新编英语教程3教案_新编英语教程3教案
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新编英语教程 3(A NEW ENGLISH COURSE 3)
INTRODUCTION The main task of Level 3 Of A New English Course is, together with Level 1, 2 and 4, to have students lay a solid foundation in English.But it is quite different from the preceding two levels in format and in language requirements.In brief, it’s text-based and emphasis is supposed to be laid on reading and writing skills;however, adequate attention is still given to listening and speaking skills.Especially in reading, reading strategies such as predicting and anticipating the content of the text, skimming for the main ideas, gueing the meanings of words and phrases from the context of the text are to be practiced.In addition, students should gradually learn how to appreciate different types of writing and do lots of practice accordingly.Unit 1 Teaching Aims:
In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis: 1.The comprehension and appreciation of Text I;2.New words and expreions:
Awkward;dreary;rotund;grunt;proceed;dismay;appall;diffidently;singularly;reckon;querulous;somber;scribble;attach importance to;have sth.in common;a crocodile of
Procedure:(4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new leon: 1).Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the
main idea;
3).Do the guework of vocabulary;
4).Study Text I intensively;5).Answer the questions of Text I both in SB(student’s book)and
WB(workbook)orally;6).Listen to the tape and study Text II extensively to enlarge their
vocabulary and widen the scope of their knowledge;7).Do oral work;8).Study the main points of guided writing, including the
information about précis writing, paragraph writing of narration
and description, and the heading and salutation of a letter;9).Homework, finish all the exercise both in SB and WB.Language points for Text I 1….With no experience of teaching my chances of landing the job were slim: there is little poibility for me to get the job chances of doing sth.land: succeed in getting sth.eg: His chance/chances of landing the1st prize is/are slim/scant/slender/small.2.summon sb.to do sth.3.…smell unpleasantly of stale cabbage smell of: give out the smell of scent of eg: smell of brandy/paint/garlic
His accounts seemed to me smell of truth.4.proceed to(do)sth.: go ahead, continue to do
precede: come, go or happen just before sth.precede sth(with sth)eg: proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5.attach importance to sth.;consider… important
eg: attach much importance/weight/significance to the theory 6.have sth.in common 7.not so much…but the fact that…
eg: It was not so much there being no councils of workers, peasants and soldiers worthy of the mane, but the fact that they were very few.8.the last straw: an addition to a set of troubles which makes one unbearable eg: The hotel was expensive, the food poor, and bad weather was the last straw.Language points for Text II
1.prompt sb.to do sth or prompt sth: urge or cause eg: His action was prompted by fear.Hunger prompted him to steal.2.Feeling anything but well.: feeling far from being well anything but(恰恰不,才不)nothing/nobody but(正是,只是)all but(几乎,差一点)eg: She looks anything but well.(She looks ill.)
You have nobody but yourself to blame.The thief has all but succeeded in escaping.3.be set on/upon(doing)sth: be determined to do, make up one’s mind 4.get round to doing sth.: find time to do sth.at last eg: After a long delay, he got around to writing the letter.5.instill sth.in/into sb instill: to put(ideas feelings, etc.)gradually but firmly into someone’s mind by a continuous effort eg: instill the idea of discipline and obedience into new soldiers 6.It was more a cro-examination than an interview.7.In due course, you will hear from us.due: right and proper eg: He has his due reward.Unit 2
Teaching Aims:
In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice it along with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: weep, rage, accordingly, croaking, cling, dismiive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey
Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraph of description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.He looked his goodbye at the garden.: He said his goodbye by looking at the garden.2.cling to eg: She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to be adjusted to a new condition, idea, or an event 4.at such short notice: with little time for preparation eg: The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expreing an unfulfilled condition at present, in the past or in the future.The verb is generally in the past or past perfect.eg: If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sth eg: I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped up
eg: he felt good in the fresh air after being cooped up in the house for so long.Language points for Text II
1.hoax: deceive, play tricks on sb hoax sb with sth, hoax sb into doing sth coax: get sb to do sth by kindne or patience coax sb to do sth, coax sb into/out of doing sth 2.needle to say 3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influenced eg: Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…from eg: A doctor’s note will exempt you from physical education.Some information about April Fool’s Day
stApril Fool’s Day is on April 1.It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting.No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France.New Year's was celebrated on March 25 and celebrations lasted until April 1st.When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple,(such as saying, “Your shoe's untied!), to the elaborate.Setting a roommate's alarm clock back an hour is a common gag.The news media even gets involved.For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about ”spaghetti farmers“ and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, ”April Fool!“
April Fool's Day is a ”for-fun-only“ observance.Nobody is expected to buy gifts or to take their ”significant other“ out to eat in a fancy restaurant.Nobody gets off work or school.It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!
Each country celebrates April Fool's differently.In France, the April Fool's is called ”April Fish“(Poion d'Avril).The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell ”Poion d'Avril!“.In England, tricks can be played only in the morning.If a trick is played on you, you are a ”noodle“.In Scotland, April Fools Day is 48 hours long and you are called an ”April Gowk“, which is another name for a cuckoo bird.The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks.Taily Day's gift to posterior posterity is the still-hilarious ”Kick Me“ sign.Unit 3
Teaching Aims:
In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice it along with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdue
Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit:
1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronological order, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.consent: agreement or permiion(v.n.)consent to sth.eg: The young couple won/obtain/had their parents’ consent to their marriage.Shakespeare is, by common consent(公认), the greatest English dramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no difference eg: A little perseverance makes a big difference between failure and succe.It doesn’t make any difference to me which side will win or lose.4.find one’s voice 5.purple with anger green with envy ash-white with terror 6.My watch gains/loses a minute every day.Language points for Text II 1.refer to sth as sth 2.literally: really, without exaggeration;word for word, strictly eg: The children were literally starving.translate literally;carry out orders too literally 3.vanish into thin air: disappear completely 4.contribute to: help to cause sth eg: Plenty of fresh air contributes to good health.Unit 4 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliant
Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit:
1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 10 minutes for writing down the main idea for each paragraph;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.be comfortably/well /better/best/badly/worse/worst off 2.amount to: add up to, reach;be equal in meaning, be the same as
eg: Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literature eg: literary works;literary style literal: being or following the exact or original meaning of a word eg: literal meaning ←→ figurative meaning
literal translation ←→ free translation literate: able to read and write 4.conviction: the feeling of being sure about sth eg: It’s my conviction that our team will win the game.convict: declare sb is guilty convict sb.of sth 5.realize in a flash
Language points for Text II 1.be apprenticed to
2.set foot on the road to sth
More Information on William Shakespeare
One of the greatest giants of the Renaiance, Shakespeare holds, by general acclamation, the foremost place in the world’s literature.His close friend, the playwright Ben Jonson, said of him that he was “not of an age, but for all time.” His works are a great landmark in the history of world literature for he was one of the first founders of realism, a masterhand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets.Some of his best known plays are: The Taming of the Shrew, Romeo and Juliet, A Midsummer Night’s Dream, The Merchant of Venice, Much Ado about Nothing, Twelfth Night, All’s Well that Ends Well, Hamlet, Othello, King Lear, Macbeth, Timon of Athens, Measure for Measure, The Tempest.Unit 5 Teaching Aims:
In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Get to know the organization of a feature report and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progre, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distreing, badger, have the nerve to do sth
Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit:
1)Read the information of the text on p.54, 55 to get a better understanding of Chunnel;2)Answer the pre-reading questions orally;3)Allow students 5 minutes to read the text rapidly for the main idea;
4)Do the guework of vocabulary;5)Study Text I intensively;6)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;7)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;8)Do oral work;
9)Study the main points of guided writing, mainly paragraph writing of narration in informal tone, and letter writing to ask for information;10)Homework, finish all the exercise both in SB and WB.Language points for Text I
1.…stiff upper lips trembled: here stiff upper lips stands for Englishman.It’s metonymy.(换喻,转喻)(keep)a stiff upper lip:(show)an ability to appear calm and unworried when in pain or trouble eg: The general praised the boys for keeping a stiff upper lip in time of trouble.2.A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp.as a sign of disapproval 3.by the grace of God: due to, thanks to eg: By the grace of God the children were rescued by the fireman.4.Compound adjectives made up in various ways: the soon-to-be-opened Chunnel the gull-wing eyebrows cro-Channel-link schemes tungsten-tipped teeth
Language points for Text II 1.alternative: adj.Other eg: Have you got an alternative suggestion? n.choice of two eg: Caught in the act, he had no alternative but to confe.alternate: adj.A.(of two things)happening or following one after the other eg: alternate triumph and despair
B.every second eg: on alternate days v.cause to occur one after the other eg: Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: courage have the/no nerve to do sth or lose one’s nerve
Unit 6 Teaching Aims:
In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: refuel, outlay, harne, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scorn
Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.dream of sth or doing sth 2.Harne atomic power in a car, and you’ll have no more worries about petrol.╱ or you’ll do…= If …not…you’ll… Imperative sentence, ╲ and you’ll do…= If … you’ll…
eg: Practice speaking English more, and you’ll improve your oral English quickly.Be careful in your pronunciation, or you’ll have great trouble in listening and speaking.3.outlay: a spending of money outlay on sth.eg: the weekly outlay on groceries;
a considerable outlay on basic research
Our country has outlaid(v.)a large sum of money in capital construction.4.economy: A.economic situation B.thrift and frugality
eg: The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economics eg: Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or time
eg: The writer is famous for his economical style.5.be well on the way to
eg: We were well on the way to the age of knowledge-based economy.Language points for Text II 1.pour scorn on sb/sth hold /think it scorn to do sth 2.lay out: display eg: lay out merchandise 3.in a panic
Unit 7 Teaching Aims:
In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulne, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directory
Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit:
1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to make an offer;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.take sth.for granted or take it for granted that: believe sth.without
thinking about it very much 1.He is proposing to attempt the impoible…: When he intends to do impoible…
propose: have formed a plan;intend
usage: propose to do sth propose: suggest
usage: propose doing sth./ that clause 2.pose as unusual: pretend to be
eg: He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question 3.suspense: anxiety or apprehension resulting from an uncertain, undecided or mysterious situation usage: in suspense, keep(sb)in suspense, hold in suspense eg: He waited in great suspense for the doctor’s opinion.suspension:
eg: the suspension of arms, suspension from school/office suspicion: eg: above suspicion, under suspicion 4.justify: give a good reason for justify sth or doing sth eg: The editors are perfectly justified in refusing your work.5.have/ show an aptitude for sth.6.be bent on questioning you: be determined to question you.eg: She is bent on becoming a good pianist.He is bent on making journalism his career.Language points for Text II 1.for a start: to begin with, to start with 2.…get away scot-free: escape without punishment
eg: No student can get away with a breach of the rules of the university.got away from the restaurant scot-free 3.turn a deaf ear to: ignore, pay no attention to eg: I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…
plague: pester or annoy persistently or inceantly eg: Runaway inflation further plagued the wage or salary earner.Unit 8 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: shelter, end up with, engro, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flick Procedure:(4 hours)1.Review the main points in last cla;2.Study the new unit:
1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the main idea of each paragraph;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.shelter: cover and protection find/take shelter from;give shelter to;be a shelter from;under the shelter of 2.be engroed in: be absorbed in, be taken up eg: The audience was completely engroed by the actor’s performance.3.to one’s heart’s content: as much as one like eg: She never dares to eat to her heart’s content for fear that she would put on weight.4.…the aistant should retire discreetly… retire: move back or away eg: retire to one’s room;retire to bed;
retire from the service;retire from the world;5.Apart from running up a huge account.run up: make or become greater or larger eg: run up a huge account/bill/debts 6.indulge: yield to, gratify be indulged in eg: She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sth eg: He beckoned me to come nearer.8.tell sb off: scold or rebuke severely eg: The teacher told him off for not doing his homework.9.tuff away sth: put sth in a safe place
eg: The troop was tucked away in a quiet valley.Language points for Text II 1.be mean with sth 2.poverty-stricken;panic-stricken;conscience-stricken;grief-stricken;fever-stricken 3.It’s real a bargain.A bargain is a bargain.make a bargain with sb;bargain sth for sth 4.has a nose for goip/information nose into other’s affairs
Keep your big nose out of my affairs.Unit 9 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the argument of Text I and learn some writing skills and practice it along with letter writing;5.Appreciate Jack London’s A Piece of Steak;6.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The reading and writing of argument;2.New words and expreion:
fledgling;bland;colous;adroit;knockout;certify;intricate;encase;recuperate;squirt;distort;sprout;falter;ruminate;batter;overwhelm;wind up;die down;a flurry of;come alive;count out
Procedure:(4 hours)1.Greeting;2.Revision of the important points of last cla;3.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 5 minutes for writing the main idea of each part in Text I;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the comprehension questions of Text I WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.promote
A.help to establish or organize eg: promote a boxing match/concert
B.raise sb to a higher position promote sb(to sth)
C.help the proce of(sth)Eg: The organization works to promote the friendship between
nations.2.wind up: bring to an end eg: wind up a speech with a remark of thanks He is sure to wind up in bankrupt.You’ll wind up in hospital if you drive so fast.wind up a watch;wind up/down the car window 3.a flurry of sth
eg: a flurry of interest in the new product;
a flurry of activities when the plane landed 4.appoint sb(as/to)some position appoint sb to do sth 5.certify sth/sb as certify that clause
Language points for Text II 1.bear sb a grudge/grudges bear a grudge/grudges against sb eg: I hope you won’t bear grudges against me after what has happpened.2.Disguise: give sb/sth a false appearance disguise sb/sth(with sth);~ sb/sth(as sb/sth)hide or cover up eg: I couldn’t disguise my anger.There’s no disguising the fact that he’s a liar.I didn’t recognize him: he was in disguise.22
Unit 10 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing,etc.2.Grasp some new words and expreions to enrich student’s
vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and
translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreion:
duck;wince;placatory;indefensible;negligently;studious;shrug;wry;diolve;guffaw;nail down;trail away;be shocked to the core;every nook and cranny
Procedure:(4 hours)1.Review the main points of last cla;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading to get the main idea of Text I;
3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of narration, and the letter writing as to show one’s thanks;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.keep sb under one’s thumb: make sb subordinate to
be under one’s thumb 2.succeed(v.)
(1)not fail ~ in doing sth.succe(n.)succeful(adj.)(2)come next ~ sb/sth;~ to sth.succeion(n.)succeive(adj.)in succeion;in succeion of sth eg: His words come out in quick succeion.Our team got a succeion of victories.3.go/get somewhere: make progre
go/get nowhere: make no progree
eg: The cla got nowhere in their studies.Where would we be without your help? 4.nail down: fix sth firmly;(fig)establish clearly and unmistakably eg: Let nail down the lid of the box.5.to the core: completely 6.shrug off sth: ignore sth.Language points for Text II
1.filter: 1)pa a liquid through a filter Eg: All drinking water must be filtered.2)~ in/out/through: become known gradually eg: New ideas are slowly filtering into people’s mind.(深入人心)2.diolve:1)make a solid become liquid eg: Water ~s salt.2)come to an end eg: ~ a marriage
~ into /in tears/laughter: can’t help doing sth
3.go through the motions of doing sth: pretend to do sth eg: He went through the motions of welcoming her friends, but then quickly left the room.24
Unit 11 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the two texts and get some information about Shaka;
5.Study how to write different parts of a composition and practice it;6.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreion:
suicidal, formidable, inhabit, overgrow, scour, impervious, escort, brooding, mourn, reign, staple, inhuman, regiment, invariably, grumble, feast
Procedure(4 hours)1.Review the main points of last cla;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 6 minutes for writing the main idea of each paragraph;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.may/might well: very likely eg: His appearance has changed so much that you may well not recognize him.Cf: may/might(just)as well: give sb some suggestion, better do sth.Eg: You may as well try.(不妨…)2.as it is/was: in fact(事实上，就目前这种情况)eg: I thought I might be transferred, but as it is I shall have to look for a new job.As it were:（虚拟）可以这么说
Eg: He is, as it were, a walking dictionary.3.be little le than: be almost
eg: You are little le than a villain if you encourage a ten-year-old boy to smoke.Helping oneself to a dictionary without the owner’s permiion is little le than thft.4.overgrown 1)grow too fast eg: The boy behaves like an overgrown child.2)covered with
be overgrown with Eg: The river banks were overgrown with reed.Cf: outgrow 1)grow faster than
eg: He’s already outgrown his elder brother.2)leave sth behind as one grows older
eg: outgrow one’s bad habits/childish interests
5.one’s life seemed to be measured in seconds: one would die instantly, one’s life hung by a thread
Language points for Text II 1.capacity for sth: ability to, capability of
capacity of sth: indicates the volume or amount
eg: The factory has a productive capacity of 200 cars a month.2.grumble: complain a person full of grumbles(n.)~ at/to sb about/at/over sth eg: Why grumble at me about your own stupid mistakes.3.impervious: can not be hurt or affected
be ~ to criticism/fear
Unit 12 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts, one in narration and another in description, and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions: grimy, overhauling, squirt, thaw, relentlely, set in, lie in a grip of iron, impreion, devoted, bellow, lullaby, rattle, mutter, intimate, puff, puckered, tweak
Procedure(4 hours)1.Review the main points of last cla;2.Begin a new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 5 minutes for writing;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.in the depths of: the deepest or the worst part of sth in the depths of winter(隆冬)，in the depth of despair 2.relent: 1)be le strict or harsh
eg: We shouldn't relent in out fight against crime.2)become le intensive eg: The rain relented.Relentle: 1)harsh, strict eg: be relentle in punishing offenders
2)constant, not ceasing eg: driven by a relentle ambition for power 3.set in : begin to happen or apparent
eg: a serious infection set in , a heavy storm set in 4.on and off: from time to time, now and again
on and on: without stopping 5.devoted: be fond of, loving, loyal eg: He is a devoted son.（孝子）be devoted to sb/sth cf: devote: give completely to
devote oneself/ sth to sb/sth eg: devote oneself to a noble course
Language points for Text II 1.breathe a promise of spring and violet: indication of hope of sth
eg: There is a promise of better harvest this year.28
Unit 13 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narration about Christmas;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions:
distribute, confe, arrogant, stun, ebb, renunciation, shrivel, plunge, rejoice, exalt, choke, hustle, confer, seasonable, gush, steep, declension, rampant, prematurely, credulity, ubiquitous, ignite, heresy, beam, reecho, clear away, finish up
Procedure(4 hours)1.Review the main points of last cla;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.…were worn clear through: completely
eg: read the book clear to the end
keep/stay/steer clear of sb/sth: try to avoid
eg: keep clear of trouble 2.have sb/sth to oneself: be able to use or enjoy sb/sth without others
eg: With my parents away, I’ve got the house to my own.3.confe to sth/doing sth: admit(sth wrong)confe sth to sb: tell one’s sins to a priest 4.ebb: become le
eg: He is on sixty, so his strength is slowly ebbing away.On the ebb（退潮，减少）5.bear resemblance to sb/sth eg: Your story bears little or no resemblance to the facts.Language points for Text II 1.plunge…into
eg: The new policies were dangerous and would plunge the country into chaos.2.confer: 1)~ with sb on/about sth: discu
eg: The engineers and technicians are still conferring on the unexpected accident of the fire damp explosion.(瓦斯爆炸)2)confer a medal/title on/ upon sb: give or grant a degree or title to sb 3.steep 1)soak sth thoroughly in liquid 2)pervade or fill sth thoroughly with sth eg: steeped in prejudice, a city steeped in history 4.be/ take a load/weight off sb’s mind: cause one a great relief
eg: Paing the exam is an enormous weight off my mind.30
Unit 14 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions:
habitual, twirl, correspond, proposition, egotism, submerge, astir, staunch, revolve, cynical, stalwart, groove, moderately, glare, confrontation, be subject to
Procedure(4 hours)1.Review the main points of last cla;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.31 Language points for Text I 1.vicinity: neighborhood in the vicinity of sth 2.correspond: 1)write to
2)in harmony/agreement with eg: His sports clothes do not correspond with his shy behavior.We must bring our ideas into correspondence with the laws of the objective external world.3.submerge: bury, hide eg: His talent was submerged by his shyne.Language points for Text II 1.revolve: as sth as its center, go round
revolve about/round eg: The earth revolves around the sun.The dispute at the moment revolves around whether the other delegates should attend.2.confront: face
~ sth, ~sb.with sth
eg: When confronted with the evidence of her guilt, she confeed.A soldier often has to confront danger.3.twilight: faint light before sunrise or after sunset,(fig.)period of decreasing importance
eg: a twilight area in the interpretation of the Constitution
in the twilight of his life/career 4.be subject to: 1)under the authority of sb/sth, be obliged to obey
eg: Peasants used to be subject to landowners.2)be liable to
eg: Trains are subject to delays after the heavy snowfalls.3)depending sth as a condition
eg: Our plan is subject to the director’s approval.32
Unit 15 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, gueing, etc.2.Grasp some new words and expreions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-cla exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expreions:
flicker, abundance, migrate, blight, malady, moribund, throb, brood, pollination, spectre, stark, counterpart, reserve, inhabitant, stabilize, hypothesis, in …terms, level off
Procedure(4 hours)1.Review the main points of last cla;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 8 minutes for writing the main idea of each part;3)Do the guework of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.33 Language points for Text I 1.migrate, immigrate, emigrate & migrant, immigrant, emigrant
Migrate can be used to refer to both things and people, immigrate and emigrate are used to refer to people, but immigrate means move into a place while emigrate means move out of a place.Eg: City residents also blame migrant workers for the sharp rise in the urban crime rate.(民工)
America has many immigrants from Europe.After the Nazis came to power in Germany, many scientists emigrated.2.hatch: 1)(of a young bird or fish, etc)emerge from an egg
eg: Don’t count the chickens before they are hatched.2)think out or produce ~ sth out/ up eg: What mischief are those children hatching up?
Language points for Text II 1.reserve: put sth aside for a later or special use
eg: All rights reserved.a nature reserve, a forest reserve conserve: prevent sth from being changed , lost or damaged(谨慎合理的使用现有的东西，含一旦用完，很难再补充)
eg: conserve one’s health, resources, water
preserve: keep or maintain in a perfect condition(强调保存珍贵的东西原样不变，有时甚至根本不用)
eg: preserve food, old building 2.make one’s hair stand on end: fill sb with fright or horror
