《食物、大學生活、職業(yè)規(guī)劃等》大學英語教案

《新編大學英語》第二冊電子教案

《新編大學英語》是按“以學生為中心的主題教學模式”編寫的教材。第二冊共12個

單元，每單元由4部分組成：(1)準備活動(Preparation);(2)以聽力為中心的語言活動

(Listening-CenteredActivities)；(3)以閱讀為中心的語言活動(Reading-CenteredActivities)；

(4)鞏固和提高(FurtherDevelopment)。準備活動旨在激發(fā)學生對本單元有關內容的興趣，

開闊他們的思路，使他們進入積極的語言活動狀態(tài)。以聽力和閱讀為中心的語言活動旨在讓

學生獲取大量的可理解的語言輸入，提高語言能力，在此基礎上展開各項語言活動。課內閱

讀文章以活頁形式由教師在閱讀前發(fā)給學生，當場閱讀。鞏固和提高是在學生學完本單元課

內(1篇)和課外(2至3篇)所有的文章之后進行的。此時，學生對同一個主題的有關內

容、詞匯和表達法已有了一定的接觸和了解，通過這一部分的綜合性語言活動進一步提高應

用能力。每單元圍繞一個主題展開讀、聽、說、寫、譯等活動，旨在培養(yǎng)學生的語言綜合應

用能力。通過多樣的課堂活動，是學生在課堂教學的過程中積極思考、自覺參與、獲取知識、

了解風情、提高能力。8學時完成一個單元。

UnitOneFood

I.Theoreticalbasis:

CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)

ILTeachingAims:

Inthisunitstudentsarerequiredto:

1)gettoknowsomeusefulinformationconcerningthetopicofthereadingpassages

inthisunitandtoknowmoreaboutEnglishculture;

2)dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheir

spokenskillandcommunicativeskills;

3)graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheir

vocabulary;

4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsand

grammaticalpointsinthein-classreadingpassagetoimprovetheirreading

comprehension;

5)dosomepost-readingexercisesandsomeafter-classreadingtopracticewhatthey

havegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;

6)translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressions

learnedinthereadingpassagestoacquiresometranslatingskillsandbettertheir

translatingabilities.

III.TeachingMethodology

Mainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent

-centeredclassroom

Thewholelearningandteachingproceedistendedtofollowthemodelof

pre-tasktaskcyclepost-task

IV.TimeDistribution

AccordingtoSs'Englishlearningtraitsandregulations,thefocusofthelearning

strategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin

8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&

After-classReading(2periods);FurtherDevelopment&Writing(2periods).

PeriodI&IIlisteningandspeaking

I、TeachingContent

1)T'sbackgroundknowledgeintroductionasrecruitmentandSs'discussionon

theunittopicoffood,andenlargetheirvocabularyonfood.Comparethe

AmericandietswithChineseone.

2)Listeningof2passagesand1tonguetwister

II、Teachingdesign

PartOne:Preparation

1.CheckYouVocabulary

Directions:Workingroupstolistasmanyfoodsanddrinksasyoucanineach

categoryandputthemdowninthetable.

Food

VegetableFruitMeatCerealOthersDrink

cabbage,Apple,pear,Pork,beef,Rice,oat,egg,cake,Tea,coffee,

beet,carrotfig,apricotlamb,wheat,com,cookie,Coke,rum,

lettuce,pineapple,bacon,millet,biscuit,Pepsi,wine,

bean,grape,turkey,barley,etc.cracker,nut,Seven-up,

eggplant,plum,mutton,fish,Sprite,beer,

onion,mango,chicken,shrimp,whisky,

garlic,lemon,sausage,lobster,brandy,

pepper,pea,watermelon,etc.crab,clam,milk,juice,

cucumber,papaya,etc.sodawater,

celery,coconut,lemonade,

mushroomcherry,etc.etc.

pumpkin,

cauliflower

,etc

2.ComparingDiets

Directions:Lookatthedietbelow.Itshowswhata1O-year-oldBritishboyeatsona

typicalday(seepage4).

Workinpairstodecidewhetherthisisahealthydiet.Whatdoyouthinka1O-year-old

boyinChinawouldeatonatypicalday?Whatisthedifferencebetweenthetwodiets?

PartTwo:Listening-CenteredActivities

ListeningI

Newwords:grapefruit,bacon,toast,marmalade,preserves

Exercise1:Listentothedialogueandfillintheorderlistbelowwiththeinformation

yougetfromthetape(seepage5).

1)2262)7:303)orangejuice4)

grapefruitjuice5)bacon,eggs,andtomato6)twosoft-boiledeggs7)toast,

butter8)lemontea

Exercise2:Workingroupsofthree.Onewillbethewaiterorwaitressandtheother

twocustomers.Makeupadialogorderingfoodforbreakfast.

ListeningII

Newwords:passion,counter,McDonald's,cardboard,plastic,container,tight-fitting,

drive-in,Mexican,Italian,menu,microphone,trash,Debbie

Exercise1:Listentothefirstpartofthepassageandcompletethefollowingbyfilling

intheblanks(seepage6).

1)totakeout,cardboard,plastic,plastic,tight-fitting

2)board,menu,order,microphone,twentyyards

3)knives,forks,everything,tray

Exercise2:Listentothesecondpartofthepassageandanswerthefollowing

questions.

1)WhatissaidaboutserviceinrestaurantsandcoffeeshopsinAmerica?

Efficientandfriendly.

2)Whatimpressiondowaitersandwaitressesgivecustomerswhentheyintroduce

themselves?

Theirfriendlinessisnaturalandisn'tentirelybecausetheyhopetogetahightip.

3)Whatisanappropriateamountforatrip?

15%ofthecheck.

4)Whatisoneofthemostpleasantthingsaboutwaitersandwaitresses?

Theyrefillacustomer'scoffeecupseveraltimesfornoextracharge.

ListeningIII

Exercise:Listentothetonguetwistersandfillintheblankswiththewordsyouhear.

Listenagaintocheckyouranswers.Thenpracticesayingthesetonguetwistersas

quicklyaspossible.

1)Thebigbakerbakesblackbread.

2)“Thebunisbetterbuttered/9

3)cheapchipshopsellscheapchips

4)friedfreshfish,fishfriedfresh,freshfriedfish,freshfishfried,fishfreshfried

5)propercupofcoffee,propercoffeepot,acupofcoffee,propercoffeepot,coffeepots,

Ironcoffeepots,Propercupofcoffee,propercoppercoffeepot,cupoftea

PartThree:Assignment

topreparethenewwordsonthetextbook.

Period3&4Reading

I、TeachingContent

ThetitleofthetextisFoodandCulture(intensivereading).Languagepoints

explanation,exercise.

II、TeachingObjects

1)Understandandmasternewwords:anthropologist,apparently,appropriate,bark,

calorie,disgusting,fertilize,forbid,protection,protein,sacred,sufficiently,nomad,

bark,nutritious

Phrases：besickof,inaddition,pickup,regard...as,relatedto,asaresult,etc.

2)ImproveSsmicro-readingskillsandtheabilityofthinking,inferenceandjudgein

English.

HI、TeachingDesign

A.Greeting

B.Checktheassignment:newwordsdictation

C.Pre-Reading

Discussthefollowingquestionsinpairs.

a)Whatdoyoueatandwhatdon'tyoueat?

b)Whydoyoueatcertainfoodsandwhydon'tyoueatcertainfoods?

c)Isthereanythingyoufindstrangeaboutpeople'seatinghabits?Whatisitand

why?

D.PassageReading

a)Readthepassage“FoodandCulture55ontheirown.Ssshouldfinishitwithin13

minutes.

b)Designsomeexercisetoseethatstudentshaveunderstoodthepassage.

☆FindingFoodTaboos:Fillinthetableaboutfoodtaboosincertaincultures

withtheinformationyougetfromthepassage.

☆UnderstandingtheDetails:Fillintheblankstocompletethesesentencesor

paragraphswiththeinformationyougetfromthepassage.

c)Discussion:Workingroupsandanswerthefollowingquestions.

1)Whatdoyouthinkfoodlikesanddislikesarerelatedto?

2)Whatareyourfoodslikesanddislikes?Whatdoyouthinkyour

foodlikesanddislikesarerelatedto?

E.FocalPointsandDifficulties

1)anthropologist——anthropology——anthropological

suffix:-logymeans"學”

e.g.biology-biologist—biological

sociology一一sociologist---sociological

geology——geologist——geological

2)appropriateto/forsth.

Sportsclothesarenotappropriateforaformalwedding.

Hisformalstyleofspeakingwasappropriatetotheoccasion.

3)forbid(forbad,forbidden)todosth.

stop/prevent/prohibit/hinder+object+fromdoingsth.

4)raise

a)liftormovesth.Tohigherlevel

raiseone'shand;raiseone'seyes

b)cause(sth.)toappear

Themeasureraisedalotofproblems.

c)bringupachild;breadfarmeranimals;groworproducecrops.

raisepigs;raisecrops;raiseachild

5)besick,vomit,nauseate

“besick“canmean“feelillasifoneisgoingtovomit”.

e.g.Shewassickaftersheatetoomuchchocolte.

Lucyfeltsick(=feltlikelytovomit)themorningaftertheparty.

Otherusesinclude:airsick,carsick,seasick

“nauseate”comesfromtheword“nausea“whichmeans“afeelingofillnessin

thestomach,oftenmakingonefeelasifoneisgoingtovomit”.It'saformal

wordandoftenusedinpassiveform.

e.g.Heisnauseatedbythesmellofmeatcooking.

“vomit“meansto“bringfoodordrinkupfromone'smouth,becauseoneis

sick”.

6)Asaresult,peoplefromonecultureoftenthinkthefoodsthatpeople

Theword"make”inthissentence(L.8)means“begoodenoughtobeor

become…(宜成為).

e.g.I)Thatwillmakeagoodendingofthebook.

II)It'sastorythatwouldmakeagreatfilm.

7)Thetermuscaredcow(1.23)isalsousedderogatorilytorefertoanidea,

practice,etc.thatissomuchacceptedthatnoteventheslightestdoubtsabout

itareallowed.

e.g.Theneedforsecrecyhasbecomeakindofsacredcow.

Theydidnotdaretochallengethesacredcowofparliamentarydemocracy.

8)...butonehundredgramsoftermitescontainmorethantwiceasmanycalories

andalmosttwiceasmuchasproteinasonehundredgramsofcooked

hamburger.(L9?11)

Inthissentence“twiceasmany...”and"twiceasmuch…”的意思是“是…的

兩倍:用many或much的依據是后面所跟的名詞是可數還是不可數的。

e.g.Ihavetwiceasmanybooksasyou.

ShespendshalfasmuchmoneyonclothingasIdo.

后半句的意思是：然而，如果拿100克的白蟻和100克制作好的漢堡包相

比，前者所含的熱量是后者的兩倍多，其所含的蛋白質也兒乎是后者的兩

1口O

9)"movearound”相當于“movefromplacetoplace"。Around在此處是副詞，

表示hereandthere,inmanydirectionso

10)Oneexplanationforthepig-eatingtabooisthatporkthatisnotcooked

sufficientlymayspreadadiseasecalledtrichinosis.吃豬肉是一大禁忌的一

種解釋是，沒煮好的豬肉會傳播旋毛蟲病。

☆止匕句中“thatporkthatisnotcookedsufficientlymayspreadadisease

calledtrichinosis^是表語從句。

☆表語從句中“thatisnotcookedsufficiently”是定語從句，修飾的先

行詞是porko

☆是過去分詞短語做“calledtrichinosis”的后置定語。

F.Exercise1.2.3(seepage11):toreviewandconsolidatethenewwordsandthe

usage.

G..Homework:previewandmemorizenewwordsinafter-classreading;doquiz.

Period5&6After-classReadingandExercise

I.TeachingContent

TwopiecesofAfter-classReading:TheMenu,ThenutrientsinFood,

(extensivereadingapproach).Checktheanswerstoquiz

ILTeachingObjects

ToencourageSs'getusefulinformationfromthereadingmaterialassoonas

possible,toencouragereadingfluency,sostudentsshouldnotbestopping

frequentlybecausetheydonotunderstandapassage.

III.TeachingDesign

A.PassageI

1)Ssaregivenfiveminutestoreadthepassage“TheMenu”,gettheuseful

informationfromthepassage,andpickoutthedevelopmenthistoryof

themenu.

2)Readagain(sevenminutes)andanswerthefollowingquestions:

a)Whatarethefunctionsofthemenu?(nameatleastfive)

b)Figureouttheperiodswhenrestaurantweredoingwell:

c)Figureouttheperiodswhenrestaurantweredoingbadly:

B.PassageII

Tgivestenminutestoreadthispassage,theninstructsSstosummarizethe

passage.

C.Quiz(pre-task)ChecktheanswerswithSs,Givetheexplanationtothe

difficulties.

D.RelaxedTime(pre-task)Ask3—5studentstosharetheirexciting/good

newsintheirdailylifeortellaninterestingstory/joke.

Period7&8FurtherDevelopment&Writing

LTeachingContent

Warming-up,oneintegratedactivity:preparingfood,andwriting.

ILTeachingObjects

After6periodsexposuretolanguageinput,readingmaterial,andlanguage

skillstrainingonthetopic"food”,Sshavebeenfamiliarwiththerelevant

content,vocabularyandlanguageexpressiononthesametopic.Through

this2periods,TareexpectedtoorganizesomeintegratedactivitiestogetSs

haveanincreaseintheabilityoflanguageuse.

III.TeachingDesign

A.Warming-up

JokesandRiddlesaboutFood

1)Whatroomcanpeoplenotlivein?

2)Whatdoyoucallachickenrunningdowntheroad?

3)Whatkindofvegetablegetsintoalotoffights?

4)Whatsciencedoyoulearnwhenyoushakeaanofpop?

FoodProverbs:Matchthetwohalvesofeachproverbcorrectlyand

explaintheproverbs(seepage26).

B.PreparingFood

Supposeyouanivelateatafriend'sholidayhouse.Alltheshopsare

shutandyouwouldliketomakeanicemealforyourselfandthe

personyouarewith.Youarebothhungry.Youlookinthecupboard

andinthefridgeandbesidesthebasicssuchassalt,pepper,spices,oil

andsugar,youfind:afewonionsandtomatoes,onechickenleg,atin

oftuna,ajarofstrawberryjam,atinofpineapple,apacketofrice,a

tinofyogurt,fourpotatoes,atinofdriedmilk,atinofbakedbeans,six

eggs,fiveapples.Workinpairstoplanamealfortwowhichasmany

ofheingredientsaspossible.Whenyouareready,telltheclasswhat

youintendtomakeandbepreparedtoexplainhowtomakeanyofthe

dishesifnecessary.Whenyouhaveheardeveryone'smenu,decideasa

classwhichisthebest.

C.Writing

a)Asksomequestionsabouteatinghabits

1)Howmuchtimedoyouspendeatinginanormalweek?

2)What'syourfavoritefood?

3)Whatdoyouusuallyeatforbreakfast,lunchandsupper?

4)Howoftendoyoueatinrestaurantsinsteadofstudents'cafeterias?

b)Compareyouranswerswithinyourgroupandfindoutthe

similaritiesanddifferencebetweenthemembersofyourgroup.

Thinkoftwoquestions:

1)Arethereanybigdifferencesbetweenyourgroupmembers?

Whatarethey?

2)Havefoundanyoftheresultssurprising?Why?

c)Writeanarticleaboutyourclassmates9eatinghabitsusingthe

resultsofyourdiscussion.Thecompositionshouldincludeboth

thesimilaritiesandthedifferences.Writenolessthan120words.

d)Sswritethecompositioninclass.Afterthat,Tpickuponestudent's

articletoanalyzeandgiveacommentonit.

Conclusion

Thenewwordsandreadingmaterialofthisunitaremoderate.The

topicisfamiliartoSs,soSsaremotivatedtolearnEnglishinahigh

spirit,Sscandigestthekeypointsanddifficultieseasily.Five

languageskillsarecovered.Teachingaimsareachieved.ThelpsSs

withtheabilitiesofself-study,effectivecommunication,information

analysis,andthinkinginEnglish.SsaregoingtoprocessEnglish

materialandattempttoexpresstheirownopinions;tastethejoyand

successofEnglishcommunication;andcultivateSs'team-working

spirits.

UnitTwoPersonality

I.Theoreticalbasis:

CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)

ILTeachingAims:

Inthisunitstudentsarerequiredto:

1)gettoknowsomeusefulinformationconcerningthetopicofthereadingpassages

inthisunitandtoknowmoreaboutEnglishculture;

2)dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheir

spokenskillandcommunicativeskills;

3)graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheir

vocabulary;

4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsand

grammaticalpointsinthein-classreadingpassagetoimprovetheirreading

comprehension;

5)dosomepost-readingexercisesandsomeafter-classreadingtopracticewhatthey

havegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;

6)translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressions

learnedinthereadingpassagestoacquiresometranslatingskillsandbettertheir

translatingabilities.

III.TeachingMethodology

Mainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent

-centeredclassroom

Thewholelearningandteachingproceedistendedtofollowthemodelof

pre-tasktaskcyclepost-task

IV.TimeDistribution

AccordingtoSs'Englishlearningtraitsandregulations,thefocusofthelearning

strategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin

8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&

After-classReading(2periods);FurtherDevelopment&Writing(2periods).

PeriodI&IIlisteningandspeaking

I、TeachingContent

1)T'sbackgroundknowledgeintroductionasrecruitmentandSs'discussionon

thetopicofpersonality,andenlargetheirvocabularyonthisunit.Describea

person'spersonality.

2)Listeningof2passages

II、Teachingdesign

PartOne:Preparation

1.Wordthatcanbeusedtodescribeaperson'spersonality

?kind,generous,patient,warm-hearted,humorous,intelligent,independent,

sensitive,frank,thoughtful,

?gentle,careful,clever,modest,easy-going,friendly

?moody,lazy,sinister,selfish

2.WhatpersonalitytraitsdoyouthinkareassociatedwiththeChineseculture?

?hardworking,honest,well-organized,careful,intelligent

?determined,realistic.Sensitive,friendly,generous,polite,patient,

3.Jobandpersonality

1)salesmanorsaleswoman

?shrewd,hardworking,boastful,tricky

2)teacher

?humorous,bossy,patient,tolerant,talkative.

3)doctor

?patient,calm,independent,careful,sympathetic.

4)policeman

?brave,alert,independent.

5)accountant

?careful,honest,cautious

6)lawyer

?persuasive,expressive,eloquent,serious.

7)tourguide

?enthusiastic,talkative,expressive,energetic

8)hostorhostessofashow

?emotional,expressive,optimistic,easy-going

9)reporter

?curious,extrovert,open-minded,adventurous.

10)secretary

■easy-going,tolerant,sensitive,frank,thorough

11)spokesman

?intelligent,talkative,diplomatic

PartTwo:Listening-CenteredActivities(Seepage33,bookII)

ListeningI

1)Explainnewwords(sensitive,gothrough,independent,appreciate,

owe,caring,understanding,aware)

2)Listentothepassageandnotedownthefourcharacteristicsofthe

speaker.

3)Listenagainandcompletewithdetailsofhefourcharacteristics.

ListeningII

1)Explainnewwords

2)Listentothedialogueanddecidewhetherthefollowingstatements

aretrueorfalse,(seepage34)

3)Playthetapeagain,helpstudentsrepeatthispassagesentenceby

sentenceandexplainsomedifficultpoints,sentences.

4)Listentothedialogueagainandcompletethetable.

5)Discussthefollowingquestionsingroups.

a)Towhatextentdoyouthinkcultureaffectspersonality?

b)Whatpersonalitytraitsdoyouthinkareassociatedwiththe

Chineseculture?

PartThree:Assignment

topreparethenewwordsonthetextbook.

Period3&4Reading

I、TeachingContent

Thetitleofthetextis“TheMiseryofShyness^^(intensivereading).Languagepoints

explanation,exercise.

II>TeachingObjects

1)Understandandmasternewwords:eliminate,acquaintance,inferior,etc.;

prefix:over-,self-

2)Phrases：dwellon,concentrateon,speakup,profitfrom,comealong,havesth

atheart,setaside,liveupto,etc.

3)ImproveSsmicro-readingskillsandtheabilityofthinking,inferenceand

judgeinEnglish.

III>TeachingDesign

A.Greeting

B.Checktheassignment:newwordsdictation

C.Pre-ReadingActivities

1.Discussthefollowingquestionsingroups

1)Whenyouarrivedattheuniversity,didyoufindithardtotalkwithyournew

classmate?Ifso,explainwhy.

2)Doyoufeeluncomfortablewhenotherpeoplesaynicethingstoyou?For

example,howwouldyoufeelifaclassmatesaid"That'sareallynicejacket

you9rewearing9?Explainyourfeelings.

2.Wordsandphrasesinthein-classreadingpassage

1)acquaintance

Knowledgeofapersonacquiredbyarelationshiplessintimatethan

friendship.

?Apersonwhomoneknows.

?Knowledgeorinformationaboutsomethingorsomeone

>Phrases

?apassingacquaintancewith對...的浮淺的了解

?drop/cutsb*sacquaintance(=cutanacquaintancewithsb)和某人絕交

?haveanodding/bowingacquaintancewithsb與某人有點頭之交;(對某學科)

略知一二

?havenoacquaintancewith不來(悉，不了JW

?maketheacquaintanceofsb.(=makesb/sacquaintance)結識某人

?pickacquaintancewith偶然結識/認識

?upon(further)acquaintance經過一段(較長)時期的熟悉/了解

2)eliminate,elimination,eliminative

3)inferior&superior

?beinferiorto在….之下；次于；不如

?besb.'sinferiorin在.…方面不及某人

?inferiorbycomparison相形見細

4)Self—

?self-helpself-importance

?self-indulgenceself-interest

?self-madeself-respect

?self-styleself-pity

5)Over-

?toomuch

overpopulation,overwork,overweight,overdo

?additional

overcomeovertime

?across,above

overhead

?outer,covering

overcoat

D.In-ClassReadingActivities

1.Givethestudentsabout20minutestofinishthepassage.

2.Askseveralstudentstopointoutthemainideaofthepassage,andiftheydon't

agreewiththeopinion,thenhaveadiscussionabouttheirownopinionandfind

outthedifferencebetweentheirownopinionandtheideainthepassage.

3.LanguagePoints

1)todwellon:towrite,speakorthinkalotabout

?Youdwellonasubjectifyoukeepthinkingortalkingaboutit

?Donotdwellsomuchonyourpast.

?Donotdwelltoomuchonyourpainfulmemories.

?Donotletyourminddwellonthesetroubles.

?Heexpressedfromresolve,butdwellondifficulties

>todwell:live

?Youdwellsomewhereifyoulivethere.

?Hedwellsinthecountryduringmostoftheyear

2)toconcentrateon:tokeepordirect(allone'sthoughts,efforts,attention

etc)集中精力/思想，聚精會神

?Don'ttalk,justconcentrateonyourdriving.

?SheisconcentrateongettingagradeforherFrench

3)tospeakup:speakboldly,freelyandplainly;speakout

?Ifyouthoughtthatwasnotfair,whydidnotyouspeakup?

?Ifyoudonotapproveofwhatyourfriendisdoing,whydon'tyouspeakup?

>tospeakup:tospeakmoreloudly說大聲點

?Thejudgeaskedthewitnesstospeakup.

?Pleasespeakup;wecan'thearyou.

4)profitby;learnorgainadvantagefrom從...得至U好處

?Heprofitedfromhismistakes.

?Areyougoingtoprofitfromyourownexperiences?

?Ihopeyou'llbeabletoprofitbymistakesandavoidthemyourself.

5)tocomealong:tohappen;arrivebychance突然出現(xiàn)

?Iwillwaittillsomethingcomesalong.

?Takeeverychancethatcomesalong.

?HewenttoLondonwheneverthechancecamealong.

?Whentherightopportunitycomesalong,he'lltakeit.

>tocomealong:toadvance;improve進展，進行

?Howisyourworkcomingalong?

>tocomealong:improveinhealth有時指身體情況

?Shewascomingalongwellaftertheoperation.

>tocomealong:follow總艮著去

?Yousay6comealong9whenyouwantsomeonetohurryup,ordosthyouwant

someonetodo.

?Comealong,eatupyourvegetables.

?Yougonow,mcomealonglater.

?Comealong,Tilshowyouyourroommyself.

6)tohavesth.atheart:tohavesth.inone'scare關心、；想至U

?Hehasthewelfareofthepooratheart

sth.breaksone'sheart

?Somethingthatbreaksyourheartmakesyousad.

toloseone'sheartto

?Youloseyourhearttosomeoneorsomethingwhenyoufallinlovewiththem

withallone'sheart

?Youdosomethingwithallyourheartwhenyoudoitwithwarmandsincerity.

7)tosetaside:tosaveforaspecialpurpose留出；儲蓄，撥出

?Everyweekhetriedtosetasideafewdollarsofhissalary.

?Healwayssetssometimeasideeverydaytotellstoriestohischild.

?Setasidealittletime/moneyeachweek

>tosetaside:paynoattentionto不理會:不接受

?Iwarnedthemnottodoit,butmyobjectionsweresetaside.

?Thejudgesetasidethedecisionofthelowercourt.

>tosetaside:todeclaretobeofnoeffect取消:宣布無效

?Hetriedtosetcontractasidebecauseconditionshadchanged.

8)toliveupto:tokeeptothehighstandardsof...按...行事;達至U(某標準'高度等);

使行為和…相等

Someoneorsomethinglivesuptoyourexpectationsiftheyareasgoodas

youexpectedthemtobe

?Shecouldn'tliveuptoherparents,expectations

?We'llcontinuetoliveuptoourpromises.

>toliveuptoonesposition/one^beliefs/one^professions/one^

income.

E.Exercisel.2.3(seepage11):toreviewandconsolidatethenewwordsandthe

usage.

F.Homework:previewandmemorizenewwordsinafter-classreading;doquiz.

Period5&6After-classReadingandExercise

I.TeachingContent

TwopiecesofAfter-classReading:TwowaysofLookingatLife,Youare

WhatYouThink(extensivereadingapproach).Checktheanswerstoquiz.

ILTeachingObjects

ToencourageSs'getusefulinformationfromthereadingmaterialassoonas

possible,toencouragereadingfluency,sostudentsshouldnotbestop

frequentlybecausetheydonotunderstanda