terrible accident had befallen him.

?Bad luck befell the team throughout the game so that they eventually lost.

23. keep / leave in the dark: 把某人蒙在鼓里，不让某人知道，对某事毫不知情

e.g. Peter kept his parents in the dark about his bad examination results.

?He said nothing, leaving me in the dark about his plans.

24. integrity n. honesty, uprightness 诚实，正直；完整

e.g. His integrity prevents him from doing anything wrong.

?The integrity of the judge is unquestionable.

25. in the long run: 从长远的观点看；最终

?e.g. You may make good grades by studying only before examinations, but you will succeed in the long run only by studying hard every day.

?It pays in the long run to buy goods of high quality.

26. injure vt.

?hurt or wound (sb. , part of the boday, etc.) ; harm or damage (sb.’s feeling of pride, reputation, etc.) 伤害，受伤

?1) injure: 指广义的“损害”，在用于“受伤”时，着重指容貌、机能等的损坏。e.g. ~ his reputation

?2) hurt: 可以指精神上或肉体上的“伤害”。含有较强烈的“疼痛”意味。

?e.g. He fell and hurt his arm.

cf.

3) wound: 指用外界暴力引起身体“创伤”，特指战争或其他灾害中受伤。

4) 身体内部的受伤不能用wound.

5) hurt 的过去分词通常只能用作表语；injured 和wounded 可以作表语，也可以作定语。

6) hurt 可作为不及物动词，表示“疼”、“难受”；其他两个词不能。

?e.g. My right foot hurts.

27. arise vi. 出现，产生，呈现

e.g. The question then arises as to what we are going to do once we get the equipment.

?At a later stage there arose new problems which were even harder to solve.

?Note: arise from: result from 由…产生，由…引起，起源于

考题：

?A completely new situation will ____ when the examination system comes into existence.

?a. arise b. rise

?c. raise d. arouse

?Answer: a.

?译文：这种考试制度一旦产生将会出现一个崭新的局面。

?rise: 上升；raise: 提高；arouse: 激发

28. alternative n. 抉择；可供选择的东西

?e.g. As Bob would no accept the salary I could offer, I have no alternative but to give the job to someone else.

?There are three alternatives for his treatment and most doctors are for the first one.

?Note: alter v.

29. go to great lengths: 不遗余力，竭尽全力

?e.g. He went to great lengths to prove to his girlfriend that he had earned his success by hard work.

?He’ll go to all / any lengths to get his child back from his ex-wife.

30. refrain from: 忍住；抑制，制止；戒除

e.g. You must refrain from eating too much.

?He could hardly refrain from laughing on hearing my joke.

31. object vi. 反对，不赞成

?e.g. Do you think Mom would object if I take a part-time job as a salesman?

?Robert objected to being treated like a child.

?Note: object to: be opposed to 反对

?objection n.

?objective a. & n. 客观的；真实的；目标的；目标，目的

32. take a stand: 表明立场、意见等

?e.g. Many students take a strong stand against cheating on exams.

?I think everyone should take a stand on such an issue.

?If you want my vote, you’ll have to take a firm stand on the question of East-West relations.

?Note: take a stand against / for sth.

33. debate vt. 辩论

e.g. They debated the question for at least five hours before taking a vote.

The United Nations Security Council will debate the issue tomorrow. VII. Reference books:

Unit5 of College English Book4 (Teacher’s book).

VIII. Homework:

Exercises on page113-120

Unit6 How to Mark a Book

I. Objectives:

Students are required to be able to

1. grasp the main idea and structure of the text;

2. appreciate the writing skills demonstrated in the text (coherence, taking examples);

3. master the key language points and grammatical structures in the text;

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

II. Importance:

Word-building: loan words (caviar, etc.);

III. Difficulties:

1. Analysis of some complex sentences;

2. To learn to appreciate the writing skills demonstrated in the text; IV. Teaching methods:

1. Blackboard (with detailed explanations and analysis of the text);

2. Talk (to divide students to several groups to tell their reading habits)

V. Teaching-steps:

1. New words and phrases of the text:

To pay much attention to word-building of the key words and make sentences if necessary.

2. Detailed explanations and analysis of the text):

1).Leading-in (warm-up questions):

a. What does it mean to read actively?

b. Do you ever mark your books?

c. What do you think when you read a book that others have written on?

2).Give a brief introduction of the general idea of the story told in this text.

3).Ask students to read through the passage and then divide the passage to several parts.

4).Learn the passage and give specific analysis and explanations.

3. Exercises related to the text, reading activity and guided writing:

1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations.

2).Basic reading skill----Distinguishing Fact from Opinion (2)

3).Guided writing.

VI. Language points:

1. …you have to read “between the lines” to get the most out of anything:

…while reading you must look for what is implied if you want to get the greatest benefit from any reading material

Read between the lines: look for what is implied or suggested, but not actually stated

Example:

---My son wrote that he liked his college life very much, but I could read between the lines that he was homesick.

2. mark up a book: make symbolic marks in a book for the purpose of comment, emphasis, etc.

3. If you decide that I am right about the usefulness of marking books …:

If one conclude that I am correct in saying that it’s useful to mark

books…

When you decide that something is true, you come to this conclusion after considering the evidence.

Example:

---After the interview, the manager decided that the young man was the right person for the job.

4. There are two ways in which one can own a book. The first is the property right you establish by paying for it, just as you pay for clothes and furniture. But this act of purchase is only the prelude to possession. Full ownership comes …:

If one buy a book, the becomes its owner. In other words, he has established the property right over the book by paying for it. This is the usual meaning of ownership. This author proposes a second meaning, what he calls “full” ownership. Buying a book is not enough to “ fully”own it, he argues. One has to read it carefully to make it fully his.

5. transfer: take or remove from one person or place to another Examples:

---That world-famous soccer star has been transferred from a Spanish club to an Italian one.

6. But you do not own the beefsteak in the most important sense until you consume it and get it into your blood stream:

But you do not really possess the beefsteak until you eat it and digest it. Here “the most important sense”refers to the second meaning of ownership introduced by the author, the idea that something becomes completely yours only when it becomes part of you, whether it’s the food you eat or the book you read.

7. absorb: take in (a liquid, knowledge, ideas, etc.)

Example:

---White surfaces do not absorb much heat or light. Instead, they reflect rays of heat and light which strike them.

8. dip into: read here and there in ( a book or magazine); browse Example:

---He usually dips into a book before deciding whether to read it or not.

9. Its soul, so to speak, is inseparable from its body:

As one might say, the soul of a painting or a statue cannot be separated from its body.

Here the author means that if you mark up a painting or a statue, you will destroy its integrated beauty. The soul of a painting or a statue is

the intrinsic value of the piece of art while its body is the form it takes. So to speak: in one sense; in a manner of speaking; as we might say Example:

---The young man often makes good suggestions to the manager and is, so to speak, the brains of the plant.

10. You can’t let your eyes glide across the lines of a book and come up with an understanding of what you have read:

If you move your eyes very quickly across the lines of a book, you can’t get a understanding of what you have read.

…not…and…: if…, (then) …not…

Example:

---You can’t eat your cake and have it.

11. You have to reach for them:

You have to make a great effort to understand the ideas of John Dewey.

12. He also has the hardest schedule of business activities of any man I know:

He is also the busiest man I know.

13. …brings words and sentences more sharply before your mind: …makes words and sentences appear more clearly before your mind; gives you a better idea of what the author says

14. naturally, you’ll have the proper humility as you approach him: …as might be expected, you’ll show the rith modesty when you go up to them to start a conversation, i.e. when you begin to read their books. “Naturally” is used in this sentence to indicate that what the author is mentioning is very obvious and not at all surprising in the circumstances.

More example:

---When things go wrong, all of us naturally feel disappointed and frustrated.

15. learning doesn’t consist in being an empty receptacle:

If you just receive things like an empty container, you can’t get any real learning ; one who passively receives knowledge cannot expect to really learn anything.

Consist in: be found in; be contained in; lie in

Example:

---Education doesn’t consist simply in learning a lot of facts.

16. emphasize: give special or additional importance to (sth.) Example:

---In her first lecture, Miss Smith, our English teacher, emphasized the need for us to use English when talking to each other.

17. be relevant to: be connected with what is being discussed Example:

---The judge ruled that the evidence was not relevant (irrelevant) to the case.

VI. Reference books:

Unit6 of College English Book4 (Teacher’s book).

VII. Homework:

Find a book to read and mark it in the way the author suggested in this text.

Unit7 The Luncheon

I. Objectives:

Students are required to be able to

1. grasp the main idea and structure of the text;

2. appreciate the writing skills (selection of details);

3. master the key language points and grammatical structures in the text;

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

II. Importance:

Word-building: the suffix “-ful”(the amount or number that will fill);

III. Difficulties:

1. Analysis of some complex sentences;

2. To learn the writing skills stated in the text.

IV. Teaching methods:

1. Multi-media (display a segment of light film)

2. Blackboard (with detailed explanations and analysis of the text); V. Teaching-steps:

1. New words and phrases of the text:

To pay much attention to word-building of the key words and make sentences if necessary.

2. Detailed explanations and analysis of the text:

1).Leading-in (warm-up questions):

a. Which is the restaurant you would most like to be invited to?

b. When handed the menu by your host, do you hesitate to choose expensive dishes or just pick whatever you like?

c. When a man and a woman go out for a meal together, should the man always pay?

2).Give a brief introduction of the general idea of the drama.

3).Ask students to read through the story, and then divide the passage into several parts.

4).Appreciate the drama and give analysis and explanations.

3. Exercises related to the text, reading activity and guided writing: 1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations.

2).Basic reading skill----Making Sound Judgments (1)

3).Guided writing.

VI. Language points:

1. I caught sight of her at the play:

I saw her unexpectedly while watching the performance of a play at a theatre.

2. in answer to her beckoning:

In response to her gesture asking me to walk over

In answer to: in response to; as an answer to

Example:

---The doctor came at once in answer to my telephone call.

3. We’re none of us getting any younger:

We’re both getting old.

It is and expression used between older people to express regret that they are no longer as young as they used to be, e.g.,

---“ Years ago I was able to run then miles. But not now!”

4. Did I remember?:

This is a rhetorical question, a question asked for the sake of effect, no answer being needed or expected. Here it is asked to emphasize that the author has every reason to remember the lunch very well indeed.

5. chat: an informal friendly conversation

Example:

---Drop in for a chat if you have an hour to spare this evening.

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UNIT 10 Profits Of Praise Teaching Time: 8 hours Students’level: non-English majors of the second semester of the 1st year. Teaching Objectives: 1.To shed new light on the positive effect of praise that not only brings joy into other people’s lives, but also, very often, adds happiness into our own. 1)To remember that “praise produces far better results than criticism”; 2)To get rid of the habit of being "ready to criticize but reluctant to praise"; 3)To develop the habit of being alert to the small excellencies around us". 2. About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section. Words: alert, apply, appreciate, comment, constructive, convey, critical, criticize, discourage, dozen，drown，earn, load, reluctant, routine，scold, somehow, profit, quit Phrases & Expressions: make out, only too, no much of a, fish out, shrug off, pass on, live on Grammar: instead of, it is that... 3. About reading, Ss review the skills of reading.

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