大學(xué)英語教案一

UnitOneGrowingUp

TeachingObjectives:

Studentswillbeableto:

I.graspthemainidea(theessenceofwritingistowritewhatoneenjoyswriting)andstructureof

TextA(narrationinchronologicalsequence);

2.appreciatethenarrativeskillsdemonstratedinTextA(selectionofdetails,repetition,

coherence);

3.masterthekeylanguagepointsandlearnhowtousethemincontext;

4.understandtheculturalbackgroundrelatedtothecontent;

5.expressthemselvesmorefreelyonthethemeofGrowingUpafterdoingaseriesof

theme-relatedreading,listening,speaking,andwritingactivities;

6.writealetterofcongratulationsinanappropriateway.

TeachingFocus:

1.Understandingthemainidea(theessenceofwritingistowritewhatoneenjoyswriting)and

structureoftextA(narrationinchronologicalsequence)andrelateddifferentculture;

2.Understandingandusingthekeywords,phrases&expressions,patternsofTextAandTextB;

3.Masteringtheskillsofwritingaletterofcongratulationsinanappropriateway.

TeachingDifficulties:

1.Understandingthemainidea(theessenceofwritingistowritewhatoneenjoyswriting)and

structureoftextA(narrationinchronologicalsequence)andrelateddifferentculture;

2.expressingthemselvesonthetopicofGrowingUpbyusingwordsandexpressionslearnedin

thisunit.

3.Masteringtheskillsofwritingaletterofcongratulationsinanappropriateway.

TeachingProcedures:

Step1:WarmingUp

1.ListeningtoaEnglishsongBeautifulBoy

1)ABriefIntroductiontoJohnLennon

JohnLennon(1940?1980)wasanEnglishrockmusicianandco-founderofTheBeatles,themost

laudedandinfluentialrockgroupofalltime.

2)ListeningtotheEnglishsong—BeautifulBoy

3)SsHnishAfter-listeningPracticeonpage3

4)QuestionsabouttheSongandtheTexts

a.Inyouropinion,whatisthesongBeautifulBoygoingtotellus?

b.WhatdoesLennonthinkofgrowingup?Isiteasyorfullofadventures?

c.Canyouguesswhatthetextsinthisunitaregoingtobeabout?

2.Backgroundinformation

1)Spaghetti

Definition:

SpaghettiistheItalian-stylethinnoodle,cookedbyboilingandservedwithsauce.Unlike

someChinesenoodles,itisnotservedinsoupandwillnevertastepulpy(軟乎乎、沒有嚼勁的).

ListenandPractice:

Readthewordsgivenbelowandthenlistentothepassage.Afterlisteningtothepassage,one

studentisrequiredtocomeupandshowtherightwayofeatingspaghettibeforetheclass.

TheRightWayofEatingSpaghetti

poke戳

1.Holdtheforkinyourhandasiftopokethespaghetti.

scoop挖

2.Scoopupasmallamountofspaghettionyourforkandraiseit

prong尖頭

about30cmaboveyourplate.

remainder剩余物

3.Makesurethespaghettionyourforkiscompletelydisconnected

twirl快速轉(zhuǎn)動

fromtheremainderonyourplate.

4.Puttheprongsoftheforkatanedgeoftheplatethatisfreeoffood.

5.Quicklypointtheprongsoftheforkstraightdowntowardtheplateandplacethepointson

theplate.

6.Twirltheforktogatherthespaghettiaroundtheprongs.

7.Withaquickscoopingmovement,gatheruptherollaroundtheprongsandplaceitinyour

mouth.

8.Gentlygatherupanystrayspaghettiendsthatdon'lmakeitallthewayintoyourmouth.

2)TheAmericanEducationalSystem

IntheUnitedStates,educationistheresponsibilityofindividualstates,notofthefederal

government,sorequirementsmayvaryfromonestatetoanother.Thefollowingisa

generalization:

kindergarten:under5yearsold

elementary/primaryschool(grades1-6):6-11years

juniorhigh/middleschool(grades7-8):12-13years

senior/highschool(grades9?12):14?17yearsold

college,institute,academy(學(xué)院)，university

3.ExplanationofthetitleofTextA

HaveSsreadthetitleofTextAandfindoutinwhichparagraphasimilarphraseappears

(para.5).AskSstoexplainintheirownwordswhattheauthor'smeanby“writeformyself,.

Step2:GlobalAnalysisofTextA

1.Scanning

SsscanTextAandfindoutallthetimewords,phrasesandclauses.

sincemychildhoodinBelleville(Para.1)

untilmythirdyearinhighschool(Para.1)

untilthen(Para.1)

whenourclasswasassignedtoMr.Fleagleforthird-yearEnglish(Para.2)

lateintheyear(Para.3)

untilthenightbeforetheessaywasdue(Para.3)

whenIfinished(Para.6)

nextmorning(Para.6)

twodayspassed(Para.6)

whenIsawhimliftmypaperfromhisdesk...(Para.6)whenMr.Fleaglefinished(Para.9)

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2.PartDivisionoftheText

Part1(paras1-2)BakerwasboredbyeverythingassociatedwithEnglishcourses,includinghis

newEnglishteacher.

Part2(paras3-5)Bakerfoundhimselfattractedbyoneparticulartopicandwroteaboutitforhis

ownenjoyment.

Part3(paras6-9)TheexperienceofwritingtheessayhelpedBakerdiscoverhistalentforwriting

andrealizewhathewishedtodoinlife.

3.FurtherUnderstanding

1)Exercise:TrueorFalse

a.Bakerhadneverthoughtofbecomingawriteruntilhewasintheeleventhgrade.(F)

b.Teachersfounditpainfultoreadstudents?longandlifelessessays.(T)

c.BeforeMr.FleaglebecametheEnglishteacherfbrBaker'sclass,theEnglishcoursehadbeen

interesting.(F)

d.InBaker'sopinion,Mr.Fleaglewasreallyaformal,rigidandout-of-dateteacheronlybecause

ofFleagle'smannerofspeaking.(F)

2)Exercise:MultipleChoice(alltheexercisesinteachingPPT)

3)QuestionsrelatedtoTextA:

Ssanswerthefollowingquestionsorallyandbriefly

a.DoyouthinkBakerwouldwriteanotheressayifhehadenoughtime?Why?

b.WhatwasBakerpreparedforwhenhefoundallthepapershadbeengivenbackbuthis?

c.WhoseessaydidMr.Fleaglereadtotheclass?Howdidtheclassrespond?

d.WhichparagraphinthispartgivesreaderstheimpressionthatBaker'sessaywasverygood?

e.WhydidBakerfeelsodelighted?

Step3:Language/CultureStudyandPractice

1.ExplainlanguagepointsandhaveSspracticethem

DifficultSentences

1)UntilthenI'dbeenboredbyeverythingassociatedwithEnglishcourses.(Para.1)

Whatcanweinferfromthissentence?

(Uptothen.BakerhadhadnointerestinthingsrelatedtoEnglishcourses.)

2)Ihatedtheassignmentstoturnoutlong,lifelessparagraphsthatwereagonyforteachersto

readaedformetowrite.(Para.1)

Paraphrasethesentence.

(Ifounditpainfultowritelong,boringessaysasrequiredbyteachers;neitherdidteachers

enjoywhatIwrote.)

3)anothercheerlessyearinthatmosttediousofsubjects(Para.2)

Whatcanwelearnfromthisphrase?

(WecanknowfromthisphrasethatbeforeMr.FleaglebecameBaker'sEnglishteacher,all

Englishcoursesweredull.)

4)IpreparedforanunfruitfulyearwithMr.Fleagleandforalongtimewasnotdisappointed.

(Para.3)

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Whatdoestheauthorreallymeanwhenhesays"I...wasnotdisappointed”？

(HemeansthathisexpectationwasrightthatMr.Fleagle'slessonsweredull.)

5)Ilookth。listhomeanddidnolhinguntilihenighlbeforeIheessaywasdue.Lyingonlh。

sofa,Ifinallyfaceduptotheunwelcometask,tookthelistoutofmynotebook,andscanned

it.(Para.3)

1)Whatcanweinferfromthesesentences?

(Bakerwasunwillingtowritehisessay.)

2)Listphrasestosupportyourinference.

(didnothinguntil...theessaywasdue;faceduptotheunwelcometask.)

6)Thistitliproducedanextraordinorylequenceofmentalimages.(Para.4)

ParaphrasethesentenceandtranslateitintoChinese.

(AtthesightofthetitleIsawanunusualseriesofpicturesinmymind'seye.這個題目在我

腦海里喚起了一連串不同尋常的圖像。)

7)VividmemoriescamefloodingbackofanightinBellevillewhenallofuswereseated

aroundthesuppertable—UncleAllen,mymother,UncleCharlie,Doris,UncleHal—and

AuntPatservedspaghettiforsupper.(Para.4)

Analyzethestructureofthesentence.

(在這個長句中，camefloodingback是謂語,其余的都是主語。為了使句子結(jié)構(gòu)平衡，

避免頭重腳輕，作者運(yùn)用了割裂修飾法，把謂語前移，主語中心語的修飾成分后置，使

謂語緊接主語。例如：

-Alisthasbeendrawnupofwordswehavelearnedsofar.

-Allisnotgoldthatglitters.)

8)NeitherDorisnorIhadevereatenspaghetti、andnoneoftheadultshadenoughexperienceto

begoodatit.(Para.4)

WhatistherelationshipbetweenBakerandDoris?Why?

(DoriswasBaker'ssisterorhisfemalecousin.Tworeasonsforthat:

-Dorisisafemalename;

-Theauthormentioned“noneoftheadults...”whichshowsthattheywerestillchildren,not

adults.)

9)IwaspreparingmyselfforacommandtoreporttoMr.Fleagleimmediatelyafterschoolfor

disciplinewhenIsawhimliftmypaperfromhisdeskandknockfoetheclass'sattention.

(Para.6)

1)Paraphrasethispartofthesentence:Iwasprepared...fbrdiscipline.

(IwasreadyforMr.Fleagle'sordertoseehimsoonafterschoolforthepurposeofpunishing

me...)

2)WhydidBakerthinkhewouldbepunished?

(Becausetohismind,thistimehehadviolatedtherulesofformalcomposition.)

3)What'sthefunctionoftheword“when”inthesentence?

(Theword“when”heredoesn'tmean“atorduringthetimethat”(當(dāng)..?時).Instead,itmeans

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“andthen"(在那時).

Moreexamples:

-Hehadjustdriftedofftosleepwhenthebellrang.

-IwasabouttoaskafterhiswifewhenIsuddenlyrememberedthattheyweregettinga

divorce.)

10)Intheeleventhgrade,attheeleventhhourasitwere,Ihaddiscoveredacalling.(Para.9)

TranslatethesentenceintoChinese.

(就在十一年級，可謂是最后的時刻，我找到了一件今生想做的事。)

Words&Expressions

offandon(oronandoff):fromtimetotime;nowandagain;irregularly

-Ithasbeenrainingonandoffforaweek.That'swhytheclothesfeeldamp.

-Asherpatientsleptsoundlyduringthenight,NurseBettywasabletodozeoffandonina

bedsidechair.

takehold:becomeestablished

-TheideaofonechildhastakenholdinmanyChinesefamilies.

-老習(xí)慣是很難擺脫的。這就是為什么你要在習(xí)慣養(yǎng)成前戒煙。(Oldhabitsdiehard.Thafs

whyyoushouldstopsmokingbeforethehabittakeshold.)

bore:vt.make(sb.)feeltiredandloseinterest

-Thespeakerwentonandon,andtheaudiencegrewboredbyhisspeech.

-TomSawyergrewboredwithpaintingthegardenfence,sohethoughtofawaytomakeothers

paintforhim.

Collocation:

acrashingbore討厭至極的人/事

afrightfulbore討厭得要命的家伙

aninsufferablebore討厭得令人無法忍受的人

anutterbore極惹人厭煩的事

associate:vt.joinorconnecttogether;connectorbringinthemind

-我們總是把埃及與金字塔聯(lián)系起來。(WeoftenassociateEgyptwithpyramids.)

-1can'tassociatethisgentleyoungwomanwiththeradicalpoliticalessaysshehaswritten.

-Jimwishedtoforgeteverythingassociatedwithhisformerlife.

turnout:

1)comeoutorgatherasforameeting,publicevent,etc.

2)provetobe

3)shutoff

4)produce;make

Matchtheabovedefinitionswiththesentencesbelow.

-Alargegroupofprotestershaveturnedout.(1)

-Theschoolhasturnedoutsomegreatscholars.(4)

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-Turnoutthelightbeforeyougotobed.(3)

-Theplanturnedoutafailure.(2)

-Wearetoturnout100,000,586computersnextyeartomeetthemarketrequirements.(4)

-Theexperimentturnedouttobeasuccess.(2)

-Crowdsturnedoutfortheprocession.(1)

anticipate:vt.expect(usu.followedbygerundorthat-clause)

-Thepolicehadanticipatedtroublefromthesoccerfansandwereatthegroundinlargenumbers.

-他們預(yù)測到2012年死于艾滋病的人數(shù)將增加一倍。(TheyanticipatethatdeathsfromAIDS

willhavedoubledby2012.)

N.B.該動詞所接的賓語可以是動名詞，不可用不定式代替。

-Weanticipaterunningintoproblemsincarryingoutthemedicalwelfarereform.

-Weanticipatehearingfromyouagain.

tedious:adj.boringandlastingforalongtime

-Themoviewassotediousthatmanyviewersleftbeforeitwasover.

-LaurafoundGeorgetobetediousanddecidednottoseehimanymore.

inspire:vt.fill(sb.)withconfidence,eagerness,etc.

-MartinLutherKing,Jr/sspeechesinspiredpeopletofightforequaltreatmentofAfrican

Americans.

-Thelastleafonthetreethatneverfelloffinspiredthedyingpatientwiththewilltoliveon.

Collocation:

inspiresth.insb.(=inspiresb.withsth.)使某人產(chǎn)生某種感情；激發(fā)某人的某種感情

rigid:adj.[oftendisapproving)fixedinbehavior;basedoncorrectoracceptedrules

-如果他從前對事情不那么嚴(yán)格苛刻的話，他女兒就不會這么年輕就離家出走了。(Ifhehad

beenalittlelessrigidaboutthings,hisdaughterwouldnothavelefthomeatsuchayoungage.)

-Therigidheadmasterwouldbuttonuphisclothesevenonthehottestdays.

severe:adj.

1)completelyplain

-Thewidowworeasevereblackdresstoherhusband"sfuneral.

-海明威以其樸實(shí)的寫作風(fēng)格而聞名于世。(Hemingwayisknownforhisseverewritingstyle.)

2)stem;strict

-Onlythosewhohaveundergoneseveretrainingcanbeacceptedintotheairforce.

-FuLeiwassoseverewithhissonthatevenhiswifewouldcry.

3)causingverygreatpain,difficulty,worry,etc.

-TheseverechestpainexperiencedbytheVice-Presidentprovedtobeaheartattack.

-工廠必須生產(chǎn)出更新更好的產(chǎn)品，才能在激烈的商業(yè)競爭形勢中獲勝。(Afactorymustturn

outnewerandbetterproductstowinintheclimateofseverebusinesscompetition.)

CF:severe,stern&strict

severe作‘嚴(yán)厲"解時，可以用來形容人(severefather嚴(yán)厲的父親)，人的面貌(severelook

嚴(yán)厲的神色)，人的態(tài)度(Theteacherisseverewithhisstudents.教師對學(xué)生很嚴(yán)厲。X

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stern與severe相近，但用途比較窄,一般用于人的容貌或態(tài)度。例如：asternfather和a

severefather都可以用，但含義稍有不同：aseverefather指對于子女有嚴(yán)厲的要求，積極的

意義較多；astemfather則指對子女不含溫情，要他們服從，消極的意味較多。

strict相當(dāng)于漢語的“嚴(yán)格的"，須先假定有一種客觀的標(biāo)準(zhǔn)（如規(guī)章、紀(jì)律、定義、真理

等X例如：

-Theteacherisstrictwithhisstudents.

-Thereisastrictregulationagainstsmokingintheauditorium.

tackle:vt.dealwith

-Toshiba（東芝）recentlydesignedarobotthatcantacklealmostanykindsofhousework.

-Thequestionsetbytheteacherwassodifficultthatthepupilsdidnotknowhowtotackleit.

faceupto:bebraveenoughtoacceptordealwith（aproblemordifficulty）

-YeltsinfaceduptothefactthathewasnolongerfitfortheRussianpresidencyandresignedon

NewYear,sEve.

-既然你女兒已經(jīng)誕生了，你就要承擔(dān)起做父親的責(zé)任。（Nowthatyourdaughterwasborn,

you'11havetofaceuptotheresponsibilitiesofbeingafather.）

sequence:n.connectedlineofevents,ideas,etc.

-連續(xù)的歉收（badharvest）迫使一些非洲國家請求外國援助（foreignaidX（Asequenceofbad

harvestsforcedsomeAfricancountriestoaskforforeignaid.）

-TheFalloftheRomanEmpirewaswritteninhistoricalsequence.

CF:sequence&series

sequence是指〃先后銜接的次序〃。這種次序可以是歷史性的,即事態(tài)發(fā)生時的先后次序；

也可以是邏輯性的，即論點(diǎn)先后的銜接，相當(dāng)于漢語的〃語無倫次〃中的〃倫次';例如：

-Ihaveapoormemoryfordatesandoftenmixupthesequenceofevents.（我記日期的能力很

差，常把事情的先后次序弄混。）

-Yourargumentlackslogicalsequence,foryoursecondpointdoesnotfollowthefirst.（你的論據(jù)

缺乏邏輯順序，因?yàn)槟愕牡诙c(diǎn)與第一點(diǎn)銜接不上。）

series是指〃系列〃、〃組〃，可以有先后銜接的次序，也可以沒有，但一系列或一組的東西

一定自成一個完整的單位。例如：

-ProfessorLiwillgiveaseriesoflecturesontheMiddleEastissue.（李教授將就中東問題做一

系列的講座。）

-ThepostofficehasissuedaseriesofstampscommemoratingtheOlympicGames.（郵政局發(fā)彳亍

了一組紀(jì)念奧運(yùn)會的郵票。）

recall:vt.bringbacktothemind;remember（usu.followedbynoun/gerund,orthat-clause）

-1recognizethefacebutcan'trecallhername.

-1don'trecallevermeetingher.

-Sherecalledthatshehadtoseethedoctoragainthatafternoon.

CF:recall,remember&remind

這三個詞都與〃記憶〃有關(guān)，前兩個詞有時可通用。

recalf想起〃，把忘記的東西又想起來了，其動作包含有意識的努力，因此常與can,could

等詞連用，強(qiáng)調(diào)一次的回憶。例如：

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-TryasImight,IcouldnotrecallwhereIhadleftthebook.（我怎么也想不起來我把書丟在哪

里了。）

-1rememberherfacebutIcannotrecallwhereImether.（我記得她的臉，但是想不起在什么地

方見過她。）

remember〃想起〃，用處比較廣泛，指事物自然在記憶中出現(xiàn)，不包含努力或意志。例如：

-IsuddenlyrememberedIhadleftthebookinthelibrary.（我突然想起我把書忘在圖書館里

To）

如果remember表示有意識的行動,常指〃記住〃。例如：

-Youmustrememberthisphonenumber.（你必須記住這個電話號碼。）

remind指〃使某人想起〃；‘提醒”，賓語是人。具體用法如下：

1）IfIforgetit,pleaseremindme.（如果我忘了,請?zhí)嵝盐?。?/p>

2）Thisremindsmeoflastyear.（這使我想起去年的事。）

3）RemindmetowritetomyMom.（提醒我給媽媽寫信。）

4）ThesightoftheclockremindedmethatIwaslate.（看至！］鐘我想起自己遲到了。）

argument:n.

1）adisagreement;aquarrel

-Maryfoundthatcompromisewasalwaysthebestpolicywhenshehadanargumentwithher

husband.

2）areasongiventosupportordisprovesth.

-Therearemanyargumentsagainstsmoking.

-那位著名的教授總能把論點(diǎn)講透徹。（Thefamousprofessorcanalwaysdrivehomean

argument.）

Collocation:

getintoanargument加入/卷入爭論

breakoffanargument中斷一場爭論

terminateanargument結(jié)束——場爭論

settleanargument解決一場爭論

abitter/violent/heatedargument激烈的爭論

putforward/offeranargument提出論點(diǎn)

confuteanargument駁倒一個論點(diǎn)

putdown:writedown

-管家把每天的開支記在小記事本上。（Thehousekeeperputsdownthedailyexpensesinalittle

notebook.）

violate:vt.actagainst

-Speedingindowntownareasviolatestrafficregulations.

-Acountryisn'trespectedifitviolatesaninternationalagreement.

compose:vt.writeorcreate（music,poetry,etc.）

-Thepresident'sspeechisreallybrilliant.Doyouthinkitwascomposedbyhimselforby

someoneelse?

-JohnLennoncomposedthesongBeautifulBoyforhisson.

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CF:compose,consistof,comprise&constitute

這組動詞的一般含義為〃組成〃或〃構(gòu)成〃。

compose常見于被動語態(tài)，構(gòu)成becomposedof的結(jié)構(gòu)，表示'由…構(gòu)成"；在用于主動語

態(tài)時，一般包含著〃融合為一〃的意思，而且主語或者是復(fù)數(shù)名詞或者是集體名詞。例如：

-Concreteiscomposedofcement,sandandgravelmixedwithwater.。昆凝土由水泥、沙、石子

與水摻和而成。）

-England,ScotlandandWalescomposetheislandofGreatBritain.（英格蘭、蘇格蘭和威爾士構(gòu)

成大不列顛島。）

consistof意為〃由…構(gòu)成〃，強(qiáng)調(diào)結(jié)果是一個統(tǒng)一整體。例如：

-NewYorkCityconsistsoffiveboroughs.（紐約市由五個行政區(qū)組成。）

comprise可表示〃由…構(gòu)成〃；也可表示〃構(gòu)成例如：

-Thecommitteecomprisesmenofwidelydifferentviews.（這個委員會由見解甚為殊異的人組

成。）

-FiftystatescomprisetheUnitedStates.（美國由50個州組成。）

constitute的主語可以是復(fù)數(shù)名詞也可以是單數(shù)名詞，所〃構(gòu)成〃的事物在屬性和特征上，

亦或在組織上，與組成成分是一致的。例如：

-Sevendaysconstitutesaweek.（七天構(gòu)成一個星期。）

turnin:

1.handin;giveover

2.deliver（apersonorthing）tothepolice

3.giveback;return

Matchtheabovedefinitionswiththesentencesbelow.

-Thecriminalturnedherselfin.（2）

-Foryourfinalgrade,eachofyoumustturnina7paper.（1）

-Youmustturninyouruniformwhenyouleavethearmy.（3）

-Haveyouallturnedinyourhomeworkforlastnight?（1）

command:

1.n.order

-Thecommandergavethecommandthatallprisonersofwarshouldbewelltreated.

-TherebelliousarmywouldnotobeyanycommandfromthePresident.

2.v.giveanorder（to）

-船長命令船員立刻」離船。（Thecaptaincommandedhismentoleavetheshipimmediately.）

-Ifyoucommandwisely,you11beobeyedcheerfully.（［諺語］指揮有方，人人樂從。）

-Heisnotfittocommandothersthatcannotcommandhimself.（［諺語］不能指揮自己就不能指

揮別人。）

NB:

像suggest,demand等動詞一樣，跟在command后面的that從句中要用虛擬語氣，謂語用

〃should+原形動詞〃或直接加原形動詞，而不管從句中的人稱或時態(tài)。例如：

-Hecommandedthatallthegates（should）beshut.

CF:command&order

command暗含〃必須服從”的意思，比較正式。例如：

-Theofficercommandedhissoldierstoopenfireontheenemy.（軍官命令士兵開槍射擊敵人。）

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order指一般的上級〃命令〃下級，較普通、常用。例如：

-Hewasorderedtowriteafullreportonthematter.(他奉命寫一篇關(guān)于那件事的詳細(xì)報(bào)告。)

whafsmore:inaddition;moreimportantly

-Ms.StewartmanagesasuccessfulbusinessandgivesaweeklyTVcookingshow.What*smore,

shehasalreadypublishedthreebooksongardening.

-你怎么會愛上這個人。他整天看電視，更有甚喜，他好像幾個月沒刷牙了!(Howcanyoulove

thisman?HewatchesTValldaylong,andwhat'smore,heseemsnottohavebrushedhisteeth

formonths!)

holdback:

1)preventtheexpressionof(feelings,tears,etc.)

-Johnnycriedbitterlyintheclassroom,notevenattemptingtoholdbackthetears.

2)makesb.orsth.stopmovingforward

-Themenbuiltbanksofearthtoholdbacktherisingfloodwater.

3)preventthedevelopmentof

-Youcouldbecomeagoodmusician,butyourlackofpracticeisholdingyouback.

4)keep(sth.)secret

-把事情全告訴我，不要隱瞞任何細(xì)節(jié)。(Tellmeaboutit—donrtholdanythingback.)

avoid:vt.keeporgetawayfrom(usu.followedbynoun/gerund)

-Thelittleboywhohadbrokenaneighbor'swindowranawaytoavoidpunishment/being

punished.

-我橫穿馬路以便避開他，但他看到了我并朝我跑過來。(Icrossedthestreettoavoidmeeting

him,buthesawmeandcamerunningtowardsme.)

NB:

英語中有些動詞或詞組后面只能跟名詞或動名詞，不能跟不定式,如：avoid,deny,enjoy,

escape,finish,mind,miss,postpone,suggest,feellike,giveup,putoff等,我們在使用

中要特別注意。

CF:avoid&escape

兩詞均有〃避〃的意思。

avoid指〃(有意識地)躲避〃不愉快的或可能發(fā)生的危險或情況，而不是〃逃避〃實(shí)際的

威脅。例如：

-Hedeliberatelyavoidedseeingme.(他故意回避我。)

-Thedangercanbeavoidedifwelayourplanscarefully.(如果我們計(jì)戈?。荻ǖ弥苊?，危險就可以

避免。)

escape作及物動詞時，表示〃逃脫“，常用于抽象、借喻的情況中。例如：

-Howdidheimaginethatthingslikethatcouldescapedetection?(他怎么會認(rèn)為像那樣的事情

可以不被發(fā)覺呢？)

-Thenamehasescapedmymemory.俄記不得那名字了。)

theeleventhhour:thelastmomentbeforesth.importanthappens

-Johnturnedinthereportattheeleventhhour.

-那位總統(tǒng)的訪問在最后時刻被取消了。(Thepresident*svisitwascalledoffattheeleventh

10

hour.)

career:n.ajoborprofessionforwhichoneistrainedandwhichoneintendstofollowfbrthe

wholeofone*slife

-Myfarmerparentshaveneverexpectedmetomakenovelwritingmycareer.

-我祖父教了一輩子書，教書是他所干過的唯一的工作。(Mygrandfatherwasacareerteacher;

it'stheonlyjobherdeverdone.)

carve(out)acareerforoneself闖出一番事業(yè)；謀求發(fā)跡

put/setthesealon:makesth.definiteorcomplete

-Alast-minutegoalset/putthesealonTottenham'svictory.

-Theexperiencesetthesealontheirfriendship.

2.InthemeantimeaskSstodosomeoftheVocabularyexercises,andthe

text-relatedandthetheme-relatedexercises.

3.CallSs'attentiontothetheuseofrepetitionandselectionofdetailsinthe

narration

4.DrawSs'attentiontothesynonymouswordsorphrasesinthetext

Bakealsortriestoexpertlyavoidrepetitionbyemployingsynonymouswordsandphrases.

Herearesome:

a.dull,lifeless,cheerless,tedious

b.turnout,write,compose,putdown

c.anticipate,preparefor

d.formal,rigid,prim,correct,proper,respectable

e.vividmemoriesofsth.Comefloodingbacktosb.,sth.Reawakesinone'smind,sb.

Recallssth.

f.Recapture,relive

g.Pleasure,delight,happiness

h.Contempt,ridicule

i.Topic,title

5.DiscusswithSstheculturalbackgroundrelatedtothestory

Step4:HomeworkandCheckonHomework

1.CheckifSshavedoneintheirsparetimetherestoftheexercisesonTextAanddiscusswith

themcommonerrorsthatcropupintheirhomework

2.CheckonSs'homereading(TextB)

11

UnitFourTheAmericanDream

TeachingObjectives:

Studentswillbeableto:

1.understandthemainidea(TonyTrivisonnorealizedhisAmericanDreamthroughhisown

efforts)andstructureofTextA(oneparttellingthestoryofTony'slifeandtheothergiving

theauthor'scommentsonit);

2.learntodescribeapersonbyhis/hercharacteristicfeatures,togetherwithsupportingdetails

whichdemonstratethefeatures;

3.graspthekeylanguagepointsandlearnhowtousethemincontext;

4.understandtheculturalbackgroundrelatedtothecontent;

5.expressthemselvesmorefreelyonthethemeoftheAmericanDreamafterdoingaseriesof

theme-relatedreading,listening,speaking,andwritingactivities;

6.writeanarrativeinthethirdpersonsingularaboutthestoryofTonyTrivisonno.

TeachingFocus:

1.Understandingthemainidea(TonyTrivisonnorealizedhisAmericanDreamthroughhisown

efforts)andstructureofTextA(oneparttellingthestoryofTony'slifeandtheothergiving

theauthor'scommentsonit)andtherelatedculturalbackground;

2.Graspingthekeylanguagepointsandgrammaticalstructuresinthetext;

3.MasteringtheskillsofwritinganarrativeinthethirdpersonsingularaboutthestoryofTony

Trivisonno.

TeachingDifficulties:

1.Understandingthemainidea(TonyTrivisonnorealizedhisAmericanDreamthroughhisown

efforts)andstructureofTextA(oneparttellingthestoryofTony'slifeandtheothergiving

theauthor'scommentsonit)andtherelatedculturalbackground;

2.ExpressingthemselvesonthetopicoftheAmericanDreambyusingwordsandexpressions

learnedinthisunit.

3.MasteringtheskillsofwritinganarrativeinthethirdpersonsingularaboutthestoryofTony

Trivisonno.

TeachingProcedures:

Step1:WarmingUp

1.CheckifSshavedonethelisteningtask.

2.HaveSsmoveaheadtodoTheme-relatedCloze,p.94,tohaveabetter

understandingoftheAmericanDream.

3.Afterdoingtheaboveactivities,askSswhatistheessenceoftheAmerican

Dream.

AmericanDreamisthebeliefthateveryoneintheUnitedStateshasthechancetoachieve