全新版大学英语教案第四册.doc

Teaching PlanNew College English(Book 4)Unit One Fighting with the forces of natureText A The Icy Defender1. Learning Objectives:Students will be able to:1.grasp the main idea and structure of the text;2. do a comparison and contrast between Napoleons invasion of Russia and Hitlers invasion of the Soviet Union;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. T asks Ss the following questions on the recording: Where and when did the storm occur? Why did the crew fear the worst would happen to them?2. Discussion: Man or nature, which is more powerful?1)Ss are divided into two groups. One group lists instances where man conquers nature; the other group comes up with cases where the forces of nature are too powerful to be resisted.2)Several Ss from both groups report their respective lists to class;3)T solicits opinions from other Ss: man or nature, which do think more powerful?3. T may move on to Text A by saying: Man changes nature in order to live. However, man must also be careful not to disregard the laws of nature. When Napoleon and Hitler finally realized their arrogance, it was too late.3. While-reading Tasks:1.T asks Ss to survey the text within three minutes and find out the main idea:- Man changes nature in order to live. However, man must also be careful not to disregard the laws of nature. In this text, Napoleon and Hitler launched military campaigns against Russia (the Soviet Union), but they both ignored the raw, bitter, bleak Russian winter the Icy Defender. As a result, they both failed.2.T draws Ss attention to the subtitles in the text, then leads them through Text Organization Exercise 1. In this way Ss will have a better understanding of the text structure.- The text can be divided into four parts, as can be easily seen from the subtitles provided by the author.Part One (Paras 1-2): Introduction Both Napoleons and Hitlers military campaigns failed because of the severity of the Russian winter. Part Two (Paras 3-11): Napoleons military campaign against RussiaPart Three (Paras 12-20): Hitlers military campaign against the Soviet Union Part Four (Para 21): Conclusion The elements of nature must be reckoned with in any military campaign.3. T explains the language points in Parts I-IV, and has Ss practice them.4.Ss form groups to analyze the similarities and differences between the two invasions. When they finish, some Ss groups report to class.4. Language Points:1. in the case of: as far as is concernede.g. The rise in interest rate will be disastrous in the case of small firms.2. stand / get / be in the way: prevent from doing sth.e.g. Sara has made up her mind that her leisure interest should never get in the way of her career.I dont think kids have as much fun as we used to. Fierce competition keeps getting in the way of their development.3. launch: start; send sth. on its coursee.g. On October 4, 1957, Soviet scientists launched the worlds first artificial satellite.In 1941, Adolf Hitler, leader of Nazi Germany, launched an attack against the Soviet Union.4. be / get bogged down: be unable to make progresse.g. If you let yourself get bogged down in homework, youll never find time to read books.The local government got bogged down in problems of how to handle the air pollution.5. engage: begin fighting with sb.; take part in or do; occupy or attract sbs interest; etce.g. I have no time to engage in gossip.The commander ordered the soldiers to engage the enemy immediately. We failed to engage any active support for our project.6. crucial: very important (followed by to)e.g. Surprisingly, our soccer team won the victory in the crucial final game.Unity is crucial to the efficient operation of an organization.7. take a gamble: take a riske.g. I think shes taking a gamble investing all her money in stocks.The company took a gamble by cutting the price of their products, and it paid off.8. press on / ahead: continue doing sth. in a determined way (used in the pattern: press on / ahead with sth.)e.g. Despite fierce opposition, the government is pressing on with its campaign to eliminate corruption.9. bide ones time: wait patiently for a chancee.g. His political rivals are biding their time for an attack on his policies.10. drag on: move slowly and with effort; continue endlessly and tediouslye.g. How much longer is the meeting going to drag on?11. stroke: any of a series of repeated movements; blowe.g. I saw a chance of solving all my problems at a stroke.By a stroke of good luck, Tom, who had been buried in the rubble for more than 26 hours, came out alive.12. at the cost of: with the loss ofe.g. The soldier saved the girl at the cost of his own life.The local government developed its economy but at the cost of environment.13. catch sb. off guard: take sb. by surprisee.g. The reporters question caught the foreign minister off guard.The invitation to his wedding caught me off guard.14. instruct: give orders or directions to sb. (used in the patterns: instruct sb. to do sth.; instruct sb. that); teach sb. (used in the pattern: instruct sb. in / on sth.)e.g. My parents instructed me to start early.The professor instructed us that we had one month to conduct the project.He instructed family members in nursing techniques.15. render: cause to be in a specified condition (same as make) e.g.Hundreds of people were rendered homeless by the flood.He was rendered unconscious by a blow on the back of the neck.16. bring to a halt: stop completelye.g.Production in many factories has been brought to a halt by the delayed arrival of raw materials.17. turn the tide (against): change what looks like defeat into victorye.g. Soviet victory in Stalingrad turned the tide of the war in Europe.18. thanks to: because ofe.g. Thanks to her financial support, the two children in the remote village could go to school.Thanks to their tireless efforts, the performance was a great success.19. reckon: count; consider; thinke.g. Many people reckon him to be a great football player.reckon with: take into consideratione.g. All these problems had to be reckoned with as they arose.20. toll: the number of people or animals killed or injured in particular circumstances; money paid for the use of a bridge or roade.g. The toll of road deaths and injuries is on the rise.The local government was allowed to charge tolls for the use of the roads.5. Post-reading Tasks:1.T guides Ss through some after-text exercises.2. T checks on Ss home reading (Text B).3. T asks Ss to prepare for the next unit: preview Text A.Unit Two Smart CarsText ASmart Cars1. Learning Objectives:Students will be able to:1. understand the main idea and structure of the text;2. learn some techniques in expository writing (definition, quotes, a mixture of facts and opinions, etc.)；3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. T asks Ss the following questions on the song: According to the song, will the world be a better or a worse place in a hundred years time? According to the song, what are some of the effects of modern science and technology on man in the future? Do you agree?2. Free writing: 1） Ss are given ten minutes to free write, beginning with the sentence: “Even if I could afford a car, I may not actually want to drive one because ”2） Ss exchange their papers with at least three fellow Ss, noting down reasons given by the others as to why they wouldnt drive a car.3. T asks several Ss to report to class the reasons for not driving a car given both by him/herself and by others.4. T may move on to Text A by saying: Some scientists and engineers have come up with the idea of a “smart car”. Lets read to find out what this “smart car” can do.3. While-reading Tasks:1. T leads Ss through the instructions for Text Organization Exercise 1, and tell them that the main ideas will be filled in as soon as they finish studying a part.-Computer revolution will have a dramatic impact on cars in the 21st century. We will own smart cars that can see, hear, feel, smell, and talk.-The text falls into four parts: Part One (Paras 1-3): New technology will have a dramatic impact on cars and highways in the 21st century.Part Two (Paras 4-9): With the aid of advanced technology, smart cars will be so designed that they can help eliminate traffic accidents, determine their own precise locations and warn of traffic jams.Part Three (Paras 10-13): GPS and “telematics” will make it possible to build smart highways, which will benefit us in more than one way. 2.T explains the language points in Parts I-III, and has Ss practice them.4. Language Points:1. turn sth. into / become a reality:e.g. Her dream of being a college student has turned into a reality.Shopping at home has become a reality.2. lucrative: producing much money; profitablee.g. We made a lucrative business deal with the American company on rice import.3. eliminate: remove sb. /sth. that is not wanted or needed; get rid of (used in the patterns: eliminate sth.; eliminate sth. from sth.)e.g. Can the government eliminate poverty?She went through the typescript carefully, to eliminate all errors from it.4. vapor: a mass of tiny drops of moisture forming cloud or miste.g. The atmosphere always contains some moisture in the form of water vapor.5. in the air: in the earths atmosphere; uncertain, not yet decidede.g. There is a peculiar smell in the air. Our plans are still in the air.6. start up: begin or begin working, running, happening, etc;e.g. Catherine waited until the children went inside the building before starting up the car and driving off.7. alert: warn sb. that there may be danger, trouble, etc.(used in the patterns: alert sb.; alert sb.to sth.)e.g. The teacher alerted the students to the danger of swimming in the river. The manager alerted the staff to the crisis facing the company.8. prototype: the first model or design of sth. from which other forms are copied or developede.g. Manufacturers usually begin by building the prototype of a new model before they set up a factory to make up the cars.Toyota released its small-car prototype in 1947.9. hazard: a thing that can be dangerous or cause damage; a danger or riske.g. The research has confirmed that tobacco smoke presents a hazard to health.Smog developed into a major health hazard by the 20th century.10. get / be stuck in (sth.): be unable to move or to be movede.g. I was stuck in the traffic yesterday for about one hour. Thats why I missed the class.11. vibrate: (cause sth. to) move rapidly and continuously backwards and forwards; shakee.g. The whole house vibrates whenever a heavy truck passes.Sounds are produced by objects that vibrate in the air at a rate that the ear can detect. 12. send out: transmit (a signal, etc) by radio wavese.g. Bats send out sound waves and make sense of their environment from the echoes they receive.13. convert: change from one form or use to another (followed by into / to)e.g. He converted his pounds into dollars.Water is converted into steam if it is boiled.14. correlate: have a mutual relationship or connection, in which one thing affects or depends on another (followed by with / to)e.g. Medical evidence shows that smoking and lung cancer are correlated.A mothers smoking in pregnancy correlates with low birth weight in her baby. 15. be poised to (do): be ready to take action at any momente.g. The automobile company is poised to launch its new advertising campaign.16. mount: fix sth. in position for use, display or study; put sth. into place on a supporte.g. These devices are mounted in the vehicle to alert driver to an impending hazard.He mounted the photograph on stiff paper, and put it in a frame.He mounted the bicycle and rode away.He mounted the stairs slowly.Our expenses are mounting (up).17. magnetic: having the property of a magnete.g. Rubber is not magnetic.18. take control of: controle.g. The new manager didnt know how to take control of his company.The government has taken control of all the newspapers. 19. bunch: group together (both active and passive) e.g. They bunched together to allow others to squeeze into the crowded elevator.The runners were still bunched together on the track.20. incorporate: make (sth.) part of a wholee.g. His newly published book incorporates his earlier essay.We will incorporate your suggestion in this new plan. 5. Post-reading Tasks:1. Finding out definitions for “blind spot”, “global positioning system”, “atomic clock”, “telematics” and “automated driver”.2. T guides Ss through some after-text exercises.3. T checks on Ss home reading (Text B).4. T asks Ss to prepare for the next unit: preview Text A.Unit Three Job InterviewText A Get The Job You Want1. Learning Objectives:Students will be able to:1. grasp the main idea and structure of the text;2. realize the importance of examples in illustrating ones points;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, speaking and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. T asks Ss the following questions on the recording: Why do you think the wife behaves in the way she does according to the song? How does the husband feel about his wifes behavior?2. Group research project: How to Prepare for an Interview1)Before class, divide Ss into groups. Each group will search either online or through traditional media, for a recruitment ad related to their major.2)Each group previews Text A and Cloze B and brainstorms how to prepare, as an applicant, for this particular job interview on the basis of the same ad. 3)Groups make due preparations.4)In class, several groups report to class on their preparations. Each group may be presented by more than one speaker.3. T may move on to the text by saying: All our preparations have been done from the interviewees point of view, now lets study Text A to get the interviewers perspective.3. While-reading Tasks:1. T guides Ss through the instructions for Text Organization Exercise 1 to learn about the text structure.-The text can be divided into three parts:Part One (Paras 1-6): A recent college graduate failed to answer the questions at an interview because of lack of preparation.Part Two (Paras 7-27): Four pieces of advice on being a successful intervieweePart three (Paras 28-31): Everyone should make his or her own tracks in whatever he or she does.2. T explains the language points in Parts I-III, and has Ss practice them.3. Ss do Text Organization Exercise 2. At the end, T draws Ss attention to the importance of examples by saying: Suggestions without examples are dry and hard to understand; suggestions with examples are comparable to bones covered with flesh. It is also a good idea to start an article with an example that is relevant to readers life and interests, like the author did in this text.4. Language Points:1. interview: question to decide if sb. is right for a jobe.g. Were going to interview six candidates this afternoon.Johnson is being interviewed next week for the Chief Executives job. 2. grill: (infml) question intensely; cook under or over direct heat (used in the pattern: grill sb. about / on sth.)e.g. Tom was grilled by customs officers for several hours.The senior detective grilled the young suspect about the robbery case.We can grill the chops on the barbecue.3. follow up: take additional steps to further (a previous action) (followed by with)e.g. If you make a hotel booking by phone, follow it up with written confirmation. We are worried that terrorists will follow up their threats with bomb attacks.4. in sb.s hand: in sb.s possessione.g. His fathers company has been in his hands for some years.5. prospective: likely to become or bee.g. The chief function of direct-mail advertising is to familiarize prospective buyers with a product. The college had applications from nearly 300 prospective students.6. as I see it: in my opinione.g. As I see it, this press conference is the most successful one we have ever had.7. endeavor: an effort or attempt to do sth.; try to do sth.e.g. The government has endeavored to forbid the employment of children under the age of 16. The company endeavors to deal with clients complaints as promptly as possible.8. do ones homework: make preparation beforehande.g. He had done his homework before he delivered the speech.9. go after: try hard to obtaine.g. Are you planning to go after Peters job when he leaves? He went after first prize in the English speech contest.10. incidentally: by the way (used when adding more information to what was said before, or when you want to talk about sth. else you have just thought of)e.g. Incidentally, this wine goes particularly well with cheese. Incidentally, if you want to see her again, let me know.11. take / have a crack (at): try to do sth.e.g. They have decided to have a crack at the double championship. I would like to take a crack at the Olympic title again before I retire.12. make a difference: change the situation or outlook; have an effecte.g. Ha