新视野大学英语第四册教案

New Horizon College English

Book Four 新视野大学英语教案

第四册

Unit 1, Book Four

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)

stnd

3---4 period: Post-reading activities (comprehension questions; main idea; text structure; exercises)

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 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. chase vt. run after sb. or sth. in order to catch them 追逐；追赶 eg1. My dog likes chasing rabbits. 我的那条狗喜欢追逐兔子。 eg2. We were chased by a bull while crossing the field.

我们穿过田地时，有一条公牛追逐着我们。

2. cruelty n. [C, U] behavior that makes people or animals suffer 残酷；残忍 eg1. The book tells readers the cruelty of the slave trade at that time.

这本书告诉了读者在那个时候奴隶买卖的残忍。 eg2. The farmer was accused of cruelty to animals.

这个农民被指控残酷虐待动物。

3. pessimistic a. expecting that bad things will happen in the future or that sth. will

have a bad result 悲观的

eg1. The tone of the meeting was very pessimistic. 该会议的气氛非常悲观。 eg2. The doctors are pessimistic about his chances of recovery.

医生们对他康复的可能性感到悲观。

词形变换：pessimism n. 悲观主义 pessimist n. 悲观主义者 [反] optimistic a. optimism n. optimist n.

4. conquest n. 1. [U] the process of gaining control over sth. through great effort 征服；控制 eg1. The conquest of inflation has been the Government's economic priority.

控制通货膨胀一直是经济工作的重点。

eg2. He finally made the conquest of the disease come true. 他最后战胜了那疾病。

2. [sing., U] the act of taking control of a country, city, etc. by force 征服；攻占 eg1. After the Norman Conquest the forest became a royal hunting preserve.

在诺曼征服之后，这片森林就成了皇家狩猎地。

eg2. The empire had expanded largely through military conquest.

帝国的扩张主要是通过军事占领。

5. bankrupt a. without enough money to pay what one owes 破产的 eg1. The company was declared bankrupt. 这家公司被宣布破产。 eg2. Five years ago she was a successful actress, but now she is bankrupt.

五年前她是一个成功的演员，可是现在她一贫如洗了。 6. motive n. [C] a reason for doing sth. 动机

eg1. Why would she have killed him? She had no motive.

她为什么会杀他呢？她没有任何动机。 eg2.What is the motive behind the bombing? 爆炸背后有什么动机？ 7. worship vt. admire and love sb. very much 崇拜；敬重；仰慕 eg1. He worshipped his wife.他很崇拜妻子。

eg2. He was amused by the way younger actors worshipped and copied him. 年青演员崇拜他、模仿他的方式使他感到很有意思。

8. spur vt. encourage sb. or make them want to do sth. 鼓励；刺激

eg1. Her difficult childhood spurred her on to succeed. 她艰难的童年激励她去取得成功。 eg2. My trainer spurred me to keep up a pace of four miles an hour.

我的教练鼓励我保持每小时4英里的节奏。

9. lure n. [C] sth. that attracts people, or the quality of being able to do this 诱惑 eg1. Few can resist the lure of adventure. 几乎没有人抵挡得住历险的吸引力。

eg2. It is the lure of money that brings them to the city. 是金钱的诱惑使他们来到了这城市。 10. drown v.

1. have a very strong feeling or a serious problem that is dificult to deal with 沉浸于 eg1. Relief agencies are drowning in frustration. 救济机构都沉浸于沮丧之中。 eg2. I felt as if I were drowning in sleep. 我感到自己好像沉浸在睡眠之中。 2. die from being under water for too long, or to kill sb. in this way （使）淹死 eg1. Many people drowned when the boat overturned. 翻船时有许多人淹死了。 eg2. He drowned in a boating accident. 他在一次划船事故中淹死了。 11. imperial a. 1. great and magnificent 壮丽的；宏大的

eg1. The house is huge and almost imperial. 房子很大，极其壮丽。

eg2. It is said that few places on earth offer such imperial scenic beauty as this. 据说世界上很少有地方像这里有如此壮观的美景。

2. relating to an empire or to the person who rules it 帝国的；皇帝的 eg1. the decline of an imperial power 强盛帝国的衰败

eg2. Britain's imperial expansion in the 19th century 英帝国在19世纪的扩张 12. exploit v. 1. to treat a person or situation as an opportunity to gain an advantage

for yourself 利用（„„为自己谋利）

eg1. He exploited his father’s name to get himself a job. 他利用他父亲的名声为自己找到一份工作。

eg2. She realized that her youth and inexperience were being exploited. 他意识到自己的年轻和缺乏经验正受人利用。

2. to develop or use sth for business or industry 开发，开采

eg1. countries exploiting the rainforests for hardwood 为获取硬木而开发热带雨林的国家 eg2. No minerals have yet been exploited in Antarctica. 南极洲的矿藏还为开采。

词形变换：exploitation n. exploitative a. 剥削的，榨取的

13. agent n. 1. [C] sb. whose job is to help an actor, artist, etc. find work 经纪人 eg1. A best-selling writer needs a good agent. 畅销书作家需要好的经纪人。

eg2. My agent has a new script for me to look at. 我的经纪人有一个新剧本要我看一看。 2. [C] a person or company that represents another person or company, esp. in

business 代理人；代理商

eg1. Our agent in New York deals with all US sales. 我们在纽约的代理商处理所有的美国销售业务。

14. hasten vt. make sth. happen sooner or more quickly 加快；加速 eg1. The treatment she received may, in fact, have hastened her death.

实际上她接受的治疗加速了她的死亡。

eg2. News of the scandal certainly hastened his departure from office. 有关这件丑闻的消息当然加速了他的离职。

15. blur n. [C] sth. that one cannot remember or see clearly 模糊的记忆；模糊不清的事物 eg1. The events of that day were just a blur. 那天所发生的事情简直就是一片模糊，记不清楚。 eg2. My memory of my childhood days is only a blur. 我对童年只有些模糊的记忆。 16. continuity n. [U] the state of continuing for a period of time 连贯；连续（性）

eg1. The novel fails to achieve narrative continuity. 这部小说在叙述的连贯性上是失败的。 eg2. His speech lacks continuity in logic. 他的演说缺乏逻辑的连贯性。

17. sustain vt. make sth. continue to exist for a period of time 维持；使...持续 eg1. She managed to sustain everyone's interest until the end of her speech.

她设法使得每个人的兴趣都保持到她演讲结束。

eg2. Kangaroos can sustain high speeds over long distances. 袋鼠能高速行进很长的距离。

词形变换：sustainable a. 可持续的

18. dissolve v. (of a solid) to mix with a liquid and become part of it 溶解 eg1. Salt dissolves in water. 盐溶解于水。

eg2. Heat gently until the sugar dissolves. 慢慢加热直到糖溶解为止。

词形变换：dissolution n. 溶解，解除 19. minute a. very small 极小的

eg1. Her writing's so minute that it's difficult to read. 她的字迹太小了，很难认。 eg2.The problem was caused by minute particles of dust getting in the disk drive. 问题是由进入到磁盘驱动器上的灰尘微粒引起的。

20. discount vt. 1. regard sth. as unlikely to be true or important 忽视；低估 eg1.You shouldn't discount the possibility of him coming back. 你们不应该不相信他回来的可能性。

eg2. Much of what he says must be discounted. 他说的很多话不可信。 2. reduce the price of sth. 降低价格；打折

eg1. The store discounts all its merchandise. 这家商店的所有商品都打折。 eg2. He asked to discount 15% from the price. 他要求打八五折。

n. [C] a reduction in the usual price of sth. 折扣

eg1. They usually give you a discount if you buy more than ten copies. 如果你买十本以上，他们通常给你打折扣。

eg2. They offer a 10 percent discount on rail travel for students. 他们向乘火车旅行的学生提供九折优惠。

21. plot n. 1. [C] the story of a book, film, play, （小说、电影、戏剧等的）情节 eg1. The film has a very simple plot. 这部电影的情节非常简单。

eg2.The plots of his books are basically all the same. 他写的书在情节上基本都是一样的。 2. [C] a secret plan 阴谋；密谋

eg1. The plot was discovered before it was carried out. 这密谋还没进行就已被发现。

eg2. The police have foiled a plot to assassinate the President.警方挫败了一起暗杀总统的阴谋。 22. distinct a. 1. clearly different or belonging to a different type 明显不同的

eg1. The two concepts are quite distinct from each other. 这两个概念是有明显区别的。 eg2. The learning needs of the two groups are quite distinct from each other.

这两个组的学习需要是相当不同的。

2. able to be clearly seen, heard, smelled 清晰的；清楚的；明显的 eg1. The outline of the ship became more distinct. 船的轮廓变得更清楚了。 eg2. As night fell, the outline of the mountain became less distinct. 夜幕降临，山峦的轮廓变得不那么清楚了。

23. fraud n. [C, U] the crime of deceiving sb. in order to get money or sth. illegally 欺诈；诈骗 eg1. She was charged with credit card fraud. 她被指控用信用卡诈骗。 eg2. Big losses due to theft and fraud forced the company to close. 由于偷窃和欺诈造成的巨大损失，这家公司倒闭了。 24. contaminate vt. make sth. dirty or poisonous 污染；弄脏 eg1. Much of the coast has been contaminated by nuclear waste. 那海岸的许多地方已被核废料污染了。

eg2. The food which had been contaminated was destroyed. 被污染的食品已经被销毁了。 词形变换：contamination n. 污染 contaminant n. 污染物

25. underline vt. 1. draw a line under a word to show that it is important 在...下划线

eg1. All the technical words have been underlined in red.所有的技术词汇下面都用红色划了线。 eg2.Don't forget to underline the title of the essay. 别忘了在文章标题下划线。 2. emphasize; show that sth. is important 强调，使突出 eg1. She underlined the seriousness of the situation. 她强调了形势的严峻性。 To underline their disgust, the crowd started throwing bottles at the stage. 为了强调他们的厌恶，人群开始向舞台扔瓶子了。

26. compromise v. to give up some of your demands after a dispute with sb, in order to reach an

agreement （为达成协议而）妥协，折中，让步

compromise (with sb. )(on sth)

eg1. They were unwilling to compromise with the Communists. 他们不愿与党人妥协。 eg2. After much argument, the judges finally compromised on the (=agreed to give the prize to)

the 18-year old pianist. 经过激烈的讨论，评委终于同意那个18岁的钢琴手获奖。 n. an agreement made between two people or groups in which each side gives up some of the things they want so that both sides are happy at the end 妥协，折中，互让，和解 eg1. After lengthy talks the two sides finally reached a compromise.

双方经过长期的商谈终于达成了妥协。

eg2. In any relationship, you have to make compromises. 在任何关系中，人们都得做出让步。

词形变换：compromising a. 有失体面的，不宜泄漏的

27. uncompromising a. unwilling to change one's opinions or behavior 不妥协的；不让步的 eg1. He has a reputation for being tough and uncompromising. 他因顽强、不妥协出名。 eg2. At work, George was known as an uncompromising businessman. 在工作上，乔治是一个决不让步的商人。

28. object vi. oppose or disapprove of sth. 反对；不赞成

eg1. Would anyone object if we start the meeting now? 如果我们现在开始开会，有人反对吗？ eg2. No one objected when the boss said it was time to go home.

当老板说该回家了时，没有人表示反对。 object to (doing) sth.

eg1. Many local people object to the building of the new airport.

许多当地的居民反对兴建新机场。

eg2. I really object to being charged for parking. 我非常反对收停车费。

29. accuse vt. say that sb. is guilty of a crime or of doing sth. bad 指控；控告 eg1. \"It wasn't my fault.\" “这不是我的过错。”

\"Don't worry, I'm not accusing you.\" “别担心，我不是在指责你。”

eg2. He's been accused of robbery. 他被控抢劫。

词形变换：accusing a. 谴责的，指责的 accusingly ad.

accusatory a. 谴责的，指责的，控告的 accusation n. 控告，起诉，谴责

30. sue vt. make a legal claim against sb., esp. for money 起诉；控告 eg1. The company is suing a former employee for breach of contract. 该公司正在起诉一个前雇员违反合同。

eg2. He threatened to sue them if the work was not completed. 如果工作完不成，他威胁要起诉他们。 31. attorney n. [C] a lawyer 律师

eg1. Simpson answered questions from his defense attorney for nearly three hours. 辛普森回答了将近三小时自己辩护律师提出的问题。

eg2. Other investors have hired attorneys and are deciding whom to sue. 其他投资者已经雇了律师，正在决定要起诉谁。

32. second vt. support a suggestion made by another person in a meeting 支持；附议 eg1. The motion was proposed by the club's chairman and seconded by the secretary.

这提案是俱乐部提出的，并得到了秘书的支持。

eg2. \"Will anyone second this motion?\" “有谁支持这项提议？”

\"I second it, Mr. Chairman.\" “先生，我附议。”

33. fine vt. make sb. pay money as a punishment 罚...的款

eg1. Drivers who exceed the speed limit can expect to be fined heavily. 超速驾驶的司机会受到重罚。

eg2. They fined him $100 for threatening behavior.因为威胁性的举止，他被他们罚了100美金。 34. expel vt. force sb. to leave a school or organization 开除；驱逐

eg1. The government has expelled some diplomats. 已将一些外交官驱逐出境。 eg2. My brother was expelled from school for bad behavior. 我弟弟因为行为不端被学校开除了。

35. justify vt. show that there is a good reason for sth. that other people think is unreasonable

证明...有道理；为...辩护

eg1. How do you justify your rude behavior? 你如何为你的粗鲁举止辩解呢？ eg2. We can't justify spending any more money on this project.

我们没有理由再在这个项目上花费更多的钱了。

36. single-minded a. having one clear aim and working very hard to achieve it 一心一意的；专

一的

eg1. She is very single-minded about her career. 她专一于自己的事业。

eg2. Her single-minded commitment to the job meant that she had little time left for her family.

她对工作一心一意的奉献意味着她很少有时间留给自己的家庭。 37. desperate a. 1. needing or wanting sth. very much 极需要的；极向往的 eg1. The team is desperate for a win. 这个队极需要一场胜利。 eg2. He was desperate to get a job. 他非常想得到一份工作。

2. very worried and willing to do anything to change a bad situation 绝望的；拼命的 eg1. I had no money left and was desperate. 我没有钱了，感到很绝望。

eg2. Time was running out and we were getting desperate. 时间不断流逝，我们开始不顾一切。 38. desperately ad. 1. very much 非常

eg1. She always seems to be desperately busy! 她看上去总是非常忙。 eg2. I'm not desperately keen on watching football. 我并不酷爱看足球。 2. in a worried or angry way 绝望地；拼命地

eg1. The doctors tried desperately to save her life. 医生拼命地要拯救她的生命。 eg2. He looked round desperately for someone to help him. 他绝望地朝四周看了看，希望有人帮助他。 39. alas ad. unfortunately 不幸的是；遗憾的是 eg1. I love football but, alas, I have no talent as a player.

我喜欢足球，可是，真遗憾，我没有足球队员的天赋。 eg2. For many people, alas, hunger is part of everyday life. 对许多人来说，很不幸，饥饿是日常生活的一部分。 Phrases and Expressions

1.at best even when considered in the most positive way 充其量；至多 eg1. At best she would become disabled; at worst she would die.

最乐观地看，她会变残废；最糟糕的话，她会死去。

eg2. He was, at best, a second-class writer. 他充其量是一个二流作家。

2. end up to find yourself in a place or situation that you did not intend or expect to be in 结

果是，最后

eg1. If you go on like this you will end up in prison. 如果你继续这样，早晚得进监狱。 eg2. At first they hated each other, but they ended up getting married. 他们起初相互仇恨，到后来却成了夫妻。

3. run a/the risk be in a situation in which sth. bad could happen 冒险；有...风险 eg1. He ran the risk of losing his job by criticizing his boss.

他冒着丢饭碗的风险批评了他的老板。

eg2. If you keep working in such a temperature, you will run a risk of getting heat stroke.

如果你在这样的温度下继续工作，就有中暑的危险。 4. other than apart from, except 只是，除了

eg1. He didn’t mention anyone else’s contributions other than his own.

他只提到了自己的贡献，而没有提其他任何人的。

eg2. We missed the last bus so there was no choice other than to walk home.

我们错过了最后一班公交车，所以除了走回家别无选择。

5. at one’s/its worst as bad or unpleasant as someone or something can be 最糟糕 eg1. The pain was at its worst in the late evenings. 深夜时痛得最厉害。

eg2. You saw the garden at its worst, I’m afraid. 我想你所看到的花园出于其最糟糕的时候。 6. remain/be true to continue to be loyal to sb. or sth. 忠于

eg1. He remains true to his principle. 他忠于自己的原则。

eg2. We are true to our cultural traditions. 我们忠于我们的文化传统。 7. come on/upon find sth or meet someone unexpectedly 偶遇

eg1. I came upon one of my college teachers on the street. 我在街上碰到了一位大学老师。 eg2. We came upon the idea of asking people tp donate money over the Net. 我们无意中想到了在网上请人们捐款的主意。

8. throw out make sb. leave a place, school, organization, etc. because they have done sth.

against the rules 开除；解雇

eg1. Their trade union was instructed to find jobs for those thrown out of work.

他们的工会接到指示要为那些失去工作的人找到工作。

eg2. These two famous sportsmen were thrown out of the Olympics after failing drug tests. 这两位著名的运动员由于没有通过药检被逐出奥运会。

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;

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 the next unit

Unit 2, Book Four

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)

stnd

3---4 period: Post-reading activities (comprehension questions; main idea; text structure; exercises)

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（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. 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.

A general introduction to Charlie Chaplin. (Para.1-2)

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) Incident after Charlie Chaplin’s death (Para.9): A strange incident after his death is taken as a fitting memorial to him. 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. 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. 大量被捕的几乎马上就被处死了。

4. for good: for ever

He left the city for good. 他永远地离开了那个城市。

5. 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。

6. 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 the next unit 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. ;

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

Unit 3, Book Four

I. Section A: Longing for a New Welfare System

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)

stnd

3---4 period: Post-reading activities (comprehension questions; main idea; text structure; exercises)

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（get to know the social welfare system of the US and China by

surfing the Internet or reading relevant books ）;

Topics

1. Getting to know some simple information on social welfare system.

2. Compare the difference between the public health, education and housing in China and

in the US.

Background Information: A social welfare provision refers to any program which seeks to provide a guaranteed minimum level of income, service or other support for the population of a country as a whole, or for specific groups such as the poor, elderly, and disabled people. Social welfare programs are undertaken by governments and by non-governmental organizations (NGOs). Social welfare payments and services are provided at the expense of taxpayers generally or by obligatory National Insurance contributions, funded by benefactors. Welfare payments can take the form of in-kind transfers (e.g., health care services) or cash (e.g., earned income tax credit). Examples of social welfare services include the following:

7. Compulsory superannuation savings programs.

8. Compulsory social insurance programs, often based on income, to pay for the social welfare

service being provided. These are often incorporated into the taxation system and may be inseparable from income tax.

9. Pensions, either for the entire population or for those who had lower incomes.

10. Financial aid, including social security and tax relief, to those with low incomes or inability to

meet basic living costs, especially those who are raising children, elderly, unemployed, injured, sick or disabled.

11. Free or low cost nursing, medical and hospital care, antenatal and postnatal care for those who

are sick, injured or unable to care for themselves. This may be available to everybody, or means tested. Services may be provided in the community or a medical facility. 12. Free or low-cost public education for all children, and financial aid, sometimes as a

scholarship or pension, sometimes in the form of a suspensory loan, to students attending academic institutions or undertaking vocational training.

13. The state may also fund or operate social work and community-based organizations that

provide services that benefit disadvantaged people in the community.

14. Welfare money paid by a government to persons who are in need of financial assistance.

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. What kind of person is the author?

handicapped; confined to wheelchair; carrying a urine bag everyday; independent; self-respect; self-support; self-made

2. How could the writer possibly get his wheelchair repaired?

the handicapped client; caseworker; medical worker; main welfare office; wheelchair repair company

3. What can you conclude from the procedure of asking for wheelchair repairs? very difficult for welfare clients to ask for extra financial help 4. How do you describe Suzanne?

arrogant; suspicious; indifferent; careless; business-like; a detective

Purpose: Arouse the students’ interest of study. Bring in new subject: Why is author longing for a new welfare system? .

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.

Part 1: General images of welfare clients and welfare caseworkers under the present system. Welfare clients are believed to cheat more money out of the present welfare system. (Para.1)

There are welfare clients who choose to live a life of complete honesty. (Para.2)

The relationship between welfare clients and caseworkers is tense. (Para.3) Part 2: Problems with the present welfare system.

Caseworkers try to convict welfare client of cheating. One example is offered. (Paras.4-8) Welfare clients find it extremely difficult to have their wheelchairs repaired. One example is offered. (Paras.9-12)

If welfare clients make money, they have to go through the embarrassing situation of being questioned to account for every penny. (Para.13)

The welfare system does not encourage welfare clients to work to support them-selves and make a gradual shift away from welfare. (Para.14)

Part 3: Suggestions to improve the present welfare system

There needs to be lawyers to protect the rights of welfare clients. (Para.15)

Welfare clients should take steps to fight for more rights for themselves. (Para.16)

A new system is suggested to encourage welfare clients to develop their talents and support themselves. (Para.17)

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. 15. Long for

Lucy had always longed for a brother. 露西一直渴望有个弟弟。 He longed for Pat to phone. 他企盼着帕特来电话。

2）be supposed to

I thougt we were supposed to be paid today. 我以为我们今天会领到薪水呢。

I haven’t see it myself, but it’s supposed to be a great movie. 这部电影我没看过，不过

人们普遍认为很不错。

You are not supposed to walk on the grass. 不准践踏草地。 3) bleed

He bled the poor old man without mercy. 他无情地压榨这位可怜的老人。

16. Opt

Many workers opted to leave their jobs rather than take a pay cut. 许多工人宁肯下岗

也不接受减薪。

They opt for more holiday instead of more pay. 他们选择了延长假期而不是增加工资。

17. Yield to

yielded to desire. 屈服于欲望。

We yield to nobody in love of freedom. 我们对于自由的爱好不亚于任何人。

18. Liberal

This writer is a liberal thinker. 这位作家是一个思想无偏见的人。

We were all surprised by the liberal donation of the millionare. 我们都很惊讶于这位富翁的慷慨捐助。 19. Account for

He had to account for every penny he had spent. 他得解释钱都是怎么花的。

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. I’m not being bitter.

The structure “be being + adjective / noun” is used to talk about action and behavior. e.g.

20. You’re being stupid. (= You’re doing stupid things.)

21. I was being very careful. (= I was doing something very carefully.) Note: We do not use this structure to talk about feelings. He is being a nice boy today.他今天真是一个好孩子。

2. There needs to be a lawyer who can act as a champion for the rights of welfare clients, The word “there” is followed by the verb “need”. Some other verbs can also be used this way. e.g.

There seems to be some problems.

There followed an uncomfortable silence. 接着就是一阵令人难以忍受的沉默。

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 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 the next unit

Step 10. Assessment

Write a composition of a general statement supported by examples.

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

Writing: Topic: Life is never short of beauty.

Unit 4, Book Four

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)

stnd

3---4 period: Post-reading activities (comprehension questions; main idea; text structure; exercises)

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（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, \"ICT\" makes more explicit that technologies such as 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.

22. 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。

23. A matter of sth

I can’t say which movie is best ---- it’s a matter of personal taste.

24. 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。

25. disposal

The safe disposal of nuclear waste is a major problem. at one’s disposal 供任意使用 26. 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 the next unit 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

Unit 5, Book Four

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 (4 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

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 next unit 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

Unit 6, Book Four

I. Section A: Bribery and Business Ethics

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 (4 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)

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

Method: Talk in groups; Use task-based language teaching method, communicative

approach, and audio-lingual method.

Step 3. Lead-in and preparation for reading

Bribery has become a global disease that plague every government. Now please work in group to discuss questions as follows: 1）What do you think is the core of business ethnics?

2）Can you name a few famous companies whose collapse resulted from violating business ethnics?

3）As far as students are concerned, what do you think you should do to show your academic ethnics?

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.

The passage focuses on a social phenomenon in business——bribery. The passage can be broadly divided into 3 main parts:

Part I (Para. 1~4): the viewpoint that bribery is a common occurrence in many countries.

（Bribery and other questionable payments are on the increase in many countries. They seem to be based not on lack of business ethics but on business interests. ）

Part II (Para. 5~8): three main categories of bribery. （payments made for political purposes or to secure major contracts; to obtain quicker official approval; and made to people who help with the passage of a business deal.）

Part IV (Para. 9~11): the efforts to ban bribery and the result.（To ban bribery, a code of conduct is favored by ICC, and even a council was proposed to manage it. But, its members are of different opinions. Anyway, bribery seems inevitable.）

Step 5. Detailed study of the text

Ss are required to look at the words and Phrases on the screen and give a brief presentation in class.

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.

Words and Phrases:

1) pay up: pay all the money that you owe, often unwillingly I had a hard time getting him to pay up.

Don’t expect your travel insurance to pay up unless you’re injured or get your luggage damaged. 2) stand by:

Suppose you were offered a bribe, what would you do --- receive it or stand by your principles?

(remain faithful to a promise; keep to)

I’ll stand by him whatever happens in the future.

(stay loyal to sb and support them, especially when they are in trouble) How can you stand by and see him struggling in the water?

(not do anything to help someone or prevent something from happening) 3) speed up: make something happen or move more quickly 如果我们想准时的话就最好加快速度。 We’d better speed up if we want to be on time. 这项新协议将加快和平进程。

The new agreement will speed up the peace process. 4) amount to: have the same effect as

Keeping silent in this case amounted agreement. 她的答复意味着完全拒绝。

Her answer amounted to a complete refusal.

5) square with: make two ideas, facts or suggestions agree with each other; agree or be consistent

with another idea, fact, or situation

Today I’m able to square my profession with my interest, which I wasn’t able to before. 你的理论与事实不符。

Your theory doesn’t square with the facts. 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) Now, the question is: do you pay up or stand by your principles? (Para. 2)

Meaning: Now you must decide whether to pay the officials a large sum of money to bribe them or to stick to your principles.

2) „when the company as under investigation for possible violations of US business laws. (Para. 5)

under investigation: in the process of being investigated Eg. The issue is still under investigation.

Similar expressions include “under threat/pressure/attack/construction”.

3) This code would try to distinguish between commissions paid for real services and exaggerated fees that really amount to bribes. (Para. 9)

Meaning: This set of moral principles would try to make people recognize the difference between commissions that are paid for real services and exaggerated fees that really are the same as bribes. 4) „a writer argued recently that “industry is caught in a web of bribery” and that everyone is “on the take”. (Para. 11)

Meaning: …a writer claimed recently that “the problem of bribery is so complicated that our industry can not get out of it” and that everyone is “willing to accept money in a dishonest or illegal way”.

be caught in: be in a situation that one cannot easily get out of

eg. Caught in a the poverty trap, they are unable to make the savings necessary for business venture.

on the take: willing to do something wrong in return for money

eg. Frankly speaking, I don’t trust him---he always seems to be on the take. Typical patterns:

1. It is + adjective + to do/that-clause.

Eg. It’s interesting to see different cultures and ways of life. It’s important that she come straight to me when she arrives.

2. “Suppose” can be used as a conjunction, followed by a clause in the sentence structure

“Suppose + clause, what/how/where/would „”, in the sense of “what would/will happen if „”

Eg. Suppose you object to carrying out a particular management order and you are afraid of

the manager, what would you do?

Suppose you are a heavy smoker and are anxious to break the habit, where could you get

help?

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 further discussion:

3. Discuss the advantages and disadvantages of solitude or living alone. 4. Do you have the moments when you feel solitude is the best companion? 5. 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 the exercises after class Finish online homework Preview the next unit Step 9 Assessment

Write a composition of no less than 120 words with the structure of listing supported by

examples on the following topic.

Topic: Two kinds of people who choose to live alone on purpose Outline: 1. The first group: artists seeking inspiration An example: story of a writer

2. The second group: people being disappointed with life An example: story of a woman