零起点大学英语基础教程4(李桂兰) 整理教案_大学英语基础教程四
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Unit 1 personal Qualities
I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to claroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where neceary.IV.Teaching procedure a.Warming-up Activities
1.Duty Report Have a brainstorming about words to describe personal qualities 2.Information related to the text
1)Cro-cultural communication
The key to effective cro-cultural communication is knowledge.First, it is eential that people understand the potential problems of cro-cultural communication, and make a conscious effort to overcome these problems.Second, it is important to aume that one’s efforts will not always be succeful, and adjust one’s behavior appropriately.For example, one should always aume that there is a significant poibility that cultural differences are causing communication problems, and be willing to be patient and forgiving, rather than hostile and aggreive, if problems develop.One should respond slowly and carefully in cro-cultural exchanges, not jumping to the conclusion that you know what is being thought and said.Active listening can sometimes be used to check this out–by repeating what one thinks he or she heard, one can confirm that one understands the communication accurately.If words are used differently between languages or cultural groups, however, even active listening can overlook misunderstandings.2)Personal qualities
Personal qualities are personal characteristics of an individual.They are what make up one's personality.They help a person get along in a new situation.For example, dependability and patience are qualities that employers would like a good worker to have.Other qualities employers value are: honesty, aertivene, flexibility, problem solving, friendline, intelligence, leadership, enthusiasm, and a good sense of humor.Most employers want people who are dependable and who get along with others.Though skills are important, an employer will select new employees based on their personal qualities as well.b.Language points
1.Personal qualities generally have either positive or negative connotations.一般来说，一个人的品质包括两个方面：积极的和消极的。either or 要么…要么 neither nor 既不...也不
2.Our attitudes toward such personal qualities are partly personal,partly social,and partly cultural.我们对于个人品质的态度因个人、社会、文化因素而异。attitude toward/to 对…的态度
partly=in part= in a way=to some extent=to some degree E.g.But this forecast was only partly true.但这个预言只是部分地实现了。
The reason why one is fat is partly caused by overeating.造成肥胖的部分原因是饮食过多。
The hot weather is partly to blame for the water shortage.炎热的天气部分归因于缺水。
3.Some people also feel that gender play a role,with some qualities being more positively valued by women than by men and vice versa.有些人认为性别也是一个影响因素，对于某些品质女性比男性更为看重，反之亦然。play a role 起作用=play an part in vice versa 反之亦然 E.g.You hide nothing of yourself and can tell the other anything because you know they accept you just the way you are and vice versa.你丝毫也不掩饰自己，能告诉对方任何事情，因为你知道对方接受的就是你现在的这个样子，反之亦然。
He likes me, and vice versa.他喜欢我,我也喜欢他。
Vice versa可能是一组外来词组中的一个，这些词组在正常谈话中用得很紧凑，所以没有人会考虑它们的外国来源或者以前的意思。Versa可以被认为与 reverse有关系，这样，不论 versa还是-verse在 reverse中都可以追溯到拉丁文动词 vertere，“旋转” Versa实际上按照形式可以追溯到 vertere的过去分词 versus，但是按照句法可以追溯到“倒转，转换成对面”的意思。Vice是名词 vix用来表达“一个相互的关系”的绝对离格形式。整个词组的原义是“相互的关系被调换了”或者“正常的顺序反过来，反过来说。”这个词组于1601年首次记录在英语用法中。
5.Such attitudes are not always static.这些态度并不总是一成不变的。系V.+adj.=系表结构。
I am so ____(please)to hear that.Key: pleased 解析：系表结构。
系表结构有两部分构成：连系动词和表语 一 连系动词： 连系动词分为三类：be 动词，感 2 官动词，趋势动词。
1)Be 动词：am, is, are, was, were 2)感官动词：sound, look, taste, feel, smell 3)趋势动词：appear, become, grow, get, turn, seem, remain
注意： 有一些动词既可以做连系动词又可以作及物动词和不及物动词。He is growing very fast.---不及物动词 I am growing apples in my backyard.---及物动词 The sea is growing rough.---连系动词 He is tasting the food.---及物动词 The food tastes good.---连系动词 二 表语： 下列成分都可以做表语：名词，形容词，副词，动词不定式，动名词，现在分词，过去分词，表语从句．
使用举例(注意：连系动词不能够单独作谓语，他们必须和表语一起工作构成谓语): 1)名词: False： I am.Right： I am a student.2)形容词： False： He became.Right： He became strong.3)副词： False： She remained.Right： She remained there.4)现在分词： False： The story seemed.Right: The story seemed interesting.5)过去分词： False： The windows seemed.Right: The windows seemed broken.6)动名词： False： His job is teach English.Right: His job is teaching English.7)动词不定式： False： Her plan is become the winner in the game.Right: Her plan is to become the winner in the game.6）和7）的区别： 6）中动名词表示某人经常干某事：她从星期一到星期五天天教英语； 7）中动词不定式表示某人将要干某事：她的计划是将要成为比赛的胜者。
8)表语从句： False：The question is.Right: The question is whether he will come here in time tomorrow.Right: The question is what he is going to do next.Right: The question is how he has managed to solve the problem by himself.6.In cro-cultural terms,there are some qualities,such as generosity,that are highly regarded in many different cultures,while others,such as hatred,are seen as negative.从跨文化角度来说，一些品质，如慷慨，在不同文化中都收到赞誉，而对于其他品质，如满怀仇恨，人们则持反对态度。such as 如
while conj.连词 ①=whereas然而
②=during the time that当„的时候 ③=although 虽然；尽管 ④=as long as只要
c.summary
1.Main idea and structure of the text 2.Key words and phrases d.aignment
1.Review the words and phrases 2.Review the leon 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise Unit 2 How Much Do you Know About the World? I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to claroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where neceary.IV.Teaching procedure a.Warming-up Activities
1.Duty Report Have a brainstorming about words to describe How Much Do you Know About the World? Information related to the text
1)news report A news report is usually composed of three parts, namely the title, introduction and subject.Metaphor does not only poibly exist in news introduction and main body, but also often appears in news headlines.In order to make the readers take time to glance, or attract the readers’ attention, English news reports in addition to select people of common concern news, often spare no effort to in the news title language and expreion skill.2)How much do you know about table manners around the world? In the United States, you are not supposed to eat with your hands.In Japan, you are not supposed to eat or drink while walking down the street, and you are supposed to make noise while eating noodles.It shows that you like the food.In Korea, even the youngest person isn’t supposed to start eating first.But in China, you are supposed to pick up your bowl of rice.Don't stick your chopsticks upright in the rice bowl.Instead, lay them on your dish.And sometimes the Chinese host use their chopsticks to put food in your bowl or plate.This is a sign of politene.b.Language points
1.According to a recent study in the United States, the generation under 35 knows le, cares le, and reads newspapers le than any another generation in the past five decades.美国最近一项研究表明，在过去的50年中，35岁以下的这一代人，比起其他任何一代人都知之甚少，关心甚少，而且读报也甚少。according to 根据
2.Only 30 percent of Americans under the age of 35 said they had read a newspaper the previous day.年龄在35岁以下的美国人中仅有30%的人说他们前一天读过报。the previous day 前一天the previous year 前一年 the previous month 前一个月
主语： only 30 percent of Americans under the age of 35 谓语： said 宾语从句：(that)they had read a newspaper the previous day 从句也是个句子，也存在主谓。
3.The percentage of people viewing television news programmers is down as well.收看电视新闻节目的比率也下降了。as well 也
viewing television news programmers现在分词作定语修饰people 后置定语
4.In other words, many Americans now don’t have the information they need to be good consumers, make good busine decisions, vote, or understand the current iues of today.换言之，许多美国人现在没有获取他们需要得到的信息，如：如何成为好的消费者，如何做出明智的商业决策，如何投选票，活着如何理解当今时事。in other words 换句话说 need to do 需要做某事 make decisions 做决定 current iue 期刊
5.This is poibly one of the easiest and most acceible options for everyone.这对每个人可能是最轻松易行的选择。one of +最高级+名词的复数,„„之一 形容词的最高级adj.-est / most+adj.6.But just in case television isn’t poible, there is a third option—reading newspapers.可是万一不能看电视，还有第三种选择—看报纸。in case 如果、万一(条件状语)；
以防(目的状语)区分： in the case of
In case of
In case I decided to stay at home just in case my friends came round． 我决定留在家里，以防朋友们不期而至。
in case引导目的状语从句
Do tell us in case you have any trouble.万一有什么困难，一定告诉我们。in case引导条件状语从句
7.That is, they place the most important details or facts at the beginning of the article while the least important ones at the end.即把重要的细节和事实放在文章的开头，而次要的置于文章末尾。at the beginning of 在„的开始 while=whereas 而 little→le→least 8.All these options are easy as well as important.所有这些选择都同样简单易行而且同等重要。as well as 也；和„一样；不但„而且„ ①“不但„而且„” A as well as B 语意重点在A不在B He can speak Spanish as well as English． 他不但会说英语，而且还会讲西班牙语。先译B再译A ②“和„一样好”
He speaks Spanish as well as English． 他说西班牙像说英语一样好。重点也在as well as前面。先译A再译B 9.Ignorance is not bli;ignorance is ignorance.无知不是福，无知就是无知。
We can avoid being uninformed and ignorant by following one of the three options.我们按照这三个选择去做，就可以避免孤陋寡闻和无知。avoid doing 避免做某事 by prep.通过
10.We don’t want to be a nation in trouble because of our lace of knowledge.我们谁也不甘心因为知识欠缺而使我们的民族陷入困境。want to do 想要做某事 nation n.国家；民族；国民 because of + 短语 because +句子 lack of 缺乏
We are happy at the good news ____ Mr.Black has been awarded the Best Manager.A.that
B.which
C.what
D.whether Key: A 解析：同位语从句。
c.summary
1.Main idea and structure of the text 2.Key words and phrases d.aignment
1.Review the words and phrases 2.Review the leon 3.Prepare for the analysis of the text 4.Preview the unit Finish the exerciseUnit 3 AIDS—Acquired Immune Deficiency Syndrome I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to claroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where neceary.IV.Teaching procedure a.Warming-up Activities
1.Duty Report Have a brainstorming about words to describe How Much Do you Know About the World? Information related to the text
1)AIDS—Acquired Immune Deficiency Syndrome Human immunodeficiency virus infection and acquired immune deficiency syndrome(HIV/AIDS)is a spectrum of conditions caused by infection with the human immunodeficiency virus(HIV).Following initial infection, a person may not notice any symptoms or may experience a brief period of influenza-like illne.Typically, this is followed by a prolonged period with no symptoms.As the infection progrees, it interferes more with the immune system, increasing the risk of common infections like tuberculosis, as well as other opportunistic infections, and tumors that rarely affect people who have working immune systems.These late symptoms of infection are referred to as AIDS.This stage is often also aociated withweight lo.HIV is spread primarily by unprotected sex(including anal and oral sex), contaminated blood transfusions, hypodermic needles, and from mother to child during pregnancy, delivery, or breastfeeding.Some bodily fluids, such as saliva and tears, do not transmit HIV.Methods of prevention include safe sex, needle exchange programs,treating those who are infected, and male circumcision.Disease in a baby can often be prevented by giving both the mother and childantiretroviral medication.There is no cure or vaccine;however, antiretroviral treatment can slow the course of the disease and may lead to a near-normal life expectancy.Treatment is recommended as soon as the diagnosis is made.[13] Without treatment, the average survival time after infection is 11 years.2)The Day We Went to a Hospital to See an AIDS Sufferer
Last Sunday all of our cla with our cla together with our head teacher went to a hospital to see an AIDS sufferer.We brought a bound of flowers and a basket of fruit m send to the patient.The female patient was very glad to see us.She told us that most of the people avoided seeing her since she was told that she carried the HIV virus.The doctor told us that the HIV virus wouldn't be infected through daily communication.People in China are often ignorant of the disease and look down upon those who suffer from AIDS.It is wrong.During our stay there, we talked with the woman bout her family and our school life.Some students sent her books and their favorite CDs.She was greatly touched and said in tears that she would be optimistic and confident of overcoming the disease.Our teacher hugged her good bye and promised we would come to see her often.On our way back to school, I was thinking that if everyone of us loves each other more and gives a hand when others are in trouble, the world will become more beautiful.b.Language points 1.Related words and phrases WHO世界卫生组织 as many as 多达 patient 病人
fight off 击退；抵御 mental disorder 精神失常 at present 目前 drug 药；毒品 spread v./n.传播 false adj.错误的 care for 照顾
blood test 血液检查
deal with 处理=cope with 2.The World Health Organization(WHO)says/ as many as 10 million people worldwide may have the virus that causes AIDS.主语： The World Health Organization(WHO)谓语： says 宾语从句:(that)as many as 10 million people worldwide may have the virus that causes AIDS 10 million 10个百万=1千万 百/千/百万/十亿
hundred/thousand/million/billion 百/千/百万/十亿 hundred/thousand/million/billion one thousand
three thousand hundreds of
成百上千的thousands of
成千上万的millions of
数百万的billions of
数十亿的 译文：引起艾滋病的病毒
that引导定语从句，修饰the virus，the virus作了定语从句的先行词。
定语从句相当于一个形容词。“„„的” 形容词修饰名词；定语从句也修饰名词，即先行词。
3.AIDS is a life-threatening sickne that attacks the body’s natural defense system against disease.艾滋病是一种威胁生命的疾病，它侵袭人体的自然免疫系统。life-threatening 威胁生命的(复合形容词)sickne=disease=illne n.疾病
that引导定语从句，修饰sickne，sickne是定语从句的先行词。
4.The patient has little ability to fight off many other diseases—including pneumonia, cancer, blindne and mental disorders.患者几乎没有什么能力来抵御包括肺炎、癌症、失明和精神失常等众多疾病。patient 病人
fight off 击退；抵御
(fight on,fight over, fight back, fight down)mental disorder 精神失常
5.At present, there is no cure for AIDS and no vaccine medicine to prevent it.目前，艾滋病无法医治，也无法预防疫苗。at present =now 目前
6.The virus can be paed sexually or by sharing instruments used to take intravenous drugs.这种病毒传播可以通过性行为或共用静脉注射器。情态动词的被动语态：情态动词+be done by prep.通过(by doing)drug 药；毒品
7.You can not get AIDS by working or attending school with someone/who has the disease.与艾滋病患者一起工作或是学习不会感染上艾滋病。by prep.通过(by doing)who引导定语从句，修饰先行词someone 8.They include always feeling tired, unexplained weight lo and the uncontrolled expulsion of body wastes.包括长期乏力、原因不明的消瘦以及大小便失禁。feel系动词+tired形容词=系表结构
9.However, that you have one or more of these conditions does not mean/you have AIDS.主语： that you have one or more of these conditions(主语从句)谓语： does not mean
宾语从句:(that)you have AIDS 10.Until then, health experts say, the best immediate way to deal with the problem is through education and prevention.卫生方面的专家认为在此之前，教育和预防是解决这一问题的最佳、最直接的方法。good→better→best deal with 处理=cope with c.summary
1.Main idea and structure of the text 2.Key words and phrases d.aignment
1.Review the words and phrases 2.Review the leon 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise
Unit4 Changing Attitudes to Lifelong Employment I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to claroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where neceary.IV.Teaching procedure a.Warming-up Activities
1.Duty Report Have a brainstorming about words to describe Attitudes to Lifelong Employment Information related to the text
1)
Job hunting
Job hunting, job seeking, or job searching is the act of looking for employment, due to unemployment,underemployment, discontent with a current position, or a desire for a better position.The immediate goal of job seeking is usually to obtain a job interview with an employerwhich may lead to getting hired.The job hunter or seeker typically first looks for job vacancies or employment opportunities.2.Suggestions to job hunting
Now, many graduates are concerned about job hunting.However, before they dive into it, they have to think carefully what should be taken into consideration as for job hunting.As follows, I will give you some suggestions.First of all, we should concerned about whether this job suits your interest.Interest is the best master.If you don't show much enthusiasm about it, your job will not last long.Secondly, you should consider the room to develop.If it is not a promising job, you will not get a lot of satisfaction and are likely to leave it soon.In addition, salary and location should also be taken into account.Even if it is a suitable job, you will not be accustomed to it given a low salary or a remote location.In a word, before you take your first job, you have to take the factors above into careful consideration.b.Language points
1.Major cities are crowded with young men and women who have just graduated from high school or college and who are hunting for a job.一些大城市挤满了刚刚从中学或大学毕业的正在找工作的男女青年。major 主要的；重要的 be crowded with 挤满 graduate from 毕业于
两个who都是引导定语从句；修饰young men and women；即先行词是：young men and women and前后连接保持一致(平行结构)
2.“You put on a suit for the first time and run from one interview to another.” “你第一次穿上一套西装，从一场面试赶往另一场面试。” put on 穿上
interview v./n.面试；采访 E.g.job interview 求职面试
telephone interview 电话面试，电话访问
personal interview 个人面谈；面谈调查；私人的会谈 exclusive interview 独家采访
in-depth interview 深入访谈；深度访问
1)The manager will interview the candidates in order of arrival.经理将按（到达）先后次序接见这些应征者。
2)The television interview will be aired to all parts of the country.这个电视采访节目将向全国各地播放。
3.One high school graduate argues that the employment season represents judgment day for many students.一位中学毕业生认为招聘季节对许多学生来说是要做出判断的日子。argue v.争论；争辩
argue with 争论；和…争吵 argue about 争论；议论某事 argue for 赞成；支持；论证 argue over 辩论某事，为…争论
argue against 反对；据理反对；争辩 1)Don't argue with me.不要和我争辩。
2)They are arguing over foreign policy.他们在讨论外交政策。
4.“Our whole lives are decided during this period/when we're looking for a company to work for,” she says.被动语态：be done when引导定语从句；修饰this period；即：this period是先行词。现在进行时：be(am/is/are)doing 5.“I know that when I finally find a job, I'll probably be with that company for the rest of my life, and that makes the job search very important.” “我明白当我最终找到一份工作时，也许我后半生就在这家公司干下去了，因此找工作显得十分重要。”
the rest of one's life...的余生
make sth.+ adj.“某事/物变得adj.”6.For some employers, the policy of lifetime employment is particularly important because it means that they can put money and effort into training their staff.对一些雇主来说，终生雇佣制是特别重要的，因为这意味着他们可以花钱和精力培训他们的员工。
put...into doing sth.做出努力；下功夫 系表结构：is important because引导原因状语从句 that引导宾语从句
who引导定语从句；先行词是people；who在定语从句中作主语
whose引导定语从句，“....的”；先行词是people；whose在定语从句中作定语
7.“What we do here, however, is to select young people/who have potential and who can be trained,” he said.what引导主语从句
两个who都是引导定语从句，先行词都是people.情态动词的被动语态：情态动词+be done 8.One recently employed graduate says/that she is receiving a great deal of valuable training from the company.一位近日被雇用的大学生说，她正在接受本公司的一项非常有价值的培训。that引导宾语从句
现在进行时：be(am/is/are)doing a great deal of 大量的c.summary
1.Main idea and structure of the text 2.Key words and phrases as usual 像往常一样 major 主要的；重要的 be crowded with 挤满 graduate from 毕业于 hunt for 需找 put on 穿上
interview v./n.面试；采访 one of +n.复
……之一 look for 寻找
be different from 不同于 a great deal of 大量的be of great benefit to 对...非常有益 flexible 灵活的 lay sb.off 解雇某人
d.aignment
1.Review the words and phrases 2.Review the leon 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise
Unit6Categories of teachers I.Teaching aims and demands 1.Understand the background knowledge 2.Learn about the new words and phrases 3.Grasp the main idea and structure of the text 4.Conduct a series of reading, listening, speaking and writing activities II.Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III.Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted.Special attention should be paid to claroom interaction.More encouragement is needed and more guidance will be given to them in their extracurricular study.Use the multimedia device where neceary.IV.Teaching procedure a.Warming-up Activities
1.Duty Report Have a brainstorming about words to describe Categories of teachers Information related to the text
1）Types of teachers Teachers serve as the guiding force in a student's life.They are responsible for molding a student's personality and shaping his/her mental orientation.Teachers deeply impact our lives and direct the course of our future.One cannot deny the influence of teachers in one's life.In fact, it would not be an exaggeration to say that, till a certain age, out life revolves around our teachers.They are our constant companions, until we grow old enough to come out of their shadow and move ahead on our own.Right from the time we embark on our education trip, we come acro different types of teachers.Some are friendly, some are strict, and some are the ones we idolize.We also dislike a few, who fail to impre us positively.Students begin to like teachers, according to their own individual preferences.They even claify their teachers into different categories, such as Friendly Teachers, Lenient Teachers, Perfectionist Teachers, Strict Teachers and Funny Teachers.All these claifications for teachers are based on some typical personality traits of the teachers.For ex-some teachers constantly criticize the students, some act like friends, some are fun to be with and so on.Let us explore them in detail.Friendly Teacher A friendly teacher, as the very term suggests, acts like a friend for his/her students.A teacher-friend, in fact, combines both the guidance of a teacher and the understanding of a friend.We all, at some point of time, aspire for an understanding teacher.Such a teacher acts like our friend, philosopher and guide.Funny Teacher A funny teacher is like a God-sent to the students.Such a teacher always wants to see his/her students smile andmake learning a pleasurable experience.They are not clumsy, as most people think them to be.Rather, they are witty and bring in humor in the most subtle form.Ideal Teacher An ideal teacher is the one we respect from our heart.He/she acts as a guide to the students, while not pushing them too much.Such a perfect motivates them and boosts their morale.He/she tries to encourage the students and refrains from criticizing them.Lenient Teacher A lenient teacher is easygoing and takes things as they come.He/she is not overly finicky about things, such as doing homework on time or not sitting quietly in the cla, etc.Such teachers very well realize that being strict with a child can only make him/her withdrawn.However, this does not mean that one can do anything in the cla of a pampering teacher.Strict Teacher A strict teacher is very tough on students.He/she always insists on adhering to the deadlines.Such a teacher dislikes any mistakes or carelene on the part of the students.Students have to be extra cautious under such a teacher.He/she is like a disciplinarian, always keeping students on their toes.2.Another categories of teachers
When I was a middle school student, the head teacher in charge of our cla changed frequently.Therefore, I had more chances to meet different types of teachers whose teaching styles are quite different.Now, I’m a college student, and I have more about various kinds of teachers: responsible but rigid teachers, responsible and creative teachers and irresponsible and boring teachers.Teachers with strong responsibility but are rigid about teaching usually cannot get along very well with students.This type of teachers’ lectures always seems boring and inflexible.And very often, they have strict rules for students to obey orders which make it more like a high school cla rather than a college lecture.Moreover, students are forced to accept their fixed ideas and the teachers never take the students’ opinions into consideration.While being strict with students is good, overdoing it will does great harm to the teacher-student relationship.As a result, students take little initiative in their claes and always feel streful when faced with them.The second are responsible and creative teachers.Though they also have some requirements for basic orders in cla, more often, they try to teach students not only knowledge from textbooks but also something more useful and practical.And they usually have great paions in cla and make the meanings clear to their students.The students can hear the loudne, the quality and musical note of teachers’ voices always changing according to what they are talking about.And students are all involved in the claes.By this way, the teachers can always hold the attention and interest of students and the atmosphere in cla is very relax due to the teachers’ sense of humor.What’s more, this type of teachers are often more willing to spending more time communicating and exchanging ideas with students and discover more effective ways to improve their students.Therefore, these teachers are quite popular among students and students in turn have more initiative in their studies.Finally, there are the irresponsible and boring teachers.These teachers are usually indifferent to the orders in cla and have no restriction of their students.They don’t feel responsible for students and give students much “freedom” to do what they want to do—some students can even choose not to attend the lectures if they like.Sitting motionle before the cla, the teachers tend to repeat the boring content from textbooks to their students.What’s worse, these teachers often no paion and try to avoid “wasting time” on their students.Most of them hold the view that the students’ performance in study does not have many things to do with them.And it turns out that this type of teachers get least popularity among students.In a word, there are different types of teachers and they all have their own teaching styles.As students, we are all call for more responsible and creative teachers who will actually teacher us something.With such perfect teachers, we will surely improve ourselves greatly.b.Language points
1.I was told not to expect to profeors to care much about me...Care about:
1)对„感兴趣；注意；关心： I don't care about his opinion.我才不管他是什么意见呢。
2)为…担忧，担心，操心，忧虑： She always cares about losing her job.她总是担心丢掉她的工作。3)喜欢；对…中意：
I really care about the students in my cla.我确实喜欢我班上的学生。
2.In fact, I have found that most of the profeors here fall into three categories.Fall into: be included in or claified as 1)落入，陷入，掉进：
The boy fell into water and had to be pulled out at once.男孩掉入了水中，必须马上拉上来。2)分成，分裂为；归入，属于：
These problems may fall into three claes.这些问题可以分成三类。
This book falls into the cla of children's stories.这本书归入儿童故事这一类。
3.The students tend to feel comfortable in the presence of this teacher.1）Tend to: be likely to We tend to meet up for lunch once a week.我们往往每周共进一次午餐。
Older mothers tend to be too idealistic about the pleasures of motherhood.较年长的母亲往往对身为人母的乐趣过于理想化。I tend to stick to fresh fruit for pudding.我一直坚持用新鲜水果做甜点。2)in the presence of: ton one’s face He signed his name in the presence of two witnees.4.主语从句
一、主语从句的引导词
主语从句通常由连词that和whether、连接代词或连接副词以及关系代词型what引导。1.that引导That he is still alive is a wonder.他还活着，真是奇迹。
That we shall be late is certain.我们要晚了，这是确定无疑的。2.whether引导
Whether it will do us harm remains to be seen.是否对我们有害还要看一看。
Whether they would support us was a problem.他们是否会支持我们还是一个问题。3.连接代词引导
Whoever is top from wins the game when two matched players meet.两强相争勇者胜。Whichever(of you)comes in first will receive a prize.无论(你们)谁先到都可以得奖。Whichever you want is yours.你要哪个哪个就是你的。4.连接副词引导
When we arrive doesn’t matter.什么时候到没有关系。How it was done was a mystery.这是怎样做的是一个谜。
Where I spend my summer is no busine of yours.我在哪里过暑假不关你的事。5.关系代词型what引导
What we need is money.我们需要的是钱。
What I want to know is this.我想知道的就是这一点。What’s done is done.事已成定局。
What he says is not important.他说的话并不重要。
二、主语从句与形式主语it 有时为了考虑句子平衡，通常在主语从句处使用形式主语it，而将真正的主语从句移至句末。这分三种情况：
(1)对于以连词that引导的主语从句，通常用形式主语代主语从句： It’s a pity that he didn’t come.很遗憾他没来。
It is important that he should know about this.他必须知道此事。It’s vital that we be present.我们出席是至关重要的。
(2)对于以连接代词(副词)引导的主语从句，可以使用形式主语代主语从句，也可直接在句首使用主语从句：
Whether they would support us was a problem.他们是否会支持我们还是一个问题。It was a problem whether they would support us.他们是否会支持我们还是一个问题。
It remains to be seen whether it will do us harm or good.它对我们是利是害，还得看看再说。(3)对关系代词型what引导的主语从句，通常直接将主语从句放在句首。如： What we need is money.我们需要的是钱。
What I want to know is this.我想知道的就是这一点。有时也可将助用形式主语。如：
It is clear enough what he meant.他是什么意思很清楚。(4)如果句子是疑问句，则必须用带形式主语it的结构：
Is it true that he is the girl’s father? 他是那女孩的父亲，是真的吗？
How is it that you are late again? 你怎么又迟到了？(from www.daodoc.com)
三、连词that的省略问题
引导主语从句的连词that 有时可省，有时不能省，其原则是：若that引导的主语从句直接位于句首，则that不能省略；若that引导的主语从句位于句末，而在句首使用了形式主语it，则that可以省略：
That you didn’t go to the talk was a pity.很遗憾你没去听报告。(that不可省)It was a pity(that)you didn’t go to the talk.很遗憾你没去听报告。(that可省)5.Students avoid seeing them for conferences if at all poible.1）Avoid doing sth 避免；避开，躲避；消除 She sheered off in time to avoid an accident.轮船及时转向，避免了一次事故。
They were tacking about to avoid the enemy guns.他们来回转向以避开敌人的炮火。
You can easily fake up an excuse to avoid going out with him.为避免同他一起外出，你可以很容易地编造一个借口。
加doing的动词 小记
我想(wish)冒险欣赏(enjoy)你,我承认(admit)我想你.有人建议(suggest)躲开(escape)你.可我再也受不了(bear)(stand)(erdure)梦想(fancy)幻想(imagine)你.三次延期(delay)不介意(mind),否认(deny)避免(avoid)不实践(practice).怎能完成(finish)我激情(appreciate),我不喜欢(dislike)这样做.你懂(understand)吗? 2）if（poible）
可以省略掉it is ,如if poible.If true, this will cause us a lot of trouble.还有一种情况就是if条件句中的主语与主句的主语一致，还要有系动词时，这样这个主语和系动词可以一起省略掉。如:She will be a good doctor if studying in a medical school.c.summary
1.Main idea and structure of the text 2.Key words and phrases d.aignment
1.Review the words and phrases 2.Review the leon 3.Prepare for the analysis of the text 4.Preview the unit Finish the exercise
