第一篇：新编实用英语综合教程2unit_1_教案
Unit 1
New Practical English 2
Unit One
Invitation Etiquette Teaching Objective In “Talking Face to Face”, learn how to invite friends to attend a party or a dance in oral English.In “Being All Ears”, students will fine tune their listening and comprehension skills through exercises relating to inviting people out.In “Maintaining a Sharp Eye”, students will learn how foreign people deal with invitations, when one wants to accept or does not accept.In “Trying Your Hand”, get some practical experience and writing a invitation and a reply to the invitation one gets.Teaching Procedures
Section I Talking Face to Face
1.Warm-up:
Patterns and expressions for talking about invitations: I’d like to invite you to dinner.我想请你吃晚饭。
Why don’t you come and join us for disco? 你为什么不和我们一起跳迪斯科？ It’s very kind of you to invite me.谢谢你邀请我。
How nice of you!Many thanks.你真好！多谢。
I’d love to.That would be great.我很愿意去。太好了！
Oh, dear, I’m afraid I’m busy tonight.Perhaps tomorrow evening? 哦，亲爱的，今晚我很忙。明晚也许可以吧？
Could you make it another time, perhaps next Sunday? 你能改个时间吗，下个星期天怎样？
It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。可还是要谢谢你。
2.Introduction of the samples of invitation cards and letters 3.Practice the two dialogues in Follow the Samples 4.Practice dialogues according to the given tasks
Unit 1
New Practical English 2
Thank you.I’ll be happy to come.谢谢．我很高兴接受你的邀请． I’d love to.That would be great.我很愿意去．太好了． Thank you for invitation.谢谢你的邀请． I’d be glad to come.我很高兴前往．
3．Expressions for Declining an Invitation I’d love to, but I can’t come.我很想参加，但是不能来．
Thank you for your invitation, but I don’t think I can make it.感谢你的邀请，但我恐怕不能赴约． Unfortunately, I’m already busy that day.很遗憾，我那天事情太多了．
It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。可还是要谢谢你。
Could you make it another time, perhaps next Sunday?
你能改个时间吗，下个星期天怎样？
Sentence Writing
Word Order in a Subordinate Clause 从句的顺序
在写英语复合句时，除了需要注意照应主句与从句的时态、人称、连接词语 等等之外，还应特别致意从句部分的语序。
英语从句经常用疑问词引导，如what, who等，但与疑问词引导的简单问句不同。从句不使用疑问句语序，而使用陈述句语序，即按主语在前、谓语在后的顺序排列。还应注意，因为从句不使用疑问倒装结构，所以一般现在时和一般过去时不再用do, does, did等助动词帮助构成从句结构。
1．常用来引导从句的疑问词有what, when ,where, who, whether, how等，这些疑问词一般仍保留原有的疑问含义。
She wanted to know when my brother had visited Paris.她想知道我哥哥什么时候游览过巴黎。
Could you please tell me where we are going.你能告诉我我们到哪里去吗？
How he plays the trick is a secret.他怎么变这个戏法是个秘密。
2.Whether可以引导主语从句，if 不能引导主语从句，但是两者都能引导宾语从 句。引导宾语从句时，两者都表示“是否”的意思，只是if 后面不能加or not。1）主语从句
Whether he will accept the job is difficult to say.（对）
Unit 1
New Practical English 2
Section IV Maintaining a Sharp Eye Passage I Business Invitation Explanation of Difficult Sentences
1.(Para.1)Although invitations are usually sent through the mail, informal
invitations such as e-mails and phone invitations are becoming
more acceptable.Analysis: such as means “of the same kind, like” and should be followed by
nouns or noun phrases.Translation: 虽然邀请函通常通过信函方式发出，但目前像电子邮件、电话邀请等非正式邀请越来越被普遍使用。
Example: Our discussions were all about issues such as education and climate change.2.(Para.4)It’s also acceptable to include an RSVP notation and your phone
number or address on the invitation for more accurate planning.Analysis: It’s also acceptable to do … means “It’s also good enough to be
received to do …”
Translation: 如果为了使计划更加周密，也可以在邀请函中加上请回复的字样，以及电话号码或联系地址。
Example: It’s acceptable to play tricks on your friends on April 1st.3.(Para.5)If a “Please reply by” a given date is included in the invitation, be polite enough to reply by that date.Analysis: If … is a conditional clause followed by an imperative sentence
Translation: 如果邀请函中包括“请于某日之前回复”的字样，则需要在规定日期前回复。
Example: If you choose to invite your guests by phone, remind them again in writing two weeks before the gathering.4.(Para.6)Never ask to bring a guest unless the invitation states “Mr.Louis Winthorp and Guest.”
Analysis: Never … unless … is “double negative”, which means “You can bring a guest if the invitation states …”
Translation: 如若邀请函上没有说明“邀请某某先生和朋友”，不要向邀请方要求带同伴。
Example: Some people are never happy unless they are in the limelight showing off.Important Words 1.in advance
before in time 提前
e.g.Can I sign up for this course in advance? Quality Buildings usually hire its temporary workers well in advance as the need arises.2.seminar n.a small class of usually advanced students meeting to study some subject with a
Unit 1
New Practical English 2
Passage II An Invitation Letter
Text-Related Information
This is an informal invitation letter between friends.The tone of this letter is casual.The language is not so formal.This kind of informal invitation letter is often in the third person.For example, “in the hope that it will be possible for you both to spend a few days with us during your stay in England.” “and it would be nice if you could come then, too.” But a formal invitation card is usually written in the third person.Text Explanation Para.1 November 2002 My dear Michael，It seems ages since we heard from you — and even longer since you went to work in China.But recently we happened to bump into Charlie Wright at a party, and from him we learnt that you and Lucia will be coming to England over the Christmas holidays.So I am writing straightaway — to make sure this reaches you well before you leave Shanghai — in the hope that it will be possible for you both to spend a few days with us during your stay in England.Language Points:
1.Explanation of Difficult Sentences 1)It seems ages since we heard from you Analysis: It seems ages since...means “it seems a long time since...” Translation: 似乎很长时间没有收到你的信了。
Example: It seems ages since I saw you in Shanghai.2)So I am writing straightaway — to make sure this reaches you well before you leave Shanghai — in the hope that it will be possible for you both to spend a few days with us during your stay in England.Analysis: To make sure… is an adverbial of purpose, and in the hope, a prepositional phrase used also as an adverbial of purpose.Translation: 所以我马上写信，好让你在离开上海之前肯定收到这封信 —— 希望你们俩能在英格兰逗留期间和我们一起住几天。
Example: I am sending this card to you today —to make sure you receive it before the Christmas Day.2.Important Words
1)bump into meet somebody by chance 偶然碰到, 偶然遇到
e.g.We bumped into Kate when we were in London last week.She bumped into his tray, knocking the food onto his lap.2)straightaway ad.do without delay, especially it has to be done urgently 马上，立刻
e.g.I’ll come around straightaway with the files.We’d better start work straightaway.Unit 1
New Practical English 2
1.Explanation of Difficult Sentences 1)I am still working for Sanderson’s and liking it well enough — though occasionally pining for the footloose days of long ago.Analysis: Sanderson’s here refers to Sanderson’s company;though is introducing a participle clause pining for...and serving as the adverbial of concession.Translation: 我还在桑德森公司工作，而且工作很称心 —— 虽然偶尔我也渴 望从前自由自在日子。
Example: They are working happily with Kent’s, though sometimes pining for the footloose school days.2.Important Words
1)terrify v.frighten someone severely 威胁，恐吓
e.g.We terrified the girls with spooky stories.He terrified her by jumping out at her from a dark alley.2)pine for v.strongly desire(esp.something which is difficult or impossible to obtain)渴望
e.g.It’s at this time of year that I start to pine for the snow-topped mountains.As a young girl, I always used to pine for a more glamorous existence.Para.5
I’d better stop here now;I’m supposed to be spending this evening writing Christmas cards.Write or phone as soon as you can —— and come!Love from us all!
Yours ever, Richard
Exercises See the textbook.
第二篇：新编英语教程3教案
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, guessing 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis: 1.The comprehension and appreciation of Text I;2.New words and expressions:
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 lesson: 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 guesswork 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 possibility 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 cross-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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey
Procedure:(4 hours)1.Review the main points in last class;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 guesswork 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 expressing 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 kindness or patience coax sb to do sth, coax sb into/out of doing sth 2.needless 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“(Poisson 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 ”Poisson 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: 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 class;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 guesswork 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 permission(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 success.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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: 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 class;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 guesswork 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 Renaissance, 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sth
Procedure:(4 hours)1.Review the main points in last class;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 guesswork 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 cross-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 confess.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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: refuel, outlay, harness, 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 class;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 guesswork 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.Harness 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, 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 class;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 guesswork 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 impossible…: When he intends to do impossible…
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 incessantly 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: shelter, end up with, engross, 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 class;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 guesswork 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 engrossed in: be absorbed in, be taken up eg: The audience was completely engrossed 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 assistant 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 gossip/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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The reading and writing of argument;2.New words and expression:
fledgling;bland;colossus;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 class;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 guesswork 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 process 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, guessing，etc.2.Grasp some new words and expressions 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-class exercise including listening and
translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expression:
duck;wince;placatory;indefensible;negligently;studious;shrug;wry;dissolve;guffaw;nail down;trail away;be shocked to the core;every nook and cranny
Procedure:(4 hours)1.Review the main points of last class;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 guesswork 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.success(n.)successful(adj.)(2)come next ~ sb/sth;~ to sth.succession(n.)successive(adj.)in succession;in succession of sth eg: His words come out in quick succession.Our team got a succession of victories.3.go/get somewhere: make progress
go/get nowhere: make no progree
eg: The class 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)pass 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.dissolve: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.Unit 11 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expression:
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 class;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 guesswork 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 less than: be almost
eg: You are little less than a villain if you encourage a ten-year-old boy to smoke.Helping oneself to a dictionary without the owner’s permission is little less 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions: grimy, overhauling, squirt, thaw, relentlessly, set in, lie in a grip of iron, impression, devoted, bellow, lullaby, rattle, mutter, intimate, puff, puckered, tweak
Procedure(4 hours)1.Review the main points of last class;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 guesswork 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.27 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 less strict or harsh
eg: We shouldn't relent in out fight against crime.2)become less intensive eg: The rain relented.Relentless: 1)harsh, strict eg: be relentless in punishing offenders
2)constant, not ceasing eg: driven by a relentless 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions:
distribute, confess, 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 class;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 guesswork 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.confess to sth/doing sth: admit(sth wrong)confess sth to sb: tell one’s sins to a priest 4.ebb: become less
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: discuss
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: Passing 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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions:
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 class;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 guesswork 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 shyness.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 confessed.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, guessing, etc.2.Grasp some new words and expressions 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-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:
1.The comprehension and appreciation of Text I;2.New words and expressions:
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 class;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 guesswork 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
第三篇：新编大学英语综合教程4课后翻译
Unit 1
child.(活泼的举止是正常的)
John, but he can’t afford one.(速度快的车对······有吸引力)
3.Dave required a lot of time to study the 多种多样的论据)and she explained the project to me again.(我要求我的上司为我解释清楚)
5.Photographic film is very(对光很敏感)
6.can be a great help, especially in the early days.(互相鼓励)7.Jimmy cried when people(拿他开玩笑)
8.John won’t give up.He 坚持他的观点)
9.Ted always wants(成为注意的焦点)
10.Is it cheaper if 我们提前买票)Unit2 1.However,(这种搜索引擎的主要缺陷)is its tendency to include too much information.2.她从不吝惜自己的时间)—always ready to help other people.3.you may have known someone else for thancasual acquaintances(他们永远只是泛泛之交).4.(他怀疑这车不是他的)because everyone knew she had no money.5.It’s impossible to forget such horrific events — they will remain in the 它们会永远留在记忆中).6.In a world too often filled with(在这样一个常常充满各种不确定性的世界上), it is nice to have a safety net, something you can rely on.7.The earthquake happened(比该研究小组的预报提前了一年), but earthquakes are usually difficult to predict.8.I don’t mind being awakened once or twice in the middle of the night by my roommate habit of it(只要她不养成习惯).Unit3
1.Their study shows that sports skills over into personal life(可以运用到个人生活中).(更多地叫男生回答问题), because they tend to be the ones having trouble staying on task.put away(把要洗的衣服放好)before it was time to do the next batch.4.After her time in hospital, Jenny’s parents are afraid she has fallen behind academically(在学业上落后了).5.People are wondering over(谁会接班)when the old president dies.Unit4
这工作都得由他来完成)no matter how long it takes.2.(我们决定为买新车而放弃旅行), though it
was really hard for us to make the decision.3.He tried not to 让他的妻子参与公司的管理工作), because in most cases the advantages outweigh the disadvantages.(对未来几代人都是及其重要的)that open spaces and parklands are protected and maintained to a high standard to keep the city increasingly attractive.5.We have reached the agreement at the 解决这个问题的关键是更好的策划)
6.I propose(继续深入讨论这个问题)by considering critically the four theories well-known in this area.7.(这房子是完全新颖的设计)---neither the interior nor the exterior was copies of any existing buildings of the kind.8.Through all his life he has made efforts 增进两国间的相互了解).Unit5
1.One of the reasons they became good friends(他们成为好朋友的其中一个理由)was that they enjoyed the same sports and music.2.We will learn by our own experience what is best, and 不是靠重复别人的足迹).3.He will play in two tournaments in Japan, 这意味着他将错过世界杯)in his home country.是否表白自己很想他还是继续保持沉默).She had to think about her relationship again.5.Her mind was soothed by memories of her dad and of the days when she was a little girl(她还是个小女孩时同父亲一起住在乡下的日子).6.No matter how insignificant the findings 无论调查结果在当时是多么没有意义), it is important to record all of them properly.总是
受到父母的批评)can seriously hurt the children
and won’t reinforce what the parents try to teach.8.The danger of going too far(做过头的危险)was always present because he was talking too much.But he couldn’t help it.Unit6
(凭借他的记忆力好)and the many exams he had passed.2.She favors a bit of adventure as well as a certain degree of self-government children’s education is concerned(当涉及到她孩子的教育时).3.Most people who are sick with AIDS want to stay at home, rather than spend time unnecessarily in hospital(而不愿意毫无必要地呆在医院里).4.What if I choose to give small amounts of money regularly over a period of time(在一段时间内定期给少量的钱)instead of donating a large sum once for all?
5.I am afraid, Mr.Peterson, the answer is that(答案是这样的)we have to be more efficient than our European competitors.6.The museum 并不打算只关注现代艺术的某个具体方面), but prefers to offer material for the public to study and compare.7.She had decided not to go for a drive on such a windy day 即便能搞到一辆车).你已经同过去一刀两断，并已经开始全新的生活这一事实).Unit 7
1.Drops executed in the first two weeks of the course will leave no records on students’ transcript(在学生的成绩单上不会留下记录),but a drop executed during the third through eighth week will result in a grade of W(withdrawal).2.We often heard of stories about some people who could still think calmly and creativelywhen facing difficulties(当面临困难的时候).3.You should be aware that applications won’t be accepted if they’rebeyond the deadline(过了截止时间).4.The manager was so angry that hetossed the report on the desk(猛地把报告扔在桌子上)and shouted at Sam, “Get out!I don’t want to see you again!”
5.You must start bygetting rid of all the bad habits(改掉所有的坏习惯)your previous piano teacher taught you!
6.Some trees have grown too high and deprived the house of light(挡住了房中的光线).7.What would be the first word that would pop into your mind(跃入你的脑海)when you see Sunflowers by Vincent Van Gogh？ 8.Living on his own on the campus, he has learned tobudget his time(安排好时间).9.These detailswere supposed to be secrets(本应是机密),but were somehow leaked out.10.This is a reminder that proposals for state research fundingare due this Friday(本周五截止)
第四篇：新编英语教程 5 Unit 11 教案
Unit 11 TEXT 1 CULTIVATING A HOBBY Winston Churchill
Objectives: to take notes as completely as possible in class.to present their interpretations of each paragraph.Section one Pre-reading questions:
(15 mins.)
1.What does ‘hobby’ mean?(refer to Lib.work)2.Do you have any hobbies? What are they? 3.Do your hobbies do you any good? In what ways? 4.Who is W.Churchill? What’s his hobby you know from what you have learned or from this text?(refer to Lib.work)
In-reading interpretation:
The teacher explains every sentence to the students while the latter try to take notes as quickly and completely as possible.After the text interpretation, the students are required to explain some sentences by their own.Para.1(15 mins.)
1.Worry is a spasm of emotion;the mind catches hold of something and will not let it go.spasm: an involuntary muscular contraction;here, a sudden violent spell(of);a sudden convulsive movement
Worry is a kind of feeling which catches you suddenly so that you can’t have any peace of mind.This feeling arises when you think about something without being able to discontinue thinking about it.Thus worry results.2.It is useless to argue with the mind in this condition.in this condition = when the mind catches hold of something and will not let it go
It is of no use trying to stop the troubled mind / the worry when it catches hold of something and will not let it go.i.e., when worry comes.3.The stronger the will, the more futile the task.(LW6-1)
The stronger your will(to argue with the mind, or to stop the worry)is, the more ineffective/unsuccessful/useless it will be for you to achieve this task of stopping the worry.The more you attempt to shake off your worry, the harder it will be for you to get rid of it / have it off your mind.Then what can we do to stop the worry? 4.One can gently insinuate something else into its convulsive grasp.insinuate = introduce indirectly and subtly
convulsive grasp = the worry
The only way is to have something else in mind so that it will not be grasped by worry / so as to replace the worry.What does ‘something else’ imply?
Something else implies the hobby.5.And if this something else is rightly chosen, if it is really attended by the illumination of another field of interest, gradually, and often quite swiftly, the old undue grip relaxes and the process of recuperation and repair begins.attend = accompanied(comp.3-2)
illumination = enlightenment, edification
another field of interest = hobby
the old undue grip = worry
recuperation and repair = not becoming worried any longer
If you choose the right thing to conquer your mind, if you have another field of interest to enlighten you, your worry, gradually or swiftly, will be relieved./ you will be released from the worry.6.This para.is about worry, which is repeatedly talked about.Instead of mentioning ‘worry’ again and again whenever it is talked about, Churchill uses some other phrases to refer to this annoying state of mind so as to avoid the monotony of expressions.Identify these phrases in the 1st paragraph.(comp.3-1)
a spasm of emotion, its convulsive grasp, the old undue grip
Para.2
(10 mins.)
1.The cultivation of a hobby and new forms of interest is therefore a policy of first importance to a public man.It is the most important for a public man to cultivate a hobby, because he is likely to have more worries in his work concerned with interrelationships with various kinds of people.2.But this is not a business that can be undertaken in a day or swiftly improvised by a mere command of the will.The growth of alternative mental interests is a long process.improvise = make or do without preparation, practice, sufficient material, etc.But a hobby cannot be cultivated and developed so quickly as you expect in your business.No matter how strong your will is, hobby cultivation has to undergo a long process.3.The seeds must be carefully chosen;they must fall on good ground;they must be sedulously tended, if the vivifying fruits are to be at hand when needed.(comp.3-3)This is a metaphor to describe the cultivation of a hobby.Explain it.The author compares ‘hobby’ to ‘seed’, ‘fitness(of a hobby)to an individual’ to ‘good ground’, and ‘the effect(in lessening one’s worry)’ to ‘fruit’ so that the reader can have something concrete to look at.This is certainly a more effective way to explain an idea, esp.an abstract or complex idea.(Analysis)
sedulously = diligently, carefully, assiduously
vivifying fruits = results that give one relaxation / refreshment
The cultivation of a hobby is compared to that of a plant.First of all, the right hobby(the seed of a plant)must be carefully chosen for a person(good ground);then the process of cultivating a hobby, like that of growing a plant, requires care and effort.Only in this way can one reap in due time the fruit of one’s laborfor them a new pleasure, a new excitement is only an additional satiation.(LW6-4)
command = have within reach, be master of, possess
gratify = give pleasure or satisfaction to, indulge
caprice = sudden wish to have, or do sth., whim
satiation = complete satisfaction, wearying oneself with too much
Since those very wealthy people can afford to get access to almost anything they may think of(those people can get whatever they want)and to turn the most fanciful ideas into reality(to turn whatever they dream or desire into reality), there is nothing in this world that can interest or excite them any more.To them, a new pleasure, a new excitement may very often make them even more bored about life.They are the unfortunate people.(comp.3-5)Why does Churchill classify as unfortunate those people who can command everything they want, gratify every caprice and lay their hands on almost every object of desire? Do you think Churchill’s attitude towards those people is really one of sympathy?
These people are simply hopeless;nothing works to relieve them of their boredom.Churchill does not really feel sympathetic towards them.Note the phrase ‘avenging boredom’.He seems to think that this is what they deserve.2.In vain they rush frantically round from place to place, trying to escape from avenging boredom by mere clatter and motion.frantically = widely excited(with joy, anxiety, pain, etc.)狂乱地
avenging boredom =(note 3)boredom that gives(them)no peace or that inflicts suffering(upon them)
clatter and motion =(note 4)This refers to the frantic rush from place to place of those who can command all they want.These kind of people rush frantically here and there(which implies, do this and that as their hobbies), talk this and that, intending to escape from the boredom they are deeply involved in, but their effort is in vain.3.For them discipline in one form or another is the most hopeful path.How do you understand ‘discipline’ here?(comp.3-6)
Regularity, a more regularized way of life
This sentence is a suggestion for this kind of people: to lead a regularized way of life.Only in this way can they escape from the boredom.Para.5
(15 mins.)1.It may also be said that rational, industrious, useful human beings are divided into two classes: first, those whose work is work and whose pleasure is pleasure;and secondly, those whose work and pleasure are one.Here another classification of human beings is made: 1)those who take work and pleasure as two distinguished things, 2)those who combine work and pleasure together, getting pleasure from the work.2.Of these the former are the majority.They have their compensations.The long hours in the office or the factory bring with them as their reward, not only the means of sustenance, but a keen appetite for pleasure even in its simplest and most modest forms.compensation = sth to make up for, here referring to the following sentence.sustenance =(flourishing quality of)food and drink 营养, 食物
Their long-hour work brings them bread, or they have to earn their living by working hard.After work, they relax themselves and enjoy themselves in a simple way.(comp.3-7)Can you suggest one or two of the simplest and most modest forms of pleasure?
Jogging, taking a walk, listening to music on the radio, watching TV, gardening 3.But Fortune’s favored children belong to the second class.In what sense are the second class of people, i.e., those whose work and pleasure are one, ‘Fortune’s favored children’?(comp.3-8)or, why does the author call the 2nd class ‘fortune’s favored children’?
There is never a clash between work and pleasure.They are always happy to work.They are just like children who take everything as pleasure.4.Their life is a natural harmony.For them the working hours are never long enough.Each day is a holiday, and ordinary holidays when they come are grudged as enforced interruptions in an absorbing vocation.grudged = accepted with great reluctance(comp.3-9)
This class of people enjoy their work, and take it as a kind of pleasure.They enjoy every working day so much that they regard the weekends and the public holidays as the interruptions of their delightful work.They are quite reluctant to take any holidays.5.Yet to both classes the need of an alternative outlook, of a change of atmosphere, of a diversion of effort, is essential.An alternative outlook, a change of atmosphere, a diversion of effort all refer to ‘hobby’.So it is of the first importance / of the great necessity for both of the classes to cultivate a hobby.Everyone should have a hobby.6.Indeed, it may well be that those whose work is their pleasure are those who most need the means of banishing it at intervals from their minds.(comp.3-10)What does the word ‘it’ refer to?
their work
(comp.3-11)the means of banishing it at intervals from their minds refers to the notion of ‘hobby’.(LW6-5)In fact,(it is probably those whose work provides them with their enjoyment who are most in need of periodic distractions from it.i.e.,)the second class of people are most in need of cultivating a hobby.Homework assignment:
Read your own notes and consult others’ to make it complete in order to understand the text fully/thoroughly.Mark where you find difficult and raise your questions in the next class.Read O & D and try to answer the question.Section two 1.Pose your problems for discussion(20 mins.)2.Comp.1: the purpose of the writing(B)-to bring home to the reader the importance of cultivating a rightly chosen hobby.(5 mins.)3.Comp.2: True or false
(5 mins.)4.O & D: What Churchill argues for in this passage is obviously the significance of a good hobby for rational, industrious human beings.But the 1st para.is devoted to a definition of ‘worry’, and a large portion of the rest of the text to the classifications of human beings.How are they relevant to his argument?
(10 mins.)
Churchill’s concern here is the role hobbies play in relaxing the mind of rational, industrious, useful human beings.To explain how a hobby works, he must first of all explain what worry really is.But Churchill is not of the opinion that any given hobby can produce this soothing effect under all circumstances.To make this clear, he has to make the first classification.He then turns to classifying the majority of human beings into two further categories.The purpose of doing this is to emphasize the point that hobby is necessary for all including those who think they do not need one as a diversion from work;as a matter of fact, they are the ones for whom the cultivation of a hobby is even more necessary.4.Interaction activity:(LW7)Talk about how a hobby can sometimes help to release your worry.a.Brainstorming in the groups(10 mins.)
b.Air the opinions in class(15 mins.)
Section three TEXT 2 A DEBT TO DICKENS Pearl S.Buck
Read the text by the students themselves and retell it by using ‘I’ or ‘Pearl S.Buck’.Cues: a seven-year child, in a remote Chinese countryside, the valley, the Youngtze River;
the boat folk and the farm folk, lingered and saw the customs, the way of living, fishing and thrashing, the babies alive and dead;
foreign devil, yellow curls and blue eyes, alien and isolated, parents too busy to care for her;
an impossibly voracious reader, read everything she could get;
novels by Charles Dickens, deep in them, read them again and again, over and over for about ten years, feel herself at home, not alien, entered into her own heritage;
all the teaching she got from Dicken’s novels, love all sorts of people, hate hypocrisy, kindness and goodness, money grubbing, the good a little less undiluted and the evil a little more mixed, a zest for life, merry Christmas, those funny characters in the novels.
第五篇：新编英语教程5(第三版)
1)The reason why little girl like Barbie very much is that she looks like real people and can be dressed up in a perfect way.2)Man-made objects, though out-numbered by natural objects, play a more and more important role in people’s life.3)The number of man-made object is increasing steeply, compared with the number of natural objects as well as its actual number.4)The little girl of today would gladly use their old Barbie to exchange the new version of Barbie whereas their mother or grandmother would be reluctant to throw away their dolls until they fall-apart simply, because they are too old nothing could be more obvious than the difference between them.5)The societies and people that are used to poverty reject the practice of using one product only for once or a short time and then replace it by a new one.6)It is meaning that less for a man who is fairy old to say that he wants to develop a hobby in this or that form.7)It is sensible that you further develop the hobby;you already have instead of trying to cultivate a new one.8)Taking up a hobby and living a more regularized way of life are the most effective way to save them from their boredom.9)The long hour’s work in the office or factory provides these people with the money so they can live their lives and gives them a strong desire for the simplest pleasure.10)In fact, it is highly likely that those people who take their work as their pleasure are need to divert their effort from work from time to time urgently.11)The ability to do the right thing at the right time is essential to a good leader.12)A leader must be good at exercising his authority(this is a quality that a leader must have)and be able to demonstrate to the people that he does.13)A leader should find out what the people want to do or have, and guide them to achieve it.14)If we are not powerful, determined and brave, we can’t except to find a good leader, no matter how skilled we are in shopping images, we can’t make him to be what he is not, he is only a representative of all of us.15)John Dewey has said seriously that the degree that someone’s behavior can influence the custom is the same as the degree that his body talk can influence his mother tongue.16)The result from a serious study of the custom which is not influence by the outside shows that what Dewey said is just an objective description of the fact.17)If we still think that our culture is superior to those of the people who we regard as uncivilized, underdeveloped or irreligious, the study anthropology must be meaningless.18)We must realized that all the beliefs are based on the same thing, the intangible and should be treated equally along with our own.19)I believe that people in the society high above me are selfless, pure, noble and very intelligent.20)But it is difficult for a man of the working class to improve his social status, especially when he was full of objectives and imaginations 21)It is physically strong, and they profited a lot by exploiting my strength, but I only lived a poor life.22)He was no longer strong enough to make money by selling his strength and had nothing left to him, he had no other choice, but to slide down to the bottom of the society and die there in misery.23)After 100 years, the black people is still suffering in the isolated part of American society, and he feels like an outcast in his own country.24)We can see very clearly that as far as the black people are concerned, America didn’t fulfill its promise.25)We are here to demand the fulfillment of the promises which can guarantee us our freedom and justice.26)This is not the right time to calm down and adopt gradualism, waiting patiently for a solution.
点击咨询 