新视野大学英语

新视野大学英语Ⅳ

讲稿

教学单位 外语教学部 教 研 室 外语第一教研室 课程名称 大学英语Ⅳ 授课对象 大学本科 主讲教师 董海楠 使用教材 新视野大学英语

Unit 1

I. Section A: The Tail of Fame

1. Teaching Objectives:

? To know the meaning and usage of some important words, phrases and patterns ? To be familiar with the writing skills of the text and make use of it in writing ? To improve Ss‘ reading skills by studying section B To respond and cooperate with classmates willingly ? To participate actively

To read sentences and texts with proper intonation ? To 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)

rd

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

Post-reading activities (comprehension questions; exercises) 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

Section B(1period):

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 privacy; 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.

Arguementation: Chasing fame may incur self-destruction (para.1) Some negative effects in chasing fame (paras.2-5) Take Oscar Wild‘s the famous people themselves (para. 6) The greatest winners Enumerate examples of the conquest many failures may come before final success. (para. 8) example to illustrate might initially fail in famous people to expound are hard to be true to of fame. (para. 7) Conclusion : the author‘s advice on chasing fame. (para. 9)

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 understanding 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 period 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 poison 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. http://www.wwenglish.com/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 lest enquire amuse relief furnish melt meanwhile intent initiative restore induce obligation behave glue deposit cool off pen up be good for on credit wipe away keep one‘s word melt away shrug off hold up pave the way for open the door to enquire into 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 task-based method.

Unit 2

I. Section A: Charlie Chaplin

1. Teaching Objectives: ? To know the meaning and usage of some important words, phrases and patterns ? To be familiar with the writing skills of the text and make use of it in writing ? To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly ? To participate actively

To read sentences and texts with proper intonation ? To 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)

rd

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

Post-reading activities (comprehension questions; exercises) 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

Section B(1period):

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. http://www.mtime.com 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.

Charlie Chaplin?s artistic achievement (Paras.3-6): Charlie Chaplin‘s huge success with his tramp (Para.3) Charlie Chaplin‘s success with sound movies (Para.4) Charlie Chaplin‘s secret of great comedy (Para.5-6)

Charlie Chaplin?s emotional life (Paras.7-8): Charlie Chaplin‘s emotional collision (Para.7) Charlie Chaplin‘s stable and happy life in his later years (Para.8)

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: Incidents after Charlie Chaplin?s death . (Para. 9 ) Purpose: Train the Ss‘ ability of understanding 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 convert 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 Chaplin‘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. http://www.wwenglish.com/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. http://travel.bowenwang.com.cn/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 colleague ridiculous assembly substantial scandal earnest refresh have/gain the upper hand make up in/by contrast deliver the goods 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 task-based method.

Unit 4

I. Section A: The Telecommunications Revolution

1. Teaching Objectives: ? To know the meaning and usage of some important words, phrases and patterns ? To be familiar with the writing skills of the text and make use of it in writing ? To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly ? To participate actively

To read sentences and texts with proper intonation ? To 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)

rd

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

Post-reading activities (comprehension questions; exercises) 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

Section B(1period):

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? 6. How about Hungary?

7. How about Latin America? 8. How about Thailand? 9. How about Vietnam? Backgronf information:

Information and Communication Technologies (ICT) is an umbrella term that covers all advanced technologies in manipulating and communicating information. The term is sometimes used in preference to Information Technology (IT), particularly on these two communities: education and government. The common usage ICT is

synonymous assumed the fact that IT or ICT encompasses all mediums, to record information (magnetic disk/tape, optical disks (CD/DVD), flash memory etc. and arguably also paper records); technology for broadcasting information - radio, television; and technology for communicating through voice and sound or images - microphone, camera, loudspeaker, telephone to cellular phones. It includes the wide varieties of computing hardware (PCs, servers, mainframes, networked storage). Rapidly it develops personal hardware market the comprises mobile phones, personal devices, (MP3, MP4, MP5 and MP6) players, and so much more. The full gamut of this application software, from the smallest home-developed spreadsheet to the largest enterprise packages and online software services; and the hardware and software needed to operate networks for transmission of information, again ranging from a home network to the largest global private networks operated by major commercial enterprises and, of course, the Internet. Thus, \broadcasting and wireless mobile telecommunications are included.

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.

Text Structure Analysis

Introduction → question → sample solutions → conclusion

Part I (Paras.1-2 ):Introduction: the advantages of telecommunications technologies.

Part II (Para. 3 ): Question: How fast to develop telecommunications technologies in developing countries?

Part III (Paras.4-10) Sample solutions: Six countries and regions are working hard to realize telecommunications transformation.

Part IV (Para. 11): Conclusion: Developing countries can catch up with Americans and Western Europeans if they persist.

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 understanding and using foreign language.

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

4) condense

Steam condenses into water into water when it cools. 蒸汽冷却时凝结为水。 The ariticle was condensed into just two pages. 这篇文章被减缩成两页。 2）intensive

make an intensive study of sth. 对某事进行深入的研究

intensive reading 精读

intensive farming 细耕农业, 集约农业 3) be stuck with

I was stuck with him for the whole journey. 整个路上我一直没能摆脱他。 14) A matter of sth

I can‘t say which movie is best ---- it‘s a matter of personal taste. 15) Weigh

You must wiegh up the pros and cons. 你必须权衡利弊。

I weighed the benefits of plan against the risks involved. 我认真地考虑了这个计划的优点和有关的风险。 16) disposal

The safe disposal of nuclear waste is a major problem. at one’s disposal 供任意使用 17) persist

persist in the study of English 坚持学习英语

On the top of very high montains snow persists thronghout the year. 高山顶上, 积雪终年不化。

3.2 While-reading Activities

Step 6. Intensive reading

1. It may take a decade for many countries in Asia, Latin America, and Eastern Europe to improve transportation, power supplies, and other utilities.

It takes+(sb.) + 时间/条件 + to do 需要花费??做

It would take a strong man lift that weight. 身强力壮的人才能举得起那么重的东西。

2. Still, there is little dispute that communications will be a key factor separating the winners from the losers. there is little dispute that… 毋庸争辩的是??

There is little dispute that advanced knowledge can lend wings to their rise in life. 毋庸争辩的是, 先进的知识将给他们的腾飞插上翅膀。

3. That’s partly because Latin American customers talk two to four times as long on the phone as people in North America.

… times as … as … 是??的??倍

This book is three times as long as the length of that one.

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 about the life living broad 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 comparision.

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

Writing: Topic: travel by air vs. travel by train

Pre-view Section B

II. Section B The Information Superhighway

Teaching Procedures:

1. Reading Skills

Reading for the main Idea in a paragraph

Every paragraph has a main idea which is the most important information the author wants you to know about the concept of that paragraph.

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.

Ss practise the skill by doing the exercise on page 97-100.

2. Passage Reading

2.1 Lead-in and preparation for reading 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.1-3

1. What kind of benefits will the information superhighway bring to us? Para.5-6

2. What does the superhighway refer to ? 3. What is the transmission of data compared to ? Para7-9

4. What advantages does the superhighway have over the internet according to the text ? Para.10-15

5. What is the peoblem of the development of information superhighway in the US? 6. Why do the poor people need to have access to high technology? Para.16

7. What is the conclusion of the writer?

2.3 Difficult Sentences

1. The superhighway refers to the union of today‘s broadcasting, cable, video, telephone, and computer and semiconductor industries into one large all-connected industry.

…refer to… ……指的是……

The term ―arts‖ usually refers to humanities and social sciences. ―文科‖这个词通常指人文和社会科学。 2. …—hence, the information superhighway.

He‘s an extremely private person; hence his reluctance to give interviews. 他是一个很孤僻的人，因此不愿意接受采访。

2.4 Key Words and Expressions Sign up differ on/about transmit specialize in come up with Crucial fall behind insure take steps to do sth

3. Assignment Timed reading

Speed Reading unit 4

Do the exercises about vocabulary and phrases Ss learnt in unit 4. Comprehensive exercise

T checks on Ss‘ exercises on pages 89-96.

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 task-based method.

Unit 5

I. Section A: Choose to Be Alone on Purpose

1. Teaching Objectives: ? ? ? ?

To know the meaning and usage of some important words, phrases and patterns To be familiar with the writing skills of the text and make use of it in writing To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly To participate actively

To read sentences and texts with proper intonation ?

To write smoothly and legibly

2. Time Allotment: Section A (3 periods):

Pre-reading activities——theme-related questions for warming up

While-reading activities——cultural notes; useful words and expressions; difficult sentences

While-reading activities ——text structure; main ideas Post-reading activities ——comprehension questions; exercises

Section B(1 period):

Practice of the reading skill ——Predicting the writer‘s ideas

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

Step 3. Lead-in and preparation for reading

Show the Ss some questions and let them talk to each other about the topic on the screen. 1. Why is loneliness called a national disease of the US? 2.Why do poets and philosophers like solitude?

3. How will the temporary absence of friends affect a person? 4. Why is it important for a person living alone to talk to others? 5. How is a solitary man advised to enjoy life?

Purpose: Arouse the students‘ interest of study. Bring in new subject: Choose to Be Alone on Purpose.

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

approach, audio-visual method and audio-lingual 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.

Text Structure Analysis

The passage focuses on a social phenomenon---choosing to be alone on purpose. The passage falls into four parts. The author begins with the brief description of being alone in USA. Next, two different views on solitude are presented. Then, three examples are given to illustrate why and how some personages choose to live in solitude. Finally, the author gives comments and advice on living in solitude.

Part I (Para.1): The phenomenon of living alone: As a social trend, lots of people are living alone. Part II (Para.2): two different views on living alone:Loneliness: a sort of social disease but a characteristic of an American hero.

Part III (Para.3~10): Who prefers living alone: poets & philosophers prefer living alone. Part IV (Para. 11~16): The author‘s comments and advice on living in solitude

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 understanding and using foreign language.

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

response method.

1) humble

The young man‘s humble behavior made a favorable impression on the boss. (having a modest opinion of oneself;

not proud)

这个年轻人谦恭的举止给老板留下了很好的印象。

a man of humble birth / origin (not great or important) 出身低微的人

2）speak highly of: express a good opinion of someone or something

The students speak highly of the new teacher. 学生对新来的老师评价很高。

Compare: speak ill / well of: express a bad / good opinion of someone or something 3) back up:

Traffic during the peak hours tends to back up. (cause to block up) 上下班高峰期往往会塞车。

He backed me up whole-heartedly as he always did. (support someone, esp. in an argument) 他一如既往地全心全意地支持我。 4）at length

We have already discussed this matter at great length .(for a long time and in great detail) 我们已经失分详尽地讨论了这个问题。

―I‘m unable to give you a definite answer at the moment,‖ he said at length. (after a long time) 5) settle down

It always takes the class a while to settle down at the start of the lesson. 他们打算成家，安定下来。

They decide to get married and settle down.

6) might as well：do something because it seems best in the circumstances, though often reluctantly

Since you are here, you might as well stay. 你既然来了，就不妨呆在这儿吧。 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）Loneliness may be a sort of national disease here, and it?s more embarrassing for us to admit than any other sin.

(Para. 2)

Meaning: Loneliness is a kind of typical American illness, and Americans feel more embarrassed to admit this than any

other problem.

Here the word ―disease‖ is used figuratively, meaning something unpleasant, usually one tht a group of people have. 2) No doubt about it, solitude is improved by being voluntary. (Para. 5)

Meaning: Undoubtedly, one can find pleasure in living alone if they choose it according to their own free will. 3) The American high priest of solitude was Thoreau. (Para. 7) Meaning: The representative figure of the solitary way of life is Thoreau. A ―high priest‖ is a person who has a leadership position in a certain field. 4) Thoreau had his own self-important for company.

Meaning: Thoreau‘s life was self-content; he enjoys being alone.

5) Those absent will be back. Their waterproof winter coats are in the closet and the dog keeps watching for them at the window. (Para. 11)

Meaning: Those who are staying away from you will be back. They have their winter coats kept in the closet and even the dog keeps watching at the window for their coming back.

Note that “-proof” is a suffix used with some nouns for describing something that will provide protection against the

damaging effect of something else. For example:

bulletproof 防弹的; soundproof 隔音的; fireproof 防火的

6) After all, here we are. It may not be where we expected to be. But for the time being we might as well call it home Anyway, there is no place like home. (Para. 16)

Meaning: We may not be content with the condition we are now in, but at present there is no harm in calling the place

where we now live home.

after all: in spite of what has been said, done or expected

After all, you are young and there is a lot more of life yet to come. 毕竟你还年轻，生活的道路还长着呢。 After all money is not everything. The richest people are not necessarily happiest. for the time being: for a short period of time from now, but not permanently They will take no action for the time being. 他们暂时还不会采取行动。

Typical patterns:

1) not / never so … as

The young girl is not so innocent as she appears.

Men are never so peaceful, so harmonious with each other as they are now. 2) might as well do something

Since you are here, you might as well stay. 你既然来了，就不妨呆在这儿吧。 While you live alone, you can do whatever you like. We might as well call it freedom.

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 Questions for discussion:

1) Discuss the advantages and disadvantages of solitude or living alone. 2) Do you have the moments when you feel solitude is the best companion? 3) Do you think solitude can give rise to inspiration? Give your reasons.

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. Assignment

Review the key points of Section A Finish online homework Preview Section B Step 9 Assessment

Write a composition of comparison of no less than 120 words on the following topic. Topic: People living alone on purpose and people who have to live alone Comparing points: 1. People living alone: reasons for preferring living representatives

2. People who are forced to live alone various reasons having no one to talk to

II. Section B Roommate Conflicts

Teaching Procedures: 1. Reading Skills

Predicting the writer‘s ideas

To make predictions of the writer‘s next point is an important skill in active reading. Although we may not be able to predict every detail and although a writer may surprise us with unexpected ideas, we can often anticipate the general direction the writer is going. Making predictions while you read keeps your mind alert; it is a way to double-check your comprehension of what you‘ve read so far, and it can be a great aid to understand what comes next.

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 (Predicting the writer‘s ideas). Ss practice the skill by answering the questions inserted in the text .

2. Passage Reading (Roommate Conflicts)

2.1 Lead-in and preparation for reading

Ask Ss to talk about their roommates‘ habits, personalities, interests etc and see if there exists any conflict between them. If yes, what causes the conflicts and how to remove the conflicts and live together harmoniously.

Purpose: Arouse the students‘ interest of study. Bring in new subject: Roommate conflicts

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach,

communicative approach, audio-lingual method, and total physical response method.

2.2 Comprehension Questions

Read the passage as quickly as they can and finish the comprehension questions on Page 128. 2.3 Difficult Sentences

1) She and her roommate silently warred over matters ranging from when the lights should be turned off to how the furniture should be arranged. (Para. 1)

Meaning: She and her roommate fought secretly /without speaking out with each other about some small and unimportant matters such as when the lights should be turned off and how the furniture should be arranged.

2) Many schools have started conflict resolution programs to calm tensions that otherwise can build up like a volcano preparing to explode, ultimately resulting in physical violence. (Para. 7)

Meaning: Many schools have started conflict resolution programs to ease up the anxiety and hostility between students rooming together; if the tense feelings are not controlled, they can accumulate and are ready to erupt at any time like a volcano, even leading to body injury in the end.

3) \(Para. 9)

Meaning: \dorm building bet on when we would start fighting with each other,\

2.4 Key Words and Expressions

1) strike out: start doing something new or living by oneself I knew it was time I struck out on my own.

John was determined to strike ou by doing part-time jobs.

2) give up on sb.: stop hoping that someone or something will change, improve, etc. His parents seem to have given up on him.

I gave up on arguing with him. It just wasn‘t making any difference to the solution of the problem. 3) tear apart: cause serious arguments in an organization, group, etc. Different interests and personalities tore the couple apart. Racial conflict is tearing that country apart.

4) resort to sth / doing sth: make use of something or doing something, often something unpleasant or unpopular, to gain an

advantage, often when everything else failed He resorted to stealing when his money ran out.

There are hopes that the conflict can be resolved without resort to violence. 5) head off: prevent something from happening You will head a cold off by doing regular exercises.

The young man tried to head off awkward questions about his past.

3) Before being allowed to leave the police for medical reasons, they lost between them 12,000 days on sick leave: the equivalent of 50 police officers off the street for a full year. (Para. 7)

Meaning: Before they retired early for medical reasons, totally they have been on sick leave for 12,000 days, which is equal to 50 police officers' working time for a full year.

4) I have lost count of the times we have been filming police officers on the street when local residents have come up to us and told us... (Para. 13)

Meaning: I don't remember how many times local residents came to tell us… when we were making movies of police stories on the street.

2.4 Key Words and Expressions

1) crop up: appear or happen suddenly or unexpectedly

I‘ll take her place today – something‘s cropped up at her home. Problems will crop up and hit you before you are ready. 2) for real: really; seriously I‘ll do it for real, right now.

After the trial period of three months, he got the position he longed for for real. 3) nothing (…) more than

这非常有趣，可是恐怕这只不过是一场表演而已。

This is very interesting, but I‘m afraid that it is nothing more than a performance.

4) (be/come) up to scratch / (bring sb/sth) up to scratch: good enough for a particular standard 他的工作根本达不到要求。 His work simply isn‘t up to scratch. 她的发音不够标准。

Her pronunciation isn‘t up to scratch.

5) be on the wrong end of: suffer the bad effects of

This is a year for change, that‘s clear. And we‘re on the wrong end of change this year. He once again on the wrong end of losing the game for his lack of self-confidence.. 6) throw up: produce sth. new or unexpected

It wasn‘t a long meeting, but it did throw up some interesting suggestions. 这味道使我想呕吐。

The smell made me want to throw up.

7) lose count (of sth): used for emphasizing something that has happened many times She had lost count of the number of times she‘d told him to be careful. The little boy had lost count of the awards he was given for his good deeds. 8) There is no point (in) doing sth.: There is no sense (in) doing sth.

There is no point (in) crying over spilt milk---we‘ve got to decide what to do next. There is no point (in) getting angry. 3. Assignment

Do the exercises about vocabulary and phrases Ss learnt in unit 6. T asks Ss to prepare the next unit.

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

Method: Use task-based method.

Unit 7

I. Section A: Research into Population Genetics

1. Teaching Objectives: ? To know the meaning and usage of some important words, phrases and patterns ? To be familiar with the writing skills of the text and make use of it in writing ? To Improve Ss reading skills by studying section B and section C To respond to and cooperate with classmates willingly ? To participate actively

To read sentences and texts with proper intonation ? To 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)

rd

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

Post-reading activities (comprehension questions; exercises) 4th periods: Practice of the reading skill (scanning);

To check on Ss‘ home reading by asking questions based on the passage. To explain some difficult sentences

Section B(1period):

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 students‘ knowledge on Evolution and recent development in Genetic Engineering by surfing the Internet or asking for help from other people）; Topics

1. Charles Darwin‘s theory of Evolution of Species

2. International Developments in genetic engineering in the recent years 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 audio-lingual 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. 1. What is the book about?

The results of more than 50 years‘ research in population genetics and arguments against the theories pushing the genetic superiority of one population over another 2. What contributions of the book?

The creation of the 1st genetic map of the world and the trace of the routes of early humans‘ migration to find the closest thing we have to global tree 3. How hard was the work?

Information should be collected from human blood sample globally 4. Contributions of the 1st genetic map of the world

a. Major discoveries: Australians are most distant from the Africans in the map; No genetic difference, despite the racial differences, between Europeans and Africans (Para. 5)

b. The same map, in combination with ancient human bones, confirms Africa was the birthplace of humanity (Para. 6) c. The genetic map sheds new light on the origins of populations: 2 examples (Para. 7 & 8)

d. Genetic raw material from the research could be of some value in making some medicines (Para. 9) Purpose: Arouse the students‘ interest of study. Bring in new subject: Genetic Engineering

Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audio-lingual method. Step 4. Fast reading

Ask the Ss read the passage as quickly as they can and 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: To 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: To train the Ss‘ ability of understanding and using language.

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

5) To date: until now

There is no evidence, to date, that making people belt up turns them into poor drivers. 至今仍眉头迹象表明司机们系安全带会影响驾驶.

To date, research has focused on the most obvious feature of living things. 迄今为止，研究已经集中到生物最明显的特性。

2) nothing less than: exactly the same as

Please note that this phrase is often used to emphasize how important or undesirable sth is. It is often used in a

sentence without an adverbial clause of comparison.

The setting up of this factory is nothing less than a miracle. 用三个月就建成这个工厂,简直就是一个奇迹. The recent trend is nothing less than alarming. 最近的这种趋势着实令人担心.

3) as of/from: starting from

The new timetable will come into effect as of next month. 新时间表将从下月实施.

As of the 1st of June, all back seat passengers must wear safety belts. 从六月一日起,所有后坐上的乘客都必须系安全带.

4) adapt to: change one‘s behavior/sth so as to deal more successfully with

Old buildings and streets are well cared for and adapted to today‘s needs. 古老的建筑和街道得到很好的维护和调整以适宜今天的需要.

5) shed light on: make sth (as a problem) easier to understand

Scientists working there have shed new light its life. 在那里工作的科学家对其生活有了新的认识.

The research is expected to shed light on the social consequences of cities‘ changing economic roles. 这一研究有望弄清城市不断变化的经济角色带来得社会影响.

6) exploit: a. treat a person/situation as an opportunity to gain an advantage for oneself;

b. use sth well to gain as much from it as possible

Nobody wishes to be exploited with low wages and very difficult conditions. 没有人愿意受底工资和恶劣条件的剥削. Russia can exploit its position as a major oil producer to push up world oil prices. 俄罗斯能利用其重要产油国的地位提升世界油价.

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 and. During the reading, there is an explanation of the following points:

1) The book?s firm conclusion…under the skin: The book firmly concludes that if the genes for superficial characteristics such as skin color and height are disregarded all human races are fundamentally alike. (Para. 1)

discount: think/say that sth is not important/true

Much of what he says must be discounted. 他说的许多话都是要打折扣的。

２) …the study was confined to…sailed for America: the study was limited to districts where people had been living since 1492 and were not affected by the first major movements from Europe due to Columbus?s discovery of America. In fact, what the scientists drew was a genetic map of the world in 1492. (Para. 3) be confined to: be restricted/kept within certain limits/time

So far, fighting has been confined to the capital city. 到目前为止，战斗仍局限在首都的范围。

3) One of them jumps right off the cover: one of the discoveries was right on the book?s cover. (Para. 5)

4) But their genes tell a different story: But the genes from Australians and Africans prove the wide assumption wrong. (Para. 5)

5) What the eye sees…from one continent to another: The different appearances of Europeans and Africans as we see them, for instance, are mainly a result of environmental survival when they move from one continent to another. (Para. 5)

6) But their genes beg to differ: But their genes tell a different story. (Para. 7)

Typical patterns:

Purpose: To further understand the text （Train further reading ability） to find out some difficult sentences and details . 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 based on a given outline

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 about the developments in genetic engineering 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, audio-lingual 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 reasons. It is intended to improve the students‘ writing ability. At the same time, train the ability of do-it-yourself and looking up the information by themselves.

To check if Ss have done the after-text exercises in their spare time and discuss some common errors that crop up. Writing Topic: Sticking to high moral standard is easier said than done

Outline : a young British car manager, finish, the courses on business ethics, sell hundreds of cars the negotiation, without any real results, be at one‘s wits end the answer, a popular novel, a check of $20000

this man examine, its contents, ―Young man, I hear London is in its best in May?‖ approve the deal, in London Pre-view Section B

II. Section B Geniuses and Better Parenting

Teaching Procedures:

1. Reading Skills: Scanning (review)

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.

To explain the reading skill again

Ss practice the skill by doing the exercise on page 187 in pairs.

2. Passage Reading

2.1 Lead-in and preparation for reading

Show Ss some pictures about some geniuses like Addison and Einstein and let them talk to each other about what they know of them.

Purpose: Arouse the students‘ interest of study.

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach,

communicative approach, audio-lingual 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 (omitted)

2.3 Difficult Sentences

1) It is popular myth…by the finger of God: Most people wrongly believe that great geniuses such as Einstein, Picasso and Mozart appear suddenly and unexpectedly and they seem as if they were created by God.

2) His father had…not been one: His father had held a job of watching over manual workers to make certain they worked properly, but he himself was not a manual worker.

3) …too often, pressure from parents…becoming geniuses: …quite often, parental pressure leads so much to a child‘s intelligence as to his tiredness.

4) Supportive parents…achievement resulted: Supportive parents were those who would make a s not special effort to help their children do whatever they find great interest in and would praise even very small progress ever made.

5) …when these made a sound…they felt: …when theses made a sound, they had to write down what they were doing and make a judgment about how happy and watchful they felt.

6) children whose…candidates for fatigue: Children with demanding but impatient parents were most likely to get exhausted.

7) The most born significant…will be developed: Biologically speaking, most people, except for those who are seriously ill or undernourished at a young age, would seem to be able to take good advantage of their genes. Most significantly, however, they cannot be guaranteed to realize their genetic potential unless they‘re into a family with both supportive and stimulating parents.

2.4 Key Words and Expressions myth figure fatigue alert fare candidate barring spring up go out of one‘s way make a note of have a head start in question have an advantage over in a position to do peer group 3. Assignment

Do a quiz on the vocabulary; Timed reading

http://www.exam8.com/english/Special/chongqing/Index.html Do the exercises about vocabulary and phrases Ss learnt in unit 7

http://jpkc.dept.xsyu.edu.cn/dxyy/tiKu/tiHu.html; http://202.196.64.126/quiz/manage/faculty/index.php?ClassID=2139; To check on Ss‘ exercises on pages 192---193 To ask Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class. Method: Use task-based method.

Unit 8

I. Section A: Slavery Give Me Nothing to Lose

1. Teaching Objectives: ? To know the meaning and usage of some important words, phrases and patterns ? To be familiar with the writing skills of the text and make use of it in writing ? To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly ? To participate actively

To read sentences and texts with proper intonation ? To 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)

rd

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

Post-reading activities (comprehension questions; exercises) 4th periods: Practice of the reading skill (distinguishing between facts and opinions);

T checks on Ss‘ home reading by asking questions based on the passage. T explains some difficult sentences

Section B (1period):

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 racial problems in the United States by surfing the Internet or asking for help from other people）; Topics

1. Racial problems in the United States

2. The blacks‘ current situation in the United States Purposes

1. To call Ss‘ attention to racial problems

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

Methods: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual method.

Step 3. Lead-in and preparation for reading

Show the Ss some pictures and some VOA listening materials of some famous blacks such as Ralph Ellison, Martin Luther King, Jr. and Condoleezza Condi Rice, and let them talk to each other about the topic on the screen. http://www.kekenet.com/ys/31122_2.shtml; http://www.tingroom.com/voastandard/2006/1/29747.html; http://image.http://www.wodefanwen.com//i?tn=baiduimage&ct=201326592&lm=-1&cl=2&word=Condoleezza Condi Rice&t=3

1. Who is Ralph Waldo Ellison?

A famous American writer, whose novel Invisible Man is very famous. 2. What is Martin Luther King, Jr most famous for? His speech ― I have a dream.‖ 3. Who is Condoleezza Condi Rice? Secretary of State

4. What I felt about white people when I was a child? (Para.1 to Para.3) I felt little difference between white people and the blacks. 5. When I had a keen sense that I was a black girl? (Para. 4) 13 years old

6. How I feel about being colored as an adult?

It doesn‘t depress me, and I‘m ready to win the world. (Para. 5) I do not always feel colored. (Para. 6)

Being colored does not make any difference to me. I feel to be the same as people of other colors. (Para. 7) Purpose: Arouse the students‘ interest of the blacks. Bring in new subject: Being a black.

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

My impressions of the white as a child: (Para.1 to Para.3) My impressions of the white people How I responded to white people as a and the townspeople‘s attitude toward child.(Para.2) them as a little. (Para.1) A general agreement: Though I was a black, I felt little difference between the white. (Para.3) A transitional paragraph: It was when I was thirteen that I had a keen sense that I was a black girl. (Para. 4) How do I feel to be a black? (Para.5 to Para.7) It doesn‘t depress me, and I‘m ready to win the world. (Para. 5) I do not always feel colored. (Para. 6) Being colored does not make any difference to me. I feel to be the same as people of other colors. (Para. 7)

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 understanding and using foreign language.

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

1）up to: until

Up to my eighteenth year I lived in the small village of Henan. 直到十八岁，我一直住在河南的一个小村庄。

Up to yesterday, the police found the missing child.直到昨天，警察才找到失踪的小孩。 2）peer at (sb./sth.): look carefully at, especially because something is difficult to see Peer at sb. over one‘s spectacles 戴着眼镜认真打量某人

He peered closely at the tag to see the price.他仔细看标签以辨认价格。 3）in passing: by the way; casually

I don‘t remember the name of that park; he only mentioned it in passing. 我记不起那个公园的名字了，他只是顺口替到过。

I have just called on my teacher in passing. 我顺便看望了老师。

4） give of sth: give other people money, time, etc., without expecting anything in return We thanked al the people who have given of their money. 我们对所有那些捐款的人表示感谢。

The instructor is very grateful to all the students who have given of their time. 导师对所有那些付出时间的学生深表谢意。 5）at one‘s elbow: nearby; close by

Don‘t worry about the competition; you will always have parents at your elbow. 别为这次竞赛担心，父母总会在你身边的。

During the visit, the tourist guide was always at her elbow. 在参观过程中，导游一直在她身边。 6）register: v. show or express a feeling

He slammed the door to register his disapproval. 他砰地一声把门关上以示不满。 Her face registered dismay. 她脸上流露出惊慌的神色。

7）pay the price (for sth.): do or give sth. In order to get what one wants

This is the price we must pay for victory.这是我们为胜利所必须付出的代价。 You will pay the price one day if you go on like this. 如果继续这样，总有一天你会付出代价。 8）in the main: in general; on the whole

These businessmen are in the main honest. 这些商人大都很诚实。

Her friends are in the main from poor families. 她的朋友大都来自贫穷的家庭。

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. Up to my thirteenth year I lived in the little Negro town of Eatonville, Florida. (Para. 1)

The word ―Negro‖ is now considered old-fashioned and offensive by many people and words such as ―black‖ and

―African-American‖ are used instead, especially in formal situations such as newspapers or government statements. The word ―colored‖ is sometimes also considered offensive.

2. They were peered at from behind curtains by the timid. (Para. 1)

Meaning: Those timid people would look out through their curtains at the Northerners carefully.

Note that in the sentence ―from‖ is followed by ―behind‖. After a preposition, we can sometimes use another propositional phrase:

The cat appeared from behind the tree.猫从树后出来了。

He crawled out from beneath the table. 他从桌子下爬了出来。 3. I would probably “go a piece of the way” with them… (Para. 2) Meaning: I would most likely go a short distance together with them.

―go a piece of the way‖ is a local expression, meaning ―follow a short distance‖.

4. …I became a permanent brown-like the best shoe polish, guaranteed not to rub nor run. (Para. 2)

Meaning: The writer is saying that her color is fixed, and will not fade away or change as the best brown shoe polish.

permanent: a. lasting for a long time or for ever

I want to look for a permanent job instead of a temporary one. 我想找一个长期的工作而不是临时的。

5. But in the main, I feel like a brown bag of mixed items propped up against a wall-against a wall in company with other bags, white, red and yellow. (Para. 7)

Meaning: In general, I have the feeling that I am like a brown bag full of different items, leaning against a wall. There are also other bags of different colors against the wall together with the brown bags. prop up: prevent sth. from falling down by putting sth. Else under or against it He propped up his bike against a tree.他把自行车靠在一棵树上。 in company with: together with

I feel this decision was wrong in company with many others.我和其他许多人都感到这个决定是错误的。 6. Perhaps that is how the Great Suffer of Bags filled them in the first place-who knows? (Para. 7)

Meaning: Maybe at the very beginning the creator of nature wants the world to be the way it is. Here ―the Great Suffer of Bags‖ probably refers to God. 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. Impressions of the white as a child Awareness of being a black girl Feel about being colored as an adult

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 about the blacks‘ current situation in the United States 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, audio-lingual method, Audio-visual method and totally physical response method.

Step 9 Assignment

Review the key points of Section A Finish the exercises after classs Finish online homework Preview Section B Step 10 Assessment

Write a composition of details leading to a general statement. 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. http://www.wwenglish.com/en/up/4/pearson/3533.htm;

T checks if Ss have done the after-text exercises in their spare time and discusses some common errors that crop up. Writing: Topic: Electronic dictionaries

Outline: 1. 电子词典的便利之处

2. 电子词典的不足之处 3. 电子词典的使用情况

Pre-view Section B

II. Section B Why Are Women Afraid of Winkles?

Teaching Procedures:

1. Reading Skills

Distinguishing between facts and opinions

Arouse the Ss‘ memory by reviewing some tips for distinguishing facts from opinions: 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) Test the writer‘s opinion by asking whether a different opinion is possible. d) Adjectives often indicate one‘s opinions.

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 T explains the reading skill (distinguishing between facts and opinions). Ss practice the skill by doing the exercise on page 194 in pairs.

approach, communicative approach and totally physical response method.

2. Passage Reading (Why Are Women Afraid of Winkles?)

2.1 Lead-in and preparation for reading

Show Ss some pictures about Imedeen, a natural skin nutrient, and let them talk to each other or discuss in groups the questions: why women are crazy for cosmetics or why women are afraid of becoming old. http://www.imedeen.com.cn/default.aspx;

Purpose: Arouse the students‘ interest of the title: Why are women afraid of winkles?

Method: Use the CAI and talk in groups; Use task-based language teaching method, reading approach,

communicative approach, audio-lingual method, and totally physical response method. 2.2 Comprehension Questions

Read the passage as quickly as they can. and ask the Ss to find the main idea of each paragraph and do the exercise before the text:

Para.1-2

1. What was cause of the colleague‘s wrinkles?

2. What did the writer say to her colleague about the effects of the treatments? 3. What was her reaction to the words? Para3-4

4. Are the treatments conducted by the beauty industry harmless? Para.5-10

5. What is Imedeen?

6. Why are the expected effects of Imedeen?

7. What are the two doctors‘ different explanations of the effects of Imedeen? Para.11-12

8. The true reason why woman are afraid of winkles?

9. What should we do to avoid this kind of worry, both men and women?

2.3 Difficult Sentences

1. Providing the ―drugs‖ for this game, the industry has created new skin therapies, which, they say, don‘t just sit on the surface but actually interact with the cells. (Para. 3)

Meaning: By giving this ―drug‖ to attract more customers, the beauty industry has invented new skin treatments, which they say will have an effect not only on the surface skin but on the cell.

The word ―game‖ here means a way of behaving in which a person uses a particular plan, usually in order to gain an advantage for themselves.

2. But can shrimp shells really do the trick with wrinkles? (Para. 6)

Meaning: But can shrimp shells really be effective in removing wrinkles? do the trick: do what is needed in order to achieve sth.

Another turn of the pliers would do the trick. 再转动一次钳子就好了。

3. But as a women‘s power is still strongly perceived to be tied up to her ability to bear children, ageing demonstrates to the world her decline, her uselessness for her primary function. (Para.11)

Meaning: But as a women‘s power is still firmly believed to be linked with her ability to give birth to children, ageing clearly indicates she is no longer useful for her main purpose in life.

perceive: vt. Come to an opinion about sth, or have a belief about sth.

This magazine is often perceived to be superficial.这本杂志经常被认为很肤浅。

be tied up to: be closely connected or linked to sth.

Her behavior is tied up to her feelings of guilt.她的举动和她的自责感有关系。

2.4 Key Words and Expressions beat back pour out have/be to do with when it comes t sth. do the trick in no way be tied up to invest in perceive deny demonstrate fuel 3. Assignment

Do the exercises about vocabulary and phrases in Comprehensive Exercises.

Do Speed reading.

T checks on Ss‘ exercises on pages 182& 192. T asks Ss to do exercises on pages 198&199. T asks Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class. Method: Use task-based method.

be tied up to: be closely connected or linked to sth.

Her behavior is tied up to her feelings of guilt.她的举动和她的自责感有关系。

2.4 Key Words and Expressions beat back pour out have/be to do with when it comes t sth. do the trick in no way be tied up to invest in perceive deny demonstrate fuel 3. Assignment

Do the exercises about vocabulary and phrases in Comprehensive Exercises.

Do Speed reading.

T checks on Ss‘ exercises on pages 182& 192. T asks Ss to do exercises on pages 198&199. T asks Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class. Method: Use task-based method.

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