全新版《大学英语》教案 课程名称： 大学英语（一级） 专业： 建筑城规、土木、自动化、光电、电气和数理等学院 年级： 2004 学年： 2004-2005 学期： 第一学期 任课教师：全新版《大学英语》板块任课教师 编写时间：2004年9月 Course Schedule Aims: Developing Ss’ ability of independent learning to be automatic learners. Enhancing Ss’ ability in using English: improving Ss’ five micro-skills— listening, speaking, reading, writing, translation — especially listening and speaking so that they can communicate in spoken and written English. Required course materials: 1. College English (Book 1) Integrated Curse, Listening and Speaking Course, Reading Course Note: Reading Course book is used as Ss’ self-access material. 2. One Dictionary: Teaching and Learning: Keep in mind that it is YOU who have to study to improve your English. If you do not study by yourself, there is no use in coming to class. In other words, just listening to the teacher and other students in class does not help you improve your English. Be well prepared when you come to class. It is of great importance for you to preview the course materials before class according to the course schedule. If not, you’ll find it very difficult to follow the class. Class participation is vital. You should actively join in pair work or group discussion and do oral presentation before class. It is important to turn in any assignments by the due date. If you know that you have a circumstance which will makes it impossible for you to turn in your assignment by the due date, you can and should come to consult with me about your problem beforehand. Your essays should be done in a loose-leaf notebook so as to hand in your assignments by a loose paper. Since attendance/absence is part of evaluation, keep in mind that your absence will reduce your evaluation. Useful English Learning Resources: Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English Newspaper: 21st Century, China Daily Websites: http://epizza.nease.net (英语比萨园地); http://www.listeningexpress.com (听力快车); http://www.putclub.com (普特英语听力); http://www.4ewriting.com (英文写作网); http://www.wwenglish.com (旺旺英语); http://www.chinadaily.com.cn (中国日报); http://www.guardian.co.uk (英国卫报) http://www.washingtonpost.com (华盛顿邮报) 新版《大学英语》一级教学日历（2004.9-2005.1） Weeks Contents Periods Outside Class Listening  Week 6 10.11-10.17 学前教育（师生彼此认识，介绍教学要求，英语学习的方法，教材的安排使用等，明确本学期的教学目标及教学重点和难点。帮助学生制定学习计划和改善学习习惯。 Unit 1 Writing for Myself  1 2 International Phonetic Alphabet  Week 7 10.18-10.24 Unit 1 Writing for Myself+《阅读进阶》unit1 Speaking  2 1 International Phonetic Alphabet  Week 8 10.25-10.31 Unit 2 Friendship Speaking  2 1 Autonomous Listening 1  Week 9 11.1-11.7 Unit 2 Friendship+《阅读进阶》unit2 Speaking  2 1 Autonomous Listening 1  Week 10 11.8-11.14 Unit 3 Understanding Science Speaking  2 1 Autonomous Listening 1  Week 11 11.15-11.21 Unit3 Understanding Science+《阅读进阶》unit3 Speaking 2 1 Autonomous Listening 1  Week 12 11.22-11.28 Unit 4 American Dream Speaking 2 1 Autonomous Listening 1  Week 13 11.29-12.5 Unit 4 American Dream+《阅读进阶》unit4 Speaking 2 1 Autonomous Listening 1  Week 14 12.6-12.12 Unit 5 Romance Speaking 2 1 Autonomous Listening 1  Week 15 12.13-12.19 Unit 5 Romance+《阅读进阶》unit5 Speaking 2 1 Autonomous Listening 1  Week 16 12.20-12.26 Unit 6 Animal Intelligence speaking 2 1 Autonomous Listening 1  Week 17 12.27-1.2 Unit 6 Animal Intelligence+《阅读进阶》unit6 Speaking 2 1 Autonomous Listening 1  Week 18 1.3-1.9 overall review Speaking(oral test) 2 1 Autonomous Listening 1   Unit 1 Writing For Myself 教学目标及基本要求： Objectives: Students will be able to: grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence); appreciate the narrative skills demonstrated in the text (selection of details, repetition and the use of synonyms.) master the key language points and grammatical structures in the text; conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading 3rd period: post-reading activities 4th period: reading practice 5th period: speaking 6th period: writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 6. 主要参考书目： 季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。 7. 思考题和习题： 《全新版大学英语综合教程1》第一单元Text A后的所有习题。 阅读第一单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程1》第一单元及相关练习。 《大学英语阅读进阶》第一单元及相关练习 Writing Assignment 1st Period: Pre-reading Tasks: 1) Students listen to the recording and do the pre-reading task on page 2 of their book. (15 minutes) 2) Warm-up Questions (10 minutes) Students are required to scan the text and answer the following questions: Suppose you were the writer, would you enjoy writing “The Art of Eating Spaghetti / noodles”? Why / Why not? Why does the author enjoy writing this? In which paragraph lies the answer? Look at the title and find out in which paragraph a similar phrase appears. Read this paragraph and explain in your own words what the author means by saying “write for myself.” 3) Main idea and text organization (10 minutes) Please go through the whole text within 3 minutes and circle all the time words, phrases and clauses, and then answer the following questions: From which point on does the author start talking about his new experience? Where does he stop writing about this new experience? Do Text Organization Exercise on P. 9. 4) Text analysis (10 minutes) Selection of details: the author is very good at selecting details to prove his point. But how? Please think about the following questions. What details are selected to show “I’d been bored with everything associated with English courses”? What details are given to show that Mr. Fleagle was dull and rigid? By which sentences does the author manage to give us the impression that his essay was very good? 2nd Period 1) Text Analysis Repetition: Please think about the following questions: (7 minutes) How many “prim” or “primly” does the author use in para.2? How many “I wanted” are there in para.5? What’s the use of repetition? Synonymous words & phrases: (8 minutes) The author is also very good at avoiding repetition by employing synonymous words and phrases. Please look for synonyms of the following words and phrases. 1) tedious???????????? 2) write??????????? 3) anticipate???????? 4) prim?????????? 5) recall 6) recapture???????? 7) delight???????? 8) contempt????????? 9) topic?? 2) Language points (30 minutes) The teacher explains the following language points to the students: Off and on; take hold; bore; turn out (turn up; turn down; turn over; turn in; turn away); bore; anticipate; rigid; severe; tackle; face up to; scan; recall; violate; hold back; avoid; career; inspire; associate. (see the courseware of Unit 1) 3rd Period Post-reading Tasks 1) Students are required to discuss the following questions in pairs: (15 minutes) According to Mr. Fleagle, what is the very essence of the essay??? What tense should you use to describe a memorable incident? 2) Translation: The teacher guides the students through the translation of the useful expressions in the CD ROM. (15 minutes) 3) Dictation: Studetns do the spot dictation task in the CD-ROM. (15 minutes) 4th Period Reading Practice: 1) Uncle Jim’s Wink at Life Group discussion: What is a thesis? (5 minutes) Pair Work: Students discuss the following questions in pairs: (15 minutes) The author begins this story with a childhood experience. When Uncle Jim knew about his lie, what did he say? What did the boy do when he found Mrs. Jameson’s gloves? What did he get for his honesty in returning the gloves to the right owner? What did Uncle Jim tell about his baldhead? How did Uncle Jim treat his friends? What lesson did the boy learn from the bet? Can you try to tell what lessons the boy learned from Uncle Jim and in what way Uncle Jim taught him the lesson? Can you find a sentence in our text to indicate what the boy learned from Uncle Jim? Exercise: Students do the context-clue exercise in their book. (15 minutes) 2) Students do the fast-reading exercises in College English Progressive Reading. (10 minutes) 5th Period Speaking: Introduction 1) The teacher explains some important points about introduction to the students (10 minutes) Introduction a) How to Introduce People In introducing two people, the general rule is: Introduce other people to the person you wish to honor. The old are honored in the West as in China. Women have been honored in the West since the days of knighthood. b) Rising at Introduction A man always rise for an introduction, except that it is sometimes all right for an elderly man to remain seated when a young man is introduced to him. The hostess always rises for an introduction. c) Introducing Yourself If you want to meet someone, it is better to ask a friend who know him to introduce you. But sometimes at a meeting or gathering it is all right to introduce yourself to a fellow-student, or to one of the same sex and position. Task: Role-Play (25 minutes) 1) Imagine you’re showing a group of English-speaking visitors around your laboratory in China. As you go from department to department, you meet various people whom you would like to introduce to the visitors. 2) You are having dinner with a friend in a restaurant. Another friend walks into the restaurant alone. You ask him to join you and then introduce your companion to him. Task: Group Discussion: (10 minutes) Have you got any plan for the coming college life? What is your plan for English study? 6th Period Writing 1) Topic: Students read the following instructions individually. (5 minutes) Some intensive English programs in the United States offer a foreign student the option of living with an American family while he or she is studying abroad. Many students feel that such a home-stay program is a valuable part of their total learning experience. However, others may feel that such a plan offers little value. In a short essay, discuss one or two advantages of living with an American family and then state one or two disadvantages. Tell whether you are in favor of or opposed to the idea of home-stay. Give examples to support your opinion. 2) Students discuss the advantages of living with an American family. (10 minutes) · Opportunity to learn about American customs · Environment to improve English 3) Students discuss the disadvantages of living with an American family (10 minutes) · Lack of privacy and independence · Being treated like a child Students draft their essay individually. (20 minutes) Unit 2 Friendship 1. 教学目标及基本要求 Objectives: Students will be able to: grasp the mail idea (never delay expressing your true feelings to a??friend) and structure of the text (developing a story around a letter); appreciate that spoken English is much more informal than written?English; master key language points and grammatical structures in the text; conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization; text analysis 2nd period: while-reading 3rd period: Post-Reading Activities 4th period: Reading 5th period: Speaking 6th period: Writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement and guidance will be given to the students in their extracurricular study. 6. 主要参考书目： 季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。 7. 思考题和习题： 《全新版大学英语综合教程1》第二单元Text A后的所有习题。 阅读第二单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程1》第二单元及相关练习。 《大学英语阅读进阶》第二单元及相关练习 Writing Assignment 1st Period Pre-reading Tasks: 1) Introduction (10 minutes) Students listen to the recording and then answer the questions on page 32. 2) Warm-up Questions: (15 minutes) Do you have any friends? Why do you think we need friends? What kind of people can be regarded as our true friends? How do you understand friendship? 3) The text can be divided into 3 parts. Students skim the text and try to find out the main idea for each part (10 minutes) 4) Students scan the text and then answer the questions on page 38. (10 minutes) 2nd Period The teacher explains the following language points to the students (45minutes) Be lost in / lose oneself in; available; or something; estimate; not much of a; correspondence; kind of / sort of; come up; urge; postpone; reference; hang out; mostly; awful; choke up; skip ; keep in/ get in / lose / be in touch with sb. practically 3rd Period 1) Sentence Translation: (15 minutes) Students are required to translate the following sentences into English. a) 请注意,这种车票仅在发售当天有效。 Attention, please. These tickets are available on (the) day of issue only. b) 这道甜食我还是不吃了吧。 I might as well give the sweet course a miss. c) 艰难的重担；可怕的冒险 an awful burden; an awful risk. d) 他住在一所旧房子里。 He hangs out in an old house. e) 商店把投诉转交给制造商。 The shop referred the complaint to the manufacturers. f) 我们把比赛从3月5日推迟到3月19日举行。 We postponed the match from March 5th to March 19th. g) 她和我说话的神情，好像她早就认识我似的。 She spoke to me as if she knew me. h) 敌人空袭后通信中断了。 The correspondence dropped after the enemy’s air-raid. i) 疯子把他自己的孩子掐死了。 The madman choked his own child to death. j) 当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。 When my old friend Brian urged me to accept a cigarette, it was more than I could bear. Translation: Students are required to translate the useful expressions in the CD-ROM. (15 minutes) Dictation: Students do the dictation exercise in the CD-ROM. (15 minutes) 4th Period Reading Practice Reading: 1) The teacher explains the important reading skills to the students. (30 minutes) This part will introduce you several reading skills which will prove to be helpful in your English reading if you master them skillfully and use them creatively. Now let’s see what these magic shills are. The first skill named main idea, by main idea, we mean what one’s idea about one topic, as a further step, to know one’s idea about one topic, we also need to know what kinds of details are used to support one’s idea. For example, if one’s say “Beckham is always in the center of admiration, he is a handsome guy, and scores or helps others to score in every match”(example 1 below). Then his topic is Beckham, and the main idea is Beckham is in the center of admiration, and the details here used to support that main idea is “he is a handsome guy, and scores or helps others to score in every match” So a very simple definition of main idea, topic and detail can be given as follow: ? Main idea is the comment or thought one made about something. ? Topic is the thing one makes comments. ? Details are some factual events one used to support one’s main idea. But attention should be given to the fact that sometimes, people make comments without giving any support, for example: “A friend in need is a friend indeed” (example 2). Its topic is about friend, it main idea is “a friend in need is a friend indeed”, while no details are given to support this main idea. In other cases, the main idea is not so obvious, you must make some effort to draw a conclusion, or try to infer what the author is intended to say, for example, here is Socrates’ joke about marriage “By all means marry, if you get a good wife, you will become happy; if you get a bad one, you will become a philosopher.” (example 3).Here you must draw a conclusion from these details by yourself; a possible main idea is that “marriage is a good thing”. Of course, topic can sometimes be another problem; it may also not be so clear what a paragraph is talking about after reading it. This will be clear when you proceed with this course. Another trick in finding the main idea of a passage is that in a paragraph, the most possible places for main idea are the beginning, or the end and less likely, in the middle of a paragraph. To give you an overall picture of main idea, topic and detail, a longer example taken from the text is given below (example 4) Example 1 Beckham is always in the center of admiration, he is a handsome guy, and scores or helps others to score in every match. Example 2 A friend in need is a friend indeed. Example 3 “By all means marry, if you get a good wife, you will become happy; if you get a bad one, you will become a philosopher.” Example 4 As we begin to separate ourselves and grow away from our families in adolescence, friendships become even more important to us as sources of support. However, in late adolescence and early adulthood, friendship can take a back seat to romantic relationships. Marriage can disrupt friendships: our interests change, and we begin to form relationship with other couples. In the same way divorce can disrupt the friendships we formed as couples ? Can you tell the topic and main idea and identify the details that are used to support the idea in the above paragraph. Let’s do it together, firstly, we should tell what the topic is, it seems stupid to ask such a question, because it is obvious that the topic is friendship. While that may seem to be true superficially, when we give it another thought, we will find this obvious answer is somewhat odd, because the whole text is about friendship, not just this paragraph. A closer look will lead us to the fact that there are several different time indicators, that is “adolescence”，late adolescence, and early adulthood, marriage and divorce. In this different time of life, friendship is different , so we may well say that the topic is “ change of friendship in different time of life”, and the corresponding main idea is “on different stages of life, friendship may have different form.” And the detail used to support the main idea is “in adolescence, friendships become even more important to us” “ in late adolescence and early adulthood, friendship can take a back seat (后退) to romantic relationships.” “marriage and divorce(离婚) can disrupt the friendships we formed as couples” 2) Exercise: Students do the following exercises individually. (15 minutes) Now maybe you are eager to have a try on this reading skill by yourself, so do the following exercise: try to find the topic, main idea, and supporting details of the following paragraphs. a) What is remarkable about the history of toys is not so much how they changed over the centuries but how much they have remained the same. The changes have been mostly in terms of crafts ship, mechanics, and technology. It is the universality of toys with regard to their development in all parts of the world and their persistence to the present is amazing. In Egypt, the America, China, Japan and among the arctic( 北极的)peoples, generally the same kinds of toys appeared. Variations depended on local customs and ways of life because toys imitate their surroundings. Nearly every civilization had dollars, little weapons, toy soldiers, tiny animals and vehicles.?? b) ?A young college student is constantly discouraged, irritable( 烦躁)，and unable to sleep. Frequent crying spell have ended, but she is still very unhappy. A middle-aged man has become increasingly indecisive in business affairs. He has strong feelings of worthlessness and guilt, and has lost interest in everything. An elderly complains of pain and lack of appetite. Her weight has been dropping steadily. Three different problems? Not really. These people------and millions like them------ suffer from the most common problem: depression.? 5th period Speaking: Expressing Likes and Dislikes 1) Students practice the following sentence structures with their partner. (10 minutes) ??? It’s fantastic. ??? It’s terrific. ??Or ?? It’s OK ?? It’s all right. ?? It’s not bad. ? Or ?? I hate it. ?? I can’t stand it. ?? I don’t like it.  Agreeing with someone’s likes ??? A- I’m crazy about baseball. ??? B- Are you? I am, too. ??? Really? So am I.  Agreeing with someone’s dislikes ??? A- I don’t like hamburgers very much. ??? B- Neither do I ??? I don’t either..  Disagreeing with someone’s likes ??? A- I really love Jay. ??? B- Do you? I don’t like him at all.  Disagreeing with someone’s dislikes ??? A- I don’t like Jay very much. ??? B- You don’t? I like him a lot ??? I sort of like him. ??? I think he’s OK.  What kind of____ do you like? ??? A- What kind of music do you like? ??? Sort of ??? Type of ??? B- All kinds, but especially jazz.  Preferences ?? A- Do you like going to concerts? ?? B- Sure, it’s all right, but I like listening to records better.  Favorites ?? A- What’s your favorite city? ?? B- I like Chongqing best. ?? I especially like Chongqing. ?? My favorite is Chongqing.?  2) Task One: Choose some things that you really like (sports, music, movies,etc.). Make a list. Starting from the first item on your list, ask your partner if he/she likes it too. If he/she does, ask about his/her favorites. If he/she doesn’t, go on to the next item until you find something you both like. (15 minutes) 3) Task Two First look at the lists below. Then ask your partner about the kinds of music, books, movies, etc. that he/she likes. (20 minutes) ? Music Books Movies?  Jazz mysteries science fiction movies  blues romances horror movies  country science fiction action pictures  western westerns 　  rock & roll love stories 　  classical non-fiction 　  musicals 　 　   6th Period: Writing 1) Students read the following sample letters and then answer the questions. (10 minutes) Read the following letter, and decide weather it is a business letter or a personal one. Why? ??Sample One ???? All Weather Products ??????????????????? 9274 194th Street, R.R. No. 4,Surrey,B.C. C3T 4W2 ??????????????????? Surrey??????????? Nanaimo???????? Edmonton ??????????????????? (604) 888-3999??? (604)754-5515?? (403)469-0487 ?????????????????????????????????? Telex:04-365628 ??????????????????????????? ???????????????????????????????????????????????????????? November 15,1999 　 Attention: Christian Huang Dear Sir: ???? Thank you for your letter dated October 6, 1999. We are interested in your Item #6022s. Please advise of your best prices and send us a catalogue of your product range. Please state which models, if any, are CAS/UL approved. ???? Awaiting an early response. ??????????????????????????????????????? Yours Truly, ??????????????????????????????????????? Rav Solanki ?????????????????????????????????? C.E.O.  ?注：CSA:加拿大电器安全规格检验，（Canadian Standards Association） ??????? UL：美国电器安全规格检验，（Underwriters’ Laboratories） ????? ? CEO:行政执行首长，（Chief Executive Officer） 2) Students discuss the essential elements in a letter. (10 minutes) the heading: 信头。包括发信（人）公司的名称、地址、传真或电传号码。 　  the dateline: 发信日期。 　  the inside address: 信内地址。收信（人）公司的名称和地址。 　  the attention line: 经办人。 　  the salutation: 称呼。eg. Dear Sir, 　  the body: 正文。 　  the complimentary close: 结语。e.g. Yours truly, 　  the signature: 签名。    3) Writing Assignment: (The teacher explains the writing assignment to the students) (5 minutes) Write a letter in the name of Ed(now in heaven). You see your friend Tom is sorrowful and regrets for not writing to you. Write to him and tell him not to be sad anymore. 4) Students draft their letter. (20 minutes) Unit 3 Understanding Science 教学目标及基本要求： Objectives: Students will be able to: understand the main idea ( to ensure the survival of human civilization, measures must be taken to help the public understand science ) and?structure of the text ( introducing a topic, developing the topic with?supporting details, supplying a conclusion ); appreciate the style differences between narrative writing and?expository writing; master key language points and grammatical structures in the text; conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学内容及学时分配： Time Allotment 1st period: pre-reading task; Text Organization 2nd period: while-reading task 3rd period: Post-reading task 4th period: Reading Practice 5th period: Speaking 6th period: Writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement and guidance will be given to the students in their extracurricular study. 6. 主要参考书目： 季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。 7. 思考题和习题： 《全新版大学英语综合教程1》第三单元Text A 后的所有习题。 阅读第三单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程1》第三单元及相关练习。 《大学英语阅读进阶》第三单元及相关练习 Writing Assignment 1st Period Pre-reading task 1) Task One: Students listen to the recording two or three times and then think over the following questions: (10 minutes) ---- What questions interest Hawking? ---- When did the illness start to affect him? ---- Does Hawking give himself in to the disease? ---- What makes his achievements so remarkable? ---- Is there anything else you know about Hawking? 2) Task Two: Mention some of the scientific and technological discoveries that have changed or will change the way people live. Students write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. When they finish, teacher may invite some of them to read out to the class. Then teacher writes down some discoveries on the blackboard. （7 minutes） 3) Task Three: Pointing at the discoveries noted down on the blackboard, teacher asks students: In what way do these discoveries change our lives for the better? In what ways do these discoveries change our lives for the worse? (8 minutes) 4) Teacher makes a conclusion (5 minutes) 5) Text Organization: The teacher guide students through the text organization exercise on page 69. (15 minutes) 2nd Period: 1) Detailed reading: Questions about text (15 minutes) Part one: Paragraph 1: In what way have science and technology changed the world we live in? Give examples. What is the attitude of some people towards the changes brought about by science and technology? What does “a privileged minority” in line 5 refer to? What was life like before science and technology began to change our way of life? Paragraph 2: What would happen if all government money for research were cut off? What is the function of the imaginary “global state”? What does “this” in “even this wouldn’t succeed” refer to? How do you understand “human initiative and inventiveness are such that even this wouldn’t succeed.”? Paragraph 3: What does the author think we should do about science and technology? Why is it necessary for the public to have a basic understanding of science? In your own words, explain what Hawking means by saying that “the public is in two minds about science.” Have you ever read the terror story of Frankenstein? Why does the author use this example? How do you understand “It is also an important element behind support for the Green Parties.”? Part Two Paragraph 4 How is science taught in schools? What does the author think of equations as a way of expressing scientific ideas? Paras. 5-6 What limited role can books and magazines play in popularizing scientific ideas? What is the responsibility of TV science program producers? Part Three What is the sick joke about? What does the author think of the future of human civilization? Language Points: (30 minutes) The teacher explains the following language points to the students: attitude; likely; do without; highly; anyway; cut off; bring about; moreover; inquire; initiative; ensure (assure; insure); informed (inform); steady; audience; lie in; in terms of; tend; grasp; sufficient; convey; put across; slow down 3rd Period 1) Style and Text analysis The teacher explains stylistic features of the text to the students: (5 minutes) This text is a piece of expository writing. Exposition is the process of making a statement and then supporting it with evidence. In expository writing, the topic sentences are usually presented in the first or second sentences of a paragraph, followed by supporting details. 2) The teacher explains the style differences between narration and exposition. (15 minutes) Read the first 10 lines of both All the Cabbie Had Was a Letter and Public Attitudes Toward Science. Then fill in the table.? ?Text A ? paragraph?? ? length ? sentence? length ?simple or compound sentences? ?any passive voice? ?any dialogue? ?any 3rd-person narrator?  ?Unit 2 ?shorter???? ?shorter ?simple ? no ?? yes ? no  ?Unit 3 ? longer?? ? longer ? compound ? yes ??? no ? yes  What are the?major differences between narrative and expository writing? Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed than the former. For the purpose of objectivity, third-person narration is often adopted in exposition. Meanwhile, sentences in the passive voice appear regularly. 3) Debate: Should cloning of human beings be banned? (25 minutes) Students are divided into two groups, each assigned a position either for or against human cloning. Each group brainstorm to find out arguments in their favor, and propose counter-arguments against what the opposite side might bring up. 4th Period Reading Practice How to be scientist in the Reading Course 1) Reading Skill: conclusion The teacher explains features of conclusion. (5 minutes) 2) Task : Students discuss in pairs how the text is concluded. (10 minutes) How to Tell in What Way the Text Is Concluded With a conclusion, the essay is brought to its end; without a conclusion, it lacks a sense of completeness. A conclusion may be a summary of the main points, a prediction of the future, a recommendation of a solution or a quotation to make the whole thing clear. How is this text concluded? 3) Students discuss the following questions in small groups for general Comprehension of the Text (20 minutes) a) What do science majors expect from a life of scientist? b) What do researchers tell about their life? c) What do leading scientists do instead of working in the lab? d) Why did Dr. Shirley Tilghman say that she should be “a psychology major” in order to become a “principal scientific investigator”? e) According to Dr.Ponzy Lu, what was the most useful thing he learned at Cal Tech? f) What is the reason some successful scientists are delighted to leave the laboratory? g) Why are they loath to admit that they are delighted to leave the laboratory? h) Why did Dr.Arthur Skoultchi tell Dr. Gross to enjoy the laboratory work while he could? i) From what time on does their time spent in the lab dwindle to nothing? j) What did those leading scientists find themselves to be in the end? k) According to Dr.Lu, how can a scientist get influence and power? l) From what sources can the researching groups get money or funds to support their research? m) What are the difficulties of becoming a leading scientist? Context clues: Students do the context clue exercise in their book. (10 minutes) 5th Period: Speaking: 1) Students practice the useful expressions for making phone calls in pairs. (10 minutes) 2) Task: Students make up dialogues based on the following situations. (20 minutes) You wish to speak to Charlie Brown, but the person who answers the call doesn’t know?anyone by that name. You are in your office at the university and your roommate is at home. You call him/her to discuss what the two of you have at home to eat for dinner and what you should buy on the way home. You ring your friend about a book you lent him two weeks ago. Now the book is due, but your friend is not in. His/ her father answers the phone. He would like to take a message for you. You call a friend, Steve, to ask if he can go with you to a disco tonight. Your friend answers the phone and discusses other ways of entertainment tonight. 3) The teacher invites some groups to act out the situations for the class. (15 minutes) 6th Period Writing 1) Group Discussion: (15 minutes) Pick one or two scientific discoveries, the computer or genetic engineering for example, that have had a great impact on our lives and talk about it. 2) Useful Words and Expressions (10 minutes) The teacher introduces some useful words and expressions to the students: You may use following words and phrases in your discussion.  ????? for? example ?????  ????? for? instance ???? as an illustration  ????? for one thing ???? as an example  ????? in other word ???? take ...for example  ????? as? follows? ???? consider ...for example  ????? as? proof ???? according to ...  ????? let me illustrate ???? in practice  ????? generally ???? all  ????? generally speaking ???? every?  ????? on the whole ???? never   3) Students draft their essay. (20 minutes) Unit 4 American Dream 1. 教学目标及基本要求： Objectives: Students will be able to: understand the main idea (Tony Trivisonno realized his American Dream through his own efforts) and?structure of the text (one part telling the story of Tony’s life and the other giving the author’s?comments on it). learn to describe a person by his/her characteristic features, together with supporting details which?demonstrate the features. grasp the key language points and grammatical structures in the text. conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unit. 2. 教学内容及学时分配： Time Allotment 1st period: pre-reading task; text organization 2nd period: while-reading tasks 3rd period: post-reading tasks 4th period: reading practice 5th period: speaking 6th period: writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement and guidance will be given to the students in their extracurricular study. 6. 主要参考书目： 季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。 7. 思考题和习题： 《全新版大学英语综合教程1》第四单元Text A后的所有习题。 阅读第四单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程1》第四单元及相关练习。 《大学英语阅读进阶》第四单元及相关练习 Writing Assignment 1st Period: 1) Pre-reading task Questions: Students answer the following questions after they listen to the recording. (10 minutes) What did American Dream mean to Dr. Hertz’s grandparents? Why does Dr. Hertz say that the American Dream is in one’s head and in one’s pocket? Why does Dr. Hertz say that the American Dream is in one’s head and in one’s pocket? 2) Ask students do Cloze B on page 106 to have a better understanding of the American Dream. (10 minutes) 3) Based on the above two activities, the class will have a discussion about American Dream. (10 minutes) 4) Text Organization: Students are required to do the text organization exercises on page 98. (15 minutes) 2nd Period: The teacher explains the text and relevant language points to the students. (45 minutes) Language Points to be covered: turn away; work out; do with; determination; personnel & personal; capacity & ability; turn down; call on; loan; discard; abandon; property; sponsor; approach; above all; weekly; clean up; for sale / on sale; send for; hunt (for); sometime / sometimes / some time 3rd Period: 1) The teacher explains stylistic features of the text to the students. (20 minutes) Style of the article : Narration-A story narrated according to time sequence The writer employs time words and phrases in narration. Time words and phrases serves as??transitional devices by which an author switches from one event to another. The latter event may take place either before or after the?former, which allows an author freedom in narration. Text A in Unit 1 is a good example of narration interspersed with flashbacks, and in this text the writer is able to keep his narration concise by simply recounting Tony’s steps toward success, since the time phrases make it unnecessary to squeeze in too many details about how he succeeded during each step. ??Questions: ?a) Ask students to read the text again quickly to find the time words and phrases ?b) Ask students to try to think of other time words and phrases as many as possible which are often used in their usual practice. (for example: first, ...second, lastly...;?? firstly, secondly, lastly;?? to begin with,...next,...finally,...;first,...then, and then...;at the beginning, later, ultimately) Careful and successful use of details Not all the details are not important. Some vital details are very important to the development of the story or the description of the characters. Can you find some example to?show the writer’s craftsmanship???? For example: a) Tony’s faulty English sentence “I mow your lawn” was repeated four times to show Tony’s??? determination in finding a job and his optimistic view that people would help a man who needed a job. b) The writer does not make a statement claiming that Tony is a good worker, he makes the reader infer?from other people’s compliments.( e.g. “my wife said he was very helpful”, the personnel department “said Tony was a very good worker”; “ I got a report that he had graduated as a skilled grinder”; When Tony died, people found “the farm green with vegetables, the little house livable and homey. There were a tractor and a good car in the yard. The children were educated and working, and Tony didn’t owe a cent.’ c) The three instances when Tony’s physical appearance is described present an increasingly well-to-do Tony. Please notice that Tony had remained standing when he talked to Mr. Crawford until in Line 65 “we sat down and talked’? Tony’s social status improved enough to allow him to sit down with Mr. Crawford. 2) Translation: (10 minutes) Students translate the following phrases into English 1) 梦想成真　　　２）结结巴巴的英语　　３）雇不起保姆 4）拒绝一个需要帮助的人 5）夸奖某人的工作 6）割草坪 7）一小笔微薄的周薪 8）人事部 9）一栋待售的房子 10）拜访一个朋友 11）贷款 12）满自信的样子 13）首付 14）寻找一份体面的工作 15）他的形象在我心目中越来越高大。 3) Dictation (15 minutes) Students do the dictation exercise in the CD-ROM. 4th Period Reading Practice: 1) Reading Skill 1 － facts and opinions (15 minutes) The teacher explain this reading skill to the students: Facts are usually objective descriptions or statements while opinions are subjective evaluations or predictions from both the characters and the author. In general, facts are directly related to the development of the plot while opinions provide the author’s and characters’ reflections. Students read the following sample and then answer the questions: A further difficulty would arise in respect of communication. Water will conduct sound, but it does not transmit words produced by human vocal chords; nor is the human ear adapted to underwater hearing. If the sea-people are to be amphibious, they will want to retain the voices and ears which they have for communication out of water, and may therefore have to develop a new code of signals for their own use in their new environment. Divers use sign-language, but this has awkward limitations, especially bearing in mind the poor visibility of the submarine world. Questions: Decide whether the following statements are facts, or simply the opinions of the author. Water will conduct sound. If the sea-people are to be amphibious, then they will want to retain their voices and ears. Divers use sign language. 2) Reading Skill 2 —thesis (15 minutes) The teacher explains the steps for finding thesis to the students. Step 1: Skim over the passage to get a general sense. Step 2: Carefully read the passage and underline the topic sentence or key words that express the implied main idea. Step 3: Go over what has been underlined and determine the main idea. Students read the following sample and then do the exercises. If you are planning to buy a television set, the following advertisement would certainly attract your attention: “Color TV, only $79. Two day sale. Hurry.” However, when you go to the store ready to buy, you may discover that the advertised sets are sold out. But the salesman is quick to reassure you that he has another model, a more reliable set which is “just right for you.” It costs $359. This sales tactic is called “bait and switch.” Buyers are baited with a sales offer, and then they are switched to another more costly item. Buying items on sale requires careful consideration of the merchandise and the reasons for the sale. Which of the following best expresses the main idea a.? The customer must be on his guard when purchasing items on sale. b.? Color television sets which sell for $79 are sold out quickly. c.? Many stores use the “bait and switch” techniques to attract customers. d.? Anyone planning to buy a television set should look for a sale. This paragraph could be entitled a.? Buying a TV Set b.? Buyer Beware c.? Closeout Sale d.? Sales Tactics 3) Reading Skill 3 －details (15 minutes) The teacher explains the steps for finding details to the students. Step 1: Read the passage and determine the main idea. Step 2: Underline important words and ideas and sort out the important details that support the main idea. Step 3: Find how the paragraph is put together. Television is addictive. For example, when a set breaks, most families rush to have it repaired, often renting one if the repair process takes longer than a day or two. When “nothing’s on TV,” people experience boredom with their lives, not knowing what to do with themselves. Perhaps the best example of television addiction was an experiment in Germany where 184 volunteers were paid to go without television for a year. At first, most volunteers did well, reporting that they were spending more time with their children, reading, and visiting friends. Then, within a month, tension, restlessness, and quarreling increased. Not one volunteer lasted more than five months without a television set. Once the sets were on again, people lost their anxieties and returned to normal. Questions: which is the main idea of the passage and which are the supporting details. Many people have fallen victims to television addiction. Most families can not go without a TV set even for a couple of days. With no exciting TV programs to entertain them with, people will feel bored to death. An experiment in Germany showed none of the 184 volunteers could last more than five months without a TV set. 5th Period Speaking 1) Group Discussion: (20 minutes) You are going to talk about sports. Read the following questions and discuss them with your partner(s). Do you like sports? What is your favorite sport? What sports do most young people go in for? What sports are suitable for old people? Do you like jogging? Why or why not? Could you name some ball games? Which one do you like best? Why do people need to play sports? What do you know about the Olympic Games? 2) Language Focus (10 minutes) Students read the following sentences aloud. ?I like swimming / jogging / fishing / tennis, etc. ?My favorite sport is basketball / volleyball / football, etc. ?Young people go in for such sports as running / playing basketball, tennis, football, etc. ?Jogging / Walking / Fishing is good for old people. ?Jogging is considered a healthy sport for both the young and the old / for people of all ages. ?Many people begin jogging because they believe it is a very good form of exercise / can make their hearts stronger / can help them lose weight. ?Jogging against the cold wind is also a test one’s will power. ?Playing sports can help us to relax. ?Sitting in a chair all day has made me very lazy. ?I can get my figure back if I play a sport. ?I could meet some new people when I play sports. ?People play sports because they want to keep fit / live an active life. ?Playing a sport we like is an essential part of our life. ?The Olympics are held every four years in a different city in the world. ?Over 2, 700 years ago the first Olmpics were held in Athens. ?The Olympics have become the world’s most important athletic events / a symbol of the sporting friendship of all the people in the world. ? 3) Discussion: Students work in small groups and discuss the positive effects of doing exercise. ?(15 minutes) 6th Period Writing skill Writing Strategy ----- How to write a personal description 1) Word Categorizing: Students categorize the following words according to the instruction. Put the following adjectives into the right group, according to what they describe.?(15 minutes) ?? good-looking????? blue-eyed????? well-dressed???? self-centered?? clean ?? left-handed?????? bad tempered?? clean-shaven??? narrow-minded? cheap ?? straight-haired???? easy-going???? well-behaved??? broad-shouldered ?? attractive?? colorful?????? wrinkled??????? ordinary??? ugly?? slim? fashionable ??? kind???????? generous????? warm-hearted????? cold????? rude? ?thin? dirty? ???? mean????? stubborn????? strong-willed?????? persistent??? shy? old-dated ??  ?Character: _________________________________________________________ ?Face: _____________________________________________________________ ?Body: _____________________________________________________________ ?Clothes: _____________________________________________________________ 2) Students read the following two samples individually. (10 minutes) My Roommate It was my first day at college. I got into the dormitory where i was going to live, and looked at door after door for my name. As last I found it. In the room there was already a student making his bed. After we said “How do you do” to each other, he continued his work, paying no attention to me. “What a stuck-up fellow”, I thought. I examined the room. it was not different in the fittings and furnishings from any other room I had seen, but it had been thoroughly cleaned---by my new roommate, no doubt. I looked at him. He was thin, short and dark. His hair was untidy. His dirty clothes, which were made of cheap cloth and tired look were signs of a long journey. The coat was too short and the trousers too loose. The rubber shoes that he wore were unfashionable. He did not look a smart freshman at all. “A country folk”, I concluded. The second time he spoke, his accent told me that he was from the south, “Shall I help you to get pour luggage from the office?” I did not refuse since I really needed help. He was quick in movement. He walked out of the room and was soon far ahead of me in the corridor. “A good guy” I said to myself, “I will make friends with him” I hurried and caught up with him.? ?My mother My mother is a kind and gentle woman. She is always very genteel. She takes care of her children and keeps them all at school. I have two brothers and sisters. So she gets five children in all. She gives us every comfort. We all love her and she loves us also. My mother has too much to do in bringing us up. As our family is too poor to keep a nurse, my mother has always to do much housework. she gets up very early and sleeps very late every day. She works hard, yet without complaining. She is also a thrifty and industrious woman. She saves every penny that she can and keeps everything in order. As she has been busy ever since she was young, she looks older than she really is. Her face is wrinkled, her hair becomes silver gray, and some of teeth become movable. But she works hard as ever. Often she says to us, “Work while you work, play while you play. If you do not work, you will become lazy and of no use to society.” What a piece of good advice this is! We must treasure it up and always keep it in mind. 3) Writing Strategy (20 minutes) The teacher explains the writing strategy for personal description to the students. When you describe something or someone, you give your readers a picture in words. To make this “word picture” as vivid as possible, you must observe and record specific details that appeal to your reader’s senses (sight, hearing, taste, smell, and touch). More than any other type of writing, a descriptive paragraph needs sharp, colorful details. Here is a description in which only the sense of sight is used: A rug covers the living-room floor. In contrast, here is a description rich in sense impressions: A thick, reddish-brown shag rug is laid wall to wall across the living-room floor. The long, curled fibers of the shag seem to whisper as you walk through them in your bare feet, and when you squeeze your toes into the deep covering, the soft fibers push back at you with a spongy resiliency. Sense impressions include sight (thick, reddish-brown shag rug; lad wall to wall; walk through them in your bare feet; squeeze your toes into the deep covering; push back), hearing (whisper), and touch (bare feet, soft fibers, spongy resiliency). The sharp vivid images provided by the sensory details give us a clear picture of the rug and enable us to share in the writer’s experience. In this section, you will be asked to describe a person, place, or thing for your readers through the use of words rich in sensory details. The following paragraph can help you prepare the assignment. ??????????????????????????????????????????????????????? Karla Karla, my brother’s new girlfriend, is a catlike creature. Her face, with its wide forehead, sharp cheekbones, and narrow, pointed chin, resembles a triangle. Karla’ s skin is a soft velvety brown. her large brown eyes slant upward at the corners, and she emphasizes their angle with a sweep of maroon eye shadow. Karla’ s habit of looking sidelong out of the tail of her eye makes her look cautious, as if she were expecting something to sneak up on her. Her nose is small and flat. The sharply outlined depression under it leads the observer’s eye to a pair of red-tined lips. With their slight secretly pleased. One reason Karla may be happy is that she recently was asked to be in a local beauty contest. Karla’ s face is framed by a smooth layer of brown hair that always looks just combed. Her long neck and slim elegant and sleek no matter how she is standing or sitting, for her body seems to be made up of graceful angles. Her slender hands are tipped with long. polished nails. Her narrow feet are long, too, but they appear delicate even in flat-soled running shoes. Somehow, Karla would look perfect in a cat’ s jeweled collar. The writer of “Karla” organizes the details by observing Karla in an orderly way. Which of Karla’s features is described first? Which of Karla’ s features is described last? Check the method of spatial organization that best describes the paragraph. _____ Interior to exterior _____ Near to far _____ Top to bottom 　 Write a paragraph describing a person. Decide on a dominant impression you have about the person, and use only those details that will add to that impression. Unit 5 Romance 1. 教学目标及基本要求： Objectives: Students will be able to: grasp the main idea (the nature of a heart is seen in its response to the unattractive) and structure of the text; appreciate the narrative skills demonstrated in the text (switch between tenses, change of narrators), some rhetorical devices (simile and metaphor) and the use of informal language in conversations; master the key language points and grammatical structures in the text; conduct a series of reading, listening, speaking and writing activities related to love and growth. 2. 教学内容及学时分配： Time allotment: 1st period: pre-reading task; Scanning 2nd period: while-reading task 3rd period: post-reading activities 4th period: reading Practice 5th period: speaking 6th period: writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement and guidance will be given to the students in their extracurricular study. 6. 主要参考书目： 季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。 7. 思考题和习题： 《全新版大学英语综合教程1》第五单元Text A后的所有习题。 阅读第五单元Text B，完成后面的相关练习。 《全新版大学英语阅读教程1》第五单元及相关练习。 《大学英语阅读进阶》第五单元及相关练习 Writing Assignment 1st Period 1) A brief introduction to the Valentine’s Day (10 minutes) 2) Students do the pre-reading task on page 136 of their book. (15 minutes) 3) Students scan the text and answer the following questions. (20 minutes) How had Blanchard and Miss Maynell come to know each other? How had Blanchard and Miss Maynell got in touch with each other? Why did Miss Maynell refuse to send Blanchard a photograph? How do you understand Miss Maynell’s words in Para4? What do you think of her? How would Blanchard recognize Miss Maynell at their first meeting? What did the young girl look like? What was Blanchard’s response? And what did “Miss Maynell” look like? How did?Blanchard feel toward his “valentine”? Why didn’t Blanchard turn away from “Miss Maynell”? How come the middle-aged woman was wearing the rose? What did Miss Maynell want to find out through the test? Do you like Miss Maynell’s test? 2nd Period The teacher explains the text and the language points in detail. (45 minutes) Language points to be covered: straighten (broaden…); make one’s way to; absorb ( be absorbed in / by); reflect & respond; thoughtful; previous; locate; correspond; schedule; sustain; slim; split; identify & identity ; in respond to; as though; be supposed to; company; 3rd Period Text Analysis 1) Simile and Metaphor (15 minutes) The teacher explains the features of simile and metaphor to the students. What are simile and metaphor? A simile is a comparison of one thing to another, using words “like” or “as” , e.g., “her hair was black as night”; “in her green suit she was like springtime come alive”. A metaphor is a suggested but not stated comparison of one thing to another, e.g. “…while I felt choked by the bitterness of my disappointment”. Read the following sentences and decide whether they are similes or metaphors. He is as brave as a lion. Her husband is walking wallet that will pay for whatever she likes. All the world is a stage, and all the men and women are merely players. The man sleeps like a baby. 2) Selection of Details. (15 minutes) The teacher explains features of detail selection in the text. Questions: What details are given to show that Blanchard fell in love with the girl who he had never seen?? His interest in her had begun twelve months before… Taking a book off the shelf he soon found himself absorbed…… With time and effort he located her address. He wrote her a letter introducing himself and inviting her to correspond. What sentences to show the sharp contrast between the young girl and “Miss Maynell” Her eyes were blue as flowers; Her lip and chin had a gentle firmness;’ A small, provocative smile curve her lips. “Miss Maynell” She was more than a little overweight, her thick-ankled feet thrust into low-heeled shoes; Her pale, round face was gentle and sensible, her gray eyes had a warm and kindly glow. What were Blanchard’s feelings towards the two women?? For the young and beautiful girl: “I started toward her, entirely forgetting to notice that she was not wearing a rose.” “Almost uncontrollable I made one step closer to her…” For “Miss Maynell”: “This would not be love, but it would be something precious, something perhaps even better than love, a friendship for which I had been and must ever be grateful.” “…while I spoke I felt choked by the bitterness of my disappointment.” What’s his last choice? How do you feel about Blanchard? 3) Dictation: Students do the dictation exercise on their CD-ROM. (15 minutes) 4th Period Reading Practice 1) Reading Skill 1－Point of view (10 minutes) The teacher explains the features of this reading skill to the students: The first person perspective is often adopted to describe the author’s own experiences or feelings, which are more or less personal and subjective while the second person perspective is generally used when the author wants to rouse the participation of the readers or to generalize his or her statements. The shift between the two perspectives in this essay helps the author express her ideas and feelings clearly. Discussion: What point of view is used in this essay? When does the author make switches between first and second person perspectives? (10 minutes) When she first changes the second person perspective to the first person perspective in paragraph 7, she wants to specify her own image of being defeated. Later, when she returns to the second person perspective, she describes the general feelings felt by unemployed people. With this change, she succeeds in a rousing the sympathy of the readers and thus makes them believe that these feelings are not peculiar to an individual, yet, they are common to all who have ever experienced unemployment. 2) Reading Skill 2: details (5 minutes) The teacher explains the importance of details to the students: Biography is not simply the account of one’s life written by someone else. Instead, it endeavors to summarize the life of a person through all these past events that combine together to make him or her the one he or she is. Significant details are provided to enable readers to understand what causes the person to be him or her in the end. Discussion: What details are provided in the text to depict the poverty of the family and its outcomes? (10 minutes) 3) Reading Skill 3－How to sense the dominant impression (10 minutes) The teacher explains this reading skill to the students. With many details, the author creates the dominant impression that her family’s philobiblic tradition has greatly influenced her. First, the philobiblic tradition is emphasized. Her mother agreed to have her hair cut on condition that she was given a set of Dickens and she read them even at night. Then, Welty vividly describes interesting things that roused her interest in reading. In her eyes, the tick of the rocker seems to be “a cricket accompanying the story” and the cuckoo clock adds a lot of fun to the story time. With all these details, Welty shows that in her family, reading was not dull, but relaxing, natural and interesting. Even word itself was not dull at all. For one thing, it had its own image and holiness; for another, it was not merely to be read; instead, it was to be felt and tasted so it came to her naturally. As a conclusion, Welty stated that “In the beginning was the Word,” which actually shows her feeling for reading, which was “the keystone to knowledge”. 5th Period Speaking Making Reservations 1) Useful Expressions: Students read the following useful expressions aloud. (10 minutes) Reserving A Hotel Room Useful Expressions ?? book a room??????????????????? 预订一个房间 ?? single room with bath????????? 有浴室的单人房间 ?? double room with a bathroom??? 有浴室的双人房间 ?? twin-bedded??????????????????? 两张单人床的 ?? a room with a view???????????? 景色好的房间 ?? rates????????????????????????? 房租 ?? included/exclude breakfast???? 包/不包早餐 Reserving A Table　 Useful Expressions　 ? ? reserve a table for 12:30???????? 订一张桌子，时间是12点半 ?? book a table in a quiet corner??? 在一个安静的角落订一张桌子 book a table for four???????????? 订一张4个人的桌子 2) Group Discussion (15 minutes) Students discuss the following questions in small groups. Travelers are always discoverers. How true do you think this statement is? What significant role can traveling play in a person’s life? (Can you imagine a life limited/rooted to one place only?) 3) Role play: (20 minutes) Imagine you’re a student of Chongqing University and this weekend several your old classmates will visit you from Sichuan University, Chengdu. They hope you can book hotel rooms for them before they arrive. During the daytime, you lead your old classmates to go sight-seeing in Chongqing. You just introduce the history and some information about Chongqing to them as a guide. 6th Period Writing Narrative Essay 1. Students read the following passage that provides guidance for narrative writing and then discuss the important elements of a narrative essay with their partner. (15 minutes) To narrate is to give an account of an event or a series of events. In its broadest sense, narrative writing includes stories, real or imaginary, biographies, news items, and narrative poems. Narration often goes hand in hand with description. When one tells a story, one describes its setting and characters. On the other hand, accounts of actions may be necessary to the description of a person or a scene. When planning a narrative, the writer should consider these five aspects: contest, selection of details, organization, point of view, and purpose. Context When, where, and to whom the action in a narrative happened is often made clear at the beginning of the narrative. This will provide the reader with a context, or circumstances, to help him understand the whole narrative. Selection of Details A narrative is made up of details. There should be enough details so that the reader knows what is happening, but there should not be too many of them, or the reader will be confused and lose interest in the story. Only relevant details, or things that contribute to bringing out the main ideas of the narrative, are useful and effective. When selecting details, therefore, the writer should bear in mind his purpose in writing the narrative. Organization Events in a narrative are usually related in chronological order, that is , in the order in which they occur. But it is also possible, and sometimes preferable, to start from the middle or even the end of the story with the event that is most important or most likely to arouse the reader’s interest, and then go back to the beginning. The middle tells the story itself. When the story is clearly told, the narrative comes to a natural end; then there is no need for a superfluous concluding paragraph. But sometimes it may be necessary to add one or two paragraphs about the significance of the story or about things that happen afterwards. Point of View A story can be told either in the first person or in the third person, each having its advantages and disadvantages. A first-person narrative may be more graphic and lifelike, because it gives the reader the impression that it is what the writer himself has seen or experienced. But the scope of the narrative may be limited, for it is difficulty to recount events that happen in different place at the same time. A third-person narrative is free from this limitation, and it may seem more objective, but it is not easy to put in good order things that happen to different people in different places. Purpose There must be a purpose in telling a story. The writer may want to prove a theory, to illustrate a concept, to praise a virtue, to condemn a vice, etc. He should make sure that the total effect of his narrative, or the final impression it leaves on the reader, is in agreement with his purpose. To achieve this, he has to choose details and design the plot of his story carefully. 2. Students read the following instructions to get some idea of what they are going to write. (7 minutes) Write a first-person or third-person narrative describing the happiest or saddest or most memorable or most important day in your life, for example, your first day at school, the day when you got your first pay, the day when you were given an interview, the day when someone walked into your life, the day when something changed the course of your life; an accident which has taught you something ; Some experience you will never forget. The following words are given to the students for their reference exciting 令人兴奋的 tiring/exhausting 累人的 serious 严肃的，重要的 relaxing 轻松的，放松的  busy 忙的 easy 轻松的，简单的 terrible 糟糕的，骇人的 pleasant 令人愉快的  fun 有趣的 normal 正常的 desperating 令人绝望的 unforgettable/memorable 令人难忘的  frustrating 令人沮丧的 meaningful 有意义的?? anxious 焦急的，担心的 stressful 有压力的，紧迫的  pessimistic 悲观的 optimistic 乐观的 under great pressure/stress 处于压力之下 in despair 绝望   Students work in small groups and share the experience of the most memorable day in their lives with other group members. (8 minutes) 4. Students draft their essay individually. (15 minutes)