新视野大学英语第一册教案

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New Horizon College English
Book I
新视野大学英语教案
第一册
郑州大学外语学院
Unit 1, Book One
I. Section A: Studying Abroad
1. Teaching Objectives:
 To know the meaning and usage of some important words, phrases and patterns
 To be familiar with the writing skills of the text and make use of it in writing
 To improve Ss reading skills by studying section B
To respond and cooperate with classmates willingly
 To participate actively
To read sentences and texts with proper intonation
 To write smoothly and legibly
2.Time Allotment:
Section A (3 periods):
1st---2nd period: Pre-reading activities (theme-related questions for warming up; useful words
and expressions)
While-reading activities (topic sentences; language points explanation)
3rdperiod: Post-reading activities (comprehension questions; main idea; text structure;
exercises)
Section B (1period):
4th periods: Practice of the reading skill (reading for the key idea in a sentence);
T checks on Ss’ home reading by asking questions based on the passage.
T explains some difficult sentences
3.Teaching Procedures:
3.1 Pre-reading Activities

Step 1 Greetings
Greet the whole class.
Step 2. Pre-reading Activities
2.1. Introduce the theme of “learning a foreign language” by showing Ss the title of the text.
2.2. Ask students following questions about ways of study a foreign language (show them on
the screen).
① How do you usually learn a foreign language?
A. Class Learning
A. Online Learning
B. Self learning
② Do you know what is online learning?
Reference:
 A form of distance education
 Learning through a networked computer
 Online learning often takes place on the Internet.
 Based on people to computer communication (learning software or web browsers) /
people to people communication through internet (chat online)
 The materials presented: text, graphics, animated graphics, audio, video, a
combination of these or other multimedia players such as Windows Media Player
 New Horizon College English http://www.nhce.edu.cn is a good example of a
complex online EFL learning system.
③ Have you ever had an online learning experience?
2.3. Group discussion and question answer
2.4. Show Ss a picture and ask them to describe the online learning process according to the
picture.
Reference:
There is no teacher or students in the classroom. They may be at home or
anywhere they want. You need a computer, network or internet for online
learning. You can watch videos and listen to audio materials online. There is no
necessity to join a group discussion in the classroom. You can make it online by
using an online camera and a microphone. You can even submit your homework
and have a test online.
2.5. Necessary Words, Phrases and Expressions Input:
reward: re+ward (prefix “re”:再，又；suffix/postfix “ward”: 向……）
E.g. downward a./adv.向下（的）upward a./adv. 向上的
backward a./adv. 向后（的） leeward a./adv. 顺风（的）（lee 下风
的）区分：reward, award
n. E.g. a reward for good behaviour 优秀行为奖
reward E.g. A $100 reward has been offered for the return of the necklace. 已
经悬赏 100 美元找寻项链。
vt. E.g. Our patience was finally rewarded.我们的耐心最终得到了回
报。
E.g. He rewarded us handsomely (=with a lot of money).对于我们的
帮助，他大加酬谢。
n. 1. [C] A prize such as money, etc. for sth that sb has done 奖，奖品，
奖金，奖状:
E.g. to win/receive/get an award for sth 因某事赢得/得到/获得奖项
award E.g. He was nominated for the best actor award.他获得最佳男演员
奖提名。
2. [U] the official decision to give sth (such as a DIPLOMA) to sb（毕
业证书等的）授予：
E.g. Satisfactory completion of the course will lead to the award of
the Diploma of Social Work. 合格完成此课程者将获得社会福
利工作文凭。
vt. ~ sb sth/~ sth to sb :to make an official decision to give sth to sb as a
payment, prize, etc. 授予，奖励，判给
E.g. The judges awarded equal points to both finalists.裁判判定决赛双
方得分相等。
frustrate: frustration (n.) frustrating/frustrated (adj.) antonym 反义词：encourage
junior/senior: junior/senior middle school 初级/高级中中学
high school：A secondary school that usually includes grades 9 through 12
or 10 through 12.通常包括 9 至 12 年级或 10 至 12 年级的中等学校。
不同年级大学生的名称：
freshman 大一新生
sophomore 大学二年级学生
junior 大学三年级学生
senior 大学四年级学生
John Smith Junior is the son of John Smith. 小约翰·史密斯是约翰·史密斯的儿子。
（John Smith, Jr/Jnr. 小约翰·史密斯；John Smith, Sr/Snr.老～）
be junior/senior to sb 比某人年少/年长
positive: (antonym: negative 否定的，消极的)
E.g. a ~ attitude 一种积极的态度 a ~ answer 肯定的回答
I am positive (=sure) he’s right.我坚信他是正确的。
in science：a positive test for HIV (human immunodeficiency virus) HIV 呈阳性反应
positive charge 正电荷
unlike: un+like
E.g. She's unlike the rest of her family. 她不同于她家里的其他成员
intimidate: from word “timid 怯懦的” synonym 同义词: threaten
E.g. intimidate sb. into doing sth.胁迫某人做某事
opportunity: 区别 opportunity occasion opening chance break: all these nouns refer to
a favorable or advantageous circumstance or combination of circumstances. 这
组词的一般含义是“时机”或“机会”。
an auspicious state of affairs or a suitable time 表示某时机
opportunity 符合自己想干某事的意愿、目的、雄心甚至野心: “伺机而
动 ” wait for an opportunity to take action; Opportunity
knocks (at the door) but once.机不可失，失不再来。
suggests the proper time for action 暗含作某项行动的适宜
occasion 时间: I seized the occasion to set the record straight. 我抓住
时机清理了记录。
opening an opportunity affording a good possibility of success 是一种
提供成功可能性的机会: Winning the competition was the
opening she needed for her career. 在这次比赛中获胜是她
事业发展的良机。
often implies an opportunity that arises through luck or
chance accident 常意味着因为运气或偶然而出现的机遇 : Don't
throw this chance away; it won't come around again. 不要让
这个机会溜走；否则它是不会再来的。
an often sudden piece of luck, especially good luck 经常是一
break 突然而至的运气，尤其是好运气: When the star was taken
ill, the understudy finally got her first big break. 当主角生病
时，替补终于得到了第一次大好机会。
online: chat online 在线聊天 online game 在线游戏 online movie 在线电影
communicate: communication (n.) E.g. mass communication 大众传媒 ; 交通银行
Bank of Communications
medium: pl. media E.g. multimedia 多媒体（“multi”多＋“media”媒体）
n. Commercial television is a medium for advertising. 商业电视是一种广告媒介。
a/the happy medium 中庸之道、折中的方法
adj. E.g. small, medium and large 小号、中号、大号
medium-sized 中等大小的
medium wave（无线电广播的）中波
How do you want the beef - rare, medium or well done?你要烧成什么样的牛肉?
半熟的、中等熟度的、还是熟透的?
access: n.
① [U] means or right of using, reaching 接近，进入
E.g. With broad-band technology, citizens may have a quicker access to the
Internet.有了宽带网技术，网民能更快地连上互联网。
② means of entering or a way in 通道，入口
E.g. That is the only means of access to the building. 这是通向大楼的惟一通道。
participate: participate in=take part in 参加
participation (n.)：Participation is more important than winning.重在参与。
virtual: the virtual president 实际上的总统 virtual height【物】有效高度
commitment: commit+ment (名词后缀）
E.g. a commitment to pay $50000 to Red Cross 承诺向红十字会提供 50000 美元
discipline: E.g. a military discipline 军纪
He needs a little discipline.他需略加惩戒。
compulsory/optional discipline 必修/选修学科
minimum：最小的 maximum 最大的
embarrass: embarrassment (n.) embarrassing/embarrassed (adj.)
E.g. an embarrassing question 令人困窘的问题
He was embarrassed by debts. 他因债务而局促不安。
continual (adj.)/continually (adv.)/continue (v.): continue to improve 不断改善
continue working 持续工作
reap: E.g. She reaped large profits from her unique invention.她从她那奇特的发明中
获得了大量的利益。
E.g. They reaped the corn. 他们收割谷子。
习惯用语：
①reap as [what] one has sown (=As a man sows so he shall reap)种瓜得瓜; 种豆得豆
自食其果
② reap where one has not sown 不劳而获
benefit: beneficial (adj.)
E.g. It is said Yoga is of great benefit to human health.据说瑜咖功对人体健康有极大
好处。
E.g. You will benefit from her good example.你将从她的好榜样中得益。
常见短语：
reap the benefit of sth 得到好处 for the benefit of 为了...的好处
long-term benefit 长期受益; 长远利益 mutual benefit 互惠, 互利
gap: generation gap 代沟
fill in/up a/the gap 填补空白; 弥补缺陷; 弥合差距
at times: E.g. It was difficult at times.有时挺难的。
be worth sth./doing sth.:
E.g. Hope is worth any money.希望价值大于金钱。
E.g. It might be worth thinking about.这一点可能值得考虑
far from: far from + a./n./ v-ing: 很不；决非；非但······反而
E.g. My parents are far from satisfied with my academic performance. (not…at all )
父母对我的学业很不满意。
E.g. Far from turning down the stereo, he turned it up. (rather than)他非但不
将音响的音量关小，反而调高了音量。
a couple of: E.g. a couple of days 几天
keep up with: satisfy/ meet /keep step with
E.g. A lot of young women like to keep up with the latest fashions.
许多年轻女性爱赶时髦。
比较：catch up with: 追上, 赶上, 与...并驾齐驱
E.g. to catch up with the school bus 赶上校车
feel like sth./doing sth.: E.g. Could we stop playing cards? I feel like having a rest. 可以
不打牌了吗？我想休息一会儿。
give up sth/doing sth: give up the hope 放弃希望 give up smoking 戒烟
think out: E.g. We must think everything out carefully.我们必须把一切都想清楚。
come across: E.g. Have you come across this problem?你遇到过这个问题吗？
trade…for/with: 歌迷用五张光盘换到一张演唱会的入场券。
The fan traded five CDs for a concert ticket.
The fan traded a concert ticket with five CDs.
now that: E.g. You ought to have a good rest now that you’ve finished your work.既然
已完成了工作，你就应该好好休息一下。
reach out to: communicate with; contact
与 reach 有关的一些词组：
reach after fame and fortune 追名逐利; reach out for opportunity 努力争取机会; reach
for the phone 伸手拿起电话
Purposes:
1. To develop Ss’ group discussion skills
2. To improve Ss’ ability to retrieve the relevant information
3. To stimulate Ss’ psychomotor thinking
4. To arouse Ss’ interest in learning the unit
5. To get some direct impressions on “online learning”
6. To grasp necessary words, phrases and expressions input before reading the text
Methods: Talk in groups; use task-based language teaching method, communicative
approach, and audiolingual method; use the CAI, PPT software.
Step 3. While-reading Activities
3.1. Fast Reading: Ask Ss to read the passage as quickly as they can. Ask them to underline
the topic sentence in each paragraph or summarize it by simple word.
Para.1: Learning a foreign language was one of the most difficult yet most
rewarding experiences of my life.
Para. 2: My experience with learning a foreign language in junior school was
very happy.
Para. 3: My experience in senior school was frustrating and unhappy.
Para. 4: The situation changed in college, but it was far from perfect.
Para. 5: I was offered an opportunity to study English through an online course.
Para. 6: Online learning is not easier than regular classroom study.
Para. 7: I practiced all the time.
Para. 8: Learning a foreign language has been a most trying experience for me,
but one that I wouldn’t trade for anything.
3.2. Intensive Reading: T guides Ss to read the text intensively by explaining some
language points.
Language Points:
1. Learning a foreign language was one of the most difficult yet most rewarding experiences
of my life. (Para.1)
Meaning: Learning a foreign language was one of the most difficult things to do but it was
most worth doing in my life.
2. Although at times, learning a language was frustrating, it was well worth the effort.
(Para.1)
Meaning: Although sometimes learning a language is disappointing, it was rewarding
enough to spend the time and effort on it.
3. Because of the positive method, I eagerly answered all the questions I could, never
worrying about making mistakes. (Para.2)
Meaning: Because of the effective and helpful method, I was very willing to answer all the
questions I could, and I never worried about making mistakes.
4. I was at the top of my class for two years. (Para.2)
Meaning: I was one of the excellent students in my class for two years.
5. It didn't take me long to lose my eagerness to answer questions. (Para3)
Meaning: Before long I was no longer eager to answer questions.
6. Not only did I lose my joy in answering questions, but also I totally lost my desire to say
anything at all in English. (Para.3)
Meaning: I not only didn't feel happy answering questions, but also I didn't want to say anything
in English.
Note: With "not only" or "only" placed at the beginning of a sentence, the sentence order should
be inverted (倒装) as you find it in the reading passage. Here are more examples:
Only in this way can you hope to finish the work at the end of this month. 只有用这种方法你才
有望在月底之前完成这项工作。
Not only did we enjoy the film, but we also had a wonderful time. 我们不仅看了电影，而且玩
得很痛快。
7. Unlike my senior middle school teacher, ... (Para.4)
Meaning: Different from my senior middle school teacher, ...
8. However, the situation was far from perfect. (Para.4)
Meaning: But the situation was not faultless at all.
9. As our classes were very large, I was only able to answer a couple of questions in each
class period. (Para.4)
Meaning: Because there were many students in our classes, I could only answer two or three
questions in each class period.
10. began to feel intimidated. (Para.4)
Meaning: I began to feel frightened and lack confidence.
11. ... when I was offered an opportunity to study English through an online course.
(Para.5)
Meaning: ... when I was given a chance to learn English by taking a computer course.
12. I soon got access to the necessary equipment, learned the technology from a friend and
participated in the virtual classroom 5 to 7 days a week. (Para.5)
Meaning: I soon got the necessary equipment and learned how to use the equipment from a
friend. Then I could take online courses 5 to 7 days a week.
13. .. it requires much time, commitment and discipline to keep up with the flow of the
course. (Para. 6)
Meaning: ... and online learning requires that we give much time and attention to it and learn or
work in a controlled way, so that we can keep up with the progress of the course.
14. I worked hard to meet the minimum standards set by the course and to complete
assignments on time. (Para. 6)
Meaning: I worked hard to reach the least standards allowed by the course and to finish the
homework on time.
Please note: "set by the course" in this sentence is a past participle phrase used as an attribute.
15. I made many, sometimes embarrassing, mistakes. (Para. 7)
Meaning: I made many mistakes which sometimes made me feel ashamed.
16. I felt like giving up. (Para.7)
Meaning: I wanted to stop doing online learning.
17. ... I realized I could understand just about everything I came across, (para.7)
Meaning: ... I realized I could understand just about everything I saw or heard.
18. .. I had finally reaped the benefits of all that hard work. (Para.7)
Meaning: ... I gained the good things that happened as a result of all that hard work at last.
19. Learning a foreign language has been a most trying experience for me, but one that I
wouldn't trade for anything. (Para. 8)
Meaning: Learning a foreign language has been an experience full of difficulties, but I wouldn't
exchange it for anything else.
20. Not only did learning another language teach me the value of hard work, but it also
gave me insights into another culture, and my mind was opened to new ways of seeing
things. (Para. 8)
Meaning: Learning another language not only made me understand the benefit of hard work, but
it also made me understand another culture, and I was willing to accept new ways of seeing
things.
21. Talking with people is one of my favorite activities, ... (Para. 8)
Meaning: Talking with people is one of the activities I like best, ...
22. ... participate in conversations, and form new, unforgettable friendships. (Para. 8)
Meaning: ... take part in conversations, and form new friendships, which are difficult to forget.
23. Now that I speak a foreign language, instead of staring into space when English is being
spoken, I can participate and make friends. (Para. 8)
Meaning: As I can speak a foreign language, I can take part in the conversation and make friends,
and I no longer look into the distance when someone is speaking English.
24. I am able to reach out to others and bridge the gap between my language and culture
and theirs. (Para. 8)
Meaning: I am able to communicate with others and make smaller the differences between my
language and culture and theirs.
Step 4. Post-reading Activities
4.1. Answer the comprehension questions on page 8.
4.2. Summarize the main idea: Learning a foreign language was one of the most difficult yet
most rewarding experiences of my life.
4.3. Text structure:
Introduction (Para. 1)
Learning a foreign language was one of the most difficult yet most rewarding
experiences of my life.
The author’s 4 stages of language learning experiences (Paras. 2-7)
1. Junior middle school
2. Senior middle school
3. College
4. Online learning
Conclusion (Para. 8)
Learning a foreign language has been a most trying experience for me, but one that I
wouldn’t trade for anything.
4.4. Translation exercises on page 12
Step 5. Assignment
Review the key points of Section A
Finish the rest of the exercises after class
Preview section B
Structure writing: writing exercise on page 14.
II. Section B Keys to Successful Online Learning
Teaching Procedures:
1. Reading Skills
Finding out Word Meanings
In order to find out word meanings we have to pay attention to the following clues:
a) Definition
b) Examples
c) Synonyms
d) Antonyms
e) Word stems and affixes
f) General sense of a sentence
Purpose: Introduce the reading skill to the Ss and improve their reading abilities.
Method: Use multimedia instruction and talk in groups; Use task-based language teaching
method, reading approach, communicative approach and total physical
response method.
T explains the reading skill (reading for the key idea in a sentence).
Ss practice the skill by doing the exercise on page 18 in pairs.
2. Passage Reading (Keys to Successful Online Learning)
2.1. Read the passage
2.2. Do comprehension questions on page 24
2.3. Language points
play a role / part: have a position or job in…:
E.g. Should it play a greater or lesser role? 是要起更多的作用，还是起少一些作用？
community: Community problems 社会问题 community facilities 公共设施
[构词法]：com(prefix:共同)+muni(stem:服务)+ty(suffix:性质，状态)
Family members: commune v.交流;交谈
communicate v.传送;联络;通讯
expand: E.g. to expand domestic demand 扩大内需
to become / be aware of: to become / be conscious of; to be awake to; sense; have a
feeling that 意识到…
E.g. We are aware of this possibility; It's nothing to be afraid of. 我们意识到了这个问
题，但这不可怕。
unique:
wording building: uni-: one
uniform adj. /n. /v. 相同的/制服/使一致 union n. 联合;结合;合并;一致;工会
unit n. 单位;单元 unite v. 联合;结合;合并;兼备
unity n. 单一性;统一体;联合;和谐 universal a. 一般的;通用的;宇宙的
to be open-minded about: keep one’s mind open to
E.g. One ought to be open-minded about such things. 对这种事，要思想解放一些。
forum: E.g. There is a readers' forum in China Daily. 中国日报附设有读者论坛。
visual: visual defect / impression / nerve / test /navigation / education 视力缺陷／视觉印
象／视觉神经／视力测试／目视导航／直观教育
barrier:
break down / remove a barrier 消除障碍
build / erect/ set up /put up a barrier 设置障碍
constitute / form a barrier (to)构成障碍
overcome a barrier 克服障碍
hinder: E.g. Don’t hinder me.别妨碍我。
in addition: besides; moreover; furthermore; likewise; also; what’s more 此外，另外
E.g. In addition, support and maintenance are simplified. 此外，支持和维护也简化
了。
reflect on / upon:
E.g. reflect on one's own thoughts and feelings 深刻地反思自己的思想和感觉
critical: 句型 It is / was critical that …(should) do…
E.g. It is critical that you (should) keep up with the flow of the online course.
finding fault:
E.g. Some people are always finding fault. 有些人总是好吹毛求疵。
perspective:
collocation:
to view sth. from a new perspective 从新的视角看待某事
to lack perspective 缺乏洞察力
to put sth. into perspective 摆正某事的位置
to see things in their right perspective 正确地观察事物
speak up:
E.g. I felt bound to speak up. 我感到有责任谈出来。
arise:
E.g. Accidents arise from carelessness. 疏忽大意往往会引起事故的发生。
explicit:
to be explicit about sth. 对某事表达清晰
to be explicit with sth. / sb. 对某人/事很坦然
to be explicit on the point / problem 在这一点／问题上态度明确
comment:
to cause / excite / create comment 引起议论
to give ／make comment on sth. 对…发表评论
to comment on a text 对正文作注释
to comment on sth. 对某事加以评论
reinforce:
E.g. Will you take measures to reinforce them? 有加固措施吗?
commit:
①decide to use for a purpose 用于
E.g. to commit sth to (doing) sth. 把某物专门用于…
② do sth. wrong or illegal 犯（罪）；干（坏事）：
E.g. to commit an error 犯错
③ entrust sth. to sb. 托付于；交给
E.g. to commit sth. to sb’s care 把某事托付给某人关照
assimilate:
E.g. He is quick to assimilate new idea. 他善于接受新观念。
think through:
E.g. They always think things through before they act. 他们总是仔细想清楚了才行动。
essential: E.g. This is not essential. 这是最不重要的。
allow for:
E.g. We must allow for his inexperience. 我们必须考虑到他缺乏经验。
remind of:
E.g. You remind me of your father. 你使我想起你爸爸。
3. Assignment
Do the exercises about vocabulary and phrases on page 25 and 26.
Unit 2, Book One
I. Section A: Studying Abroad
2.Time Allotment:
1st---2nd period: Pre-reading activities (theme-related questions for warming up; useful words
and expressions)
While-reading activities (topic sentences; language points explanation)
3rdperiod: Post-reading activities (comprehension questions; main idea; text structure;
exercises)
Section B (1period):
Step 1 Greetings
Greet the whole class.
Step 2. Pre-reading Activities
2.1. Introduce the theme of “generation gap” by showing Ss the title of the text, “Deep
Concern”.
2.2. Ask students following questions about ways of study a foreign language (show them on
the screen).
①Have you ever had any difficulty talking with your parents?
②Can you give any example the ideas that you have that are different from your
parents’?
③What do we call this family problem about the difficult communication between
children and their parents?
④What is “generation gap”?
⑤How do you think can the younger and the older generations have real communication
with and understand each other?
Reference:
③ Generation gap.
④ Generation gap refers to differences between two generations in their views on the
world. Some of the differences are as follows:
• The older generation sticks to its experience-based beliefs while the younger
one clings to radical ideas.
• The older generation emphasizes devotion to society while the younger one
thinks more about the realization of personal value.
• The older generation believes young people are too young to see through
things whereas the younger one thinks the elders’ ideas are too old to keep up
with the flow of the times.
⑤ To stand in the other’s shoes; give each other chances of understanding and making
mistake; be forgiving and consideration; talk freely and equally
2.3. Group discussion and question answer
2.4. Necessary Words, Phrases and Expressions Input:
concern:
① n. as concerns 关于 as far as... be concerned/so far as... be concerned 关于；至于；就...而
言
E.g. What is their concern? 他们担心的到底是什么呢？
② vt. be concerned about 关心 be concerned over sth./ be concerned at sth. 为某事忧虑
be concerned with 牵涉到，与...有关，参与
E.g. The firm's weak financial posture is starting to concern its stockholders.这个公司的财政危机已开
始困扰股东
That doesn't concern me. 那与我无关。
click:
① vi. E.g. It was weird to see his cursor click, click, click its way across my screen. 看着他的鼠标指
针在我的屏幕上滴答、滴答、滴答地点击，这真是一种不可思议的感觉。
② n. E.g. move or strike with a click 随着滴答声而发生变化
blast:
① v. E.g. The referees blasted their whistles. 裁判高声吹哨。
They need to blast a tunnel through the mountains.他们需要在山中炸开一条隧道。
blast forth (sounds) come out suddenly 声音突然响起：
blast off To take off, as a rocket.发射，如火箭的发射：

E.g. The spaceship blasted off. 宇宙飞船发射上天了。
② n. E.g. an icy blast of wind 一阵冰冷的风
The driver gave a blast on his horn. 汽车司机按了一下喇叭。
The blast from the bomb blew out all the windows in the area. 炸弹爆炸的冲击波震破了这
个地区的所有窗户。
burst: burst forth 突然爆发出; 喷出突然出现大声喊叫, 突然说出忽然跳出
burst in/ burst into 闯入; 突然出现; 突然...起来; 突然发作
E.g. The sun burst through. 太阳突然出来了。
stuff: 区别 stuff 与 staff:
stuff: matter; material 东西；材料
staff: The personnel who carry out a specific enterprise 全体雇员
E.g. the teaching staff 全体教员
grab：E.g. grabbed the letter from me 从我手里抢走了信
toast：
① n. E.g. I burned the toast. 我把土司烤焦了。
Let's make a toast! 我们来干杯！
② vt. E.g. Toast!干杯！
bug：E.g. Don't bug me please. 请不要打扰我。
pierce: E.g. The cold pierced him to the bone.他感到寒冷刺骨。
bolt: E.g. The horse bolted at the sound of the shot.听到射击声，马脱缰逃跑了。
upset:
① adj. E.g. upset parents 心烦意乱的父母
② vt. E.g. The bad news upset me.那则坏消息使我心烦意乱。
appeal：appeal to 向...呼吁[请求] 投合...的心意; 引起...的兴趣诉诸(武力)
appeal to sb. for 为...向某人呼吁[请求]
have appeal 有吸引力, 引人入胜
E.g. Bright colours appeal to small children. 小孩喜欢鲜艳的颜色。
I appeal to your sense of justice.我呼吁你们拿出正义感
rid:
① adj. He is rid of fever. 他的烧退了。
② vt. He was finally able to rid himself of all financial worries. 他终于能使自己摆脱所有的财政忧
虑。
influence: come under the influence of 开始受...影响
exert an influence on 对...施加影响
through the influence of 靠...的力量
① n. My parents considered my friend to be a bad influence on me.我父母认为我朋友对我有不良影
响。
② vt. I don't want to influence you. You must decide for yourself. 我不想影响你。你必须自行决定。
along with: E.g. She came along with us. 她是同我们一起来的。
turn off: switch off; stop
turn on: switch on; cause to operate
turn up: increase (a flame, a sound, etc.) usually by moving a switch；appear
turn down: reduce (a flame, a sound, etc.) usually by moving a switch
burst into: E.g. She burst into tears. 她突然号啕大哭。
over and over: E.g. The barrel rolled over and over. 桶子地滚动着。
reach for: E.g. Reach for your pencil, sir. 先生们拿起笔来。
as well as: E.g. The editors as well as the proofreaders are working overtime. 编辑和校对者都在加班
工作。
in peace and quiet: E.g. He might have ended his days in peace and quiet. 他本来可以在和平与宁静
中结束他的一生。
make one’s blood boil: E.g. That makes my blood boil. 那事使我怒火中烧。
get rid of: E.g. Get rid of your dirty shoes. 把你那双脏鞋扔掉。
in any case: E.g. You must keep the appointment in any case. 您无论如何也要赴约。
in case: in order to be prepared for sth. that may happen.
E.g. I think I’ll take a note in case I forget it.我得记一下，以免忘记。
in case of: if or when sth. happens.
E.g. In case of rain, take a taxi. 要是下雨，就坐出租车。
in that case: if that happens.
E.g. Oh, in that case, never mind. 哦，那就算了。
talk sth. over: E.g. Let's talk it over. 咱们商量一下。
Purposes:
1. To develop Ss’ group discussion skills
5. To get some direct impressions on “online learning”
6. To grasp necessary words, phrases and expressions input before reading the text
Methods: Talk in groups; use task-based language teaching method, communicative
approach, and audiolingual method; use the CAI, PPT software.
Step 3. While-reading Activities
3.1. Fast Reading: Ask Ss to read the passage as quickly as they can. Before reading, ask
them to read the comprehension questions on page 34 first.
3.2. Questions answering.
3.3. Intensive Reading: T guides Ss to read the text intensively by explaining some
language points.
Language Points:
1. The radio clicked on. Rock music blasted forth. (Para. 1)
Meaning: As soon as the radio started with a short, sharp sound, rock music began loudly.
2. Like a shot, the music woke Sandy. (Para. 1)
Meaning: Sandy heard the music and woke up as if startled by a gunshot.
Please notice that these three words -"click", "blast" and "shot"- in the first three sentences
are used to suggest a sense of suddenness.
3. Sandy sang along with the words as she lay listening to her favorite radio station. (Para.
1)
Meaning: Sandy followed the words of the song although she was still in bed, listening to her
favorite radio station.
4. ... turn that music off! (Para. 2)
Means: ... stop that music!
5. Steve Finch burst into her room. (Para. 2)
Meaning: Steve Finch rushed into her room without knocking or warning her in advance.
6. It's the same thing over and over. (Para. 2)
Meaning: You listen to the same music again and again.
7. ... though it does have rhythm. (Para. 2)
Meaning: ... though it really has rhythm.
8. Sandy reached for the radio to turn it up louder. (Para. 3)
Meaning: Sandy stretched her hand out to increase the volume of the radio.
9. I can't stand it. (Para. 4)
Meaning: I cannot bear it.
10. Then she put on her makeup，...(Para. 6)
Meaning: Then she made up her face.
11. As usual, she didn't know what to have for breakfast, so she grabbed a glass of milk
and ate a piece of toast while standing by the sink. (Para. 6)
Meaning: As had happened before, she didn't know what to have for breakfast, so she quickly
took a glass of milk and ate a piece of toast while she was standing by the sink.
12. It isn't healthy to eat standing up. (Para. 7)
Meaning: It isn't good to your health if you have your breakfast while standing up.
13. I'll brush my teeth when I'm done. (Para. 12)
Meaning: I'll brush my teeth when I have finished my breakfast.
done: adj. finished
E.g. When you are done, come back. 你干完后就回来。
14. Sandy Finch, you're too young to wear that much makeup. (Para. 19)
Meaning: Sandy Finch, you're not old enough to wear so much makeup.
Notice that the mother greeted the daughter by full name, which means the mother was very
firm in her opinion and/or wanted to be sure to get her daughter's full attention.
that: ad. (informal) so; to such a degree
I didn't know you cared that much. 我不知道你这么在乎。
Compare with "this": ad. (informal) so; to this degree
You can't have this much for breakfast. 早餐你不能吃这么多。
15. ... and bolted out of the house. (Para. 20)
Meaning: ... and left the house quickly.
16. After Sandy had left for school, Jane Finch sat down in peace and quiet to drink her
coffee.(Para. 21)
Meaning: After Sandy had left for school, Jane Finch sat down calmly to drink her coffee.
17. My stomach feels upset – like it’s full of knots. (Para. 23)
Meaning: I am not feeling well in stomach. It seems full of knots.
18. I don’t think I’m old-fashioned…(Para. 23)
Meaning: I don’t think I am unwilling to accept new ideas…
old-fashioned: adj. once usual or fashionable but now less common
E.g. His ideas are old-fashioned.他的思想陈旧。
比较：in fashion：popular at a certain time
E.g. Mary only buys clothes that are in fashion.玛丽只买时装。
out of fashion: no longer popular
E.g. Some clothes are out of fashion now.有些衣服已经过时了。
19. …different music appeal to different generations…(Para.24)
Meaning: …people of different age groups like different types of music…
20. She knew she had to have patience and keep the lines of communication with her
daughter open. (Para. 29)
Meaning: She knew she had to be patient and keep communication with her daughter effective.
21. She wanted to be there as an anchor for her, but at the same time she would give her
freedom to find her own identity. (Para. 29)
Meaning: She wanted to be a person who can make her feel safe and supported but at the same
time let her find out who she is by herself.
Step 4. Post-reading Activities
4.1. Answer the comprehension questions on page 34.
4.2. Summarize the main idea: The passage is a description of what happened between the
daughter Sandy and her parents.
4.3. Text structure: sequenced order of events
①Time marker: it was 6:15 A.M.
A problem about music. (Paras.1-4): The daughter liked the music but her father didn’t.
A transitional paragraph (Para. 5): Sandy took a shower.
②Time marker: after her shower
A series of small arguments lead to another problem (Paras.6-20): makeup
③Time marker: after Sandy had left for school
Responses and evaluations from the father and mother on their daughter. (Paras.21-29)
④Time marker: as Jane Finch drove to work
The mother’s thoughts. (Para.29)
4.4. Translation exercises on page 37 and 38
Step 5. Assignment
Finish the rest of the exercises after class
Preview section B
Structure writing: writing exercise on page 41.
II. Section B Keys to Successful Online Learning
1. Reading Skills
Distinguishing Between Facts and Opinions
The particular reading skill introduced for this unit is distinguishing between facts and
opinions. The ability to tell the difference between facts on one hand and the writer's opinions or
interpretations on the other is a crucial comprehension skill.
Facts are statements that tell what really happened or what the case is, and they are usually
based on direct evidence.
Opinions are statements of belief, judgment or feeling. Opinions are often based on facts ---
but they also involve the writer’s personal interpretation of the facts, which may or may not
match your interpretation of them.
Sometimes it isn’t easy to separate fact from opinion. Writers may combine fact and opinion
in a way that makes it hard to say where the facts end and the opinions begin—or they may
present opinions as if they were facts.
method, reading approach, communicative approach and total physical
response method.
T explains the reading skill (distinguishing between facts and opinions).
2. Passage Reading (Is There a Generation Gap?)
2.1. Read the passage
2.2. Do comprehension questions on page 49 and page 50
2.3. Language points
consistency: E.g. These accounts show no consistency. 这些报导前后不一致。
consistent (adj.) be consistent with 与…一致
E.g. What you say is not consistent with what you do. 你言行不一。
refute：E.g. It goes without saying that we have the right to refute them publicly. 不用说，我
们有权公开驳斥他们。
tend：E.g. Europeans tend to love their cars. 欧洲人往往很喜欢汽车。
to tend a child 照看一个孩子
evaluate：E.g. I can not evaluate his ability. 我不能评价他的能力。
apply：apply to 适用于 apply for 申请
E.g. The rule applies to everyone.这条规定适用于每个人。
He wanted to apply for the job.他想申请这份工作。
relate：
① vi. E.g. I can't relate to classical music. 我对古典音乐不太了解。
② v. E.g. I can't relate what he does with [to] what he says. 我没法把他做的和说的联系起
来。
entitle: be entitled 叫做, 称为, 题目是
be entitled to sth./to do sth. 对...享有权利, 值得; 有(做某事)的资格[权利]
E.g. The novel is entitled “Pride and Prejudice.”那本小说叫《傲慢与偏见》
This ticket entitles you to a free lunch. 凭此券你可免费吃一顿午餐。
adopt: E.g. adopt an idea 采纳意见 adopt a child 收养一个孩子
区别：
adapt (v.)：适应 E.g. He has adapted well to winter climes.他很适应冬天气候了。
adept (adj): be adept in/at 善于, 擅长, 精通
E.g. Helen is adept in music. 海伦精通音乐。
conflict：
① n. E.g. conflict between the two countries 两国间的冲突
② vi. E.g. Your interests conflict with mine. 你的利益和我的冲突。
approach:
① v. E.g. Spring approaches.春天近了。
② vt. E.g. approach a problem from different angles 由不同的角度研究一个问题
③ n. E.g. a new approach 一个新方法
the approach of night 夜幕降临
tap into：E.g. Few holidays tap into the American psyche so closely as Halloween.
与美国人心理最接近的节日莫过于万圣节前夜。
look to: look to sb. for help 指望某人帮助
get across: E.g. she cannot get her ideas across. 她的想法别人不能理解。
check in: E.g. Where can I check in? 在哪儿办理登记手续？
check out: E.g. When should we check out? 我们应在何时退房呢？
3. Assignment
Do the exercises about vocabulary and phrases on page 50 and page 51.
Unit 3, Book One

I. Section A: A Good Heart to Lean On
To enlarge Ss’ vocabulary and key sentence patterns
To promote the Ss to think about the kind act of caring
Scan the text and understand the structure of the text “A Good Heart to Learn On
Have a good understanding of the main idea of the text and the devices for developing it.
2.Time Allotment:
1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)
While-reading activities (useful words and expressions; difficult sentences)
3rdperiod: While-reading activities (text structure; main ideas)
Post-reading activities (comprehension questions; exercises)
Section B(1period):
Step 1 Greetings
Greet the whole class as usual.
Step 2. Lead-in and preparation for reading
1) What do you think people stared at the father and the son?
2) What do you think a “good heart” is?
3) What is the difference between how the son felt about his father as a youth and how he
feels many years later?
Step 3. Fast reading
Ask the Ss to read the passage as quickly as they can and to answer the questions on the
screen. Let them get the main idea of each paragraph and make clear about the text structure.
Text structure: ( structured writing )
Purpose: Improve the students’ reading and writing ability and understand the general idea of
each paragraph.
Method: Read the text individually and talk in groups; Use task-based language teaching
method, reading approach, communicative approach and total physical response method.
Part I Introduction (Para. 1)
When I was growing up, I was embarrassed to be seen with my father.
Part II Development (Paras. 2~11)
1).The father’s physical condition and how he managed to get to work (Paras.2~4)
2).The son’s comment on the father’s personality. (Paras.5~7)
3).The father’s attempt to experience things directly or indirectly. (Paras.8~11)
Part III Conclusion (Paras. 12~13)
I think of him when I complain about trifles, when I am envious of another’s good fortune,
when I don’t have a good “heart”.
Step 4. Preparation for details of the text on the screen

Ss are required to look at the words and Phrases on the screen and give a brief presentation in
class.
Words and Phrases:
Purpose: Train the Ss’ ability of understanding and using foreign language.
Method: Talk in groups, Use task-based language teaching method, communicative approach
and total physical response method.
1) lean on: depend on
They always lean on us when they are in trouble. 他们有困难时总是寻求我们的支持。
2) adjust to: change a little to make right or suitable for a particular situation or purpose
Please try to adjust to the weather here. 请尽力适应这里的天气。
My eyes have adjusted to the dark in the room. 我的眼睛已经适应了房间里的黑暗。
3） make it : a) manage to arrive somewhere on time
I think he will not be late and he will make it.我想他不会迟到，会及时赶到的。
b) be successful at sth.
It’s hard to make it on the top. 想出人头地绝非易事。
3) cling to: hold tightly; refuse to let go
They clung to each other for support. 他们互相抓紧对方以互相支持。
She still clung to the idea that she would succeed. 她仍抱着一个信念：她会成功的。
4） subject (one/oneself) to: cause to experience or suffer
He was subjected to the worst punishment. 他受到了最严厉的惩罚。
5） see to: take care, make sure
When this phrase is followed by a that-clause, we can either say “…see to it that-clause”
or simply “…see that-clause”.
See to it that you’re ready on time. 到时候你千万要准备好。
See that you are not late again! 务必注意不要再迟到！
3.2 While-reading Activities
Step 5. Intensive reading

Ss are asked to read the passage carefully again and answer some detailed questions on the
screen. During the reading, there is an explanation for the following points:
Language Points:
1. You set the pace, I will try to adjust you. (Para. 2)
Meaning: You decide the speed of walking and I will try to change my speed and keep up to
yours.
set the pace: fix the speed
The teacher sets the pace and the students follow. 老师决定步速，同学们在后面跟着跑。
2. He almost never missed a day. (Para. 3)
Meaning: He was almost never away from work, even for one day.
3. ...the lower steps that the warmer tunnel air kept free of ice. (Para. 4)
Meaning: …the lower steps that the warmer tunnel air kept without ice.
free of: without (something or someone unwanted): safe from; untroubled or not marked by
for example:
The old lady is never free of pain.这个老妇人一直受苦。
Relaxation exercises can free your body of tension. 放松运动可以缓解身体的紧张。
4. the more fortunate or able. (Para. 6)
Meaning: the more fortunate or able-bodied people
In English, “the” followed by an adjective can often refer generally to people with the quality
shown by that adjective. For example:
The rich should not look down upon the poor. 富人不应当瞧不起穷人。
5. Now that I am older, I believe..（Para. 7）
Meaning: Because I am older, I believe…
now that: because, since. This conjunction can be shortened to “now”. For example:
Now (that) you mention it, I do remember the incident. 你一提，我想起那件事了。
Now you’ve passed your test you can drive on your own. 你驾驶考试既然已合格，就可以独自
开车了。
6. ... where he could have a good time just sitting and watching. (Para. 8)
Meaning: ... where he could enjoy himself by just sitting and watching.
Notice that "have a good time" is followed immediately by -ing verb phrases without any
preposition in between. In English "have a good (hard, difficult, etc.) time" is usually followed
directly by -ing verb phrases without using any preposition. Look at the following examples:
I had a hard time finding you. 我费好大劲才找到你。
She had a difficult time persuading him to accept the job. 她好不容易劝说他接受了那份工作。
In Spain she had a good time swimming and sun-bathing on the beach. 在西班牙, 她又游泳又在
海滩上晒太阳, 过得很愉快。
7. He wasn't content to sit and watch, ... (Para. 9)
Meaning: He wasn't happy or satisfied just by sitting and watching.
The adjective "content" is often used with a with-phrase or followed by an infinitive phrase:
I am not content with beautiful dreams: I want beautiful realities. 我不满足于美丽的梦想, 我要
的是美丽的现实。
He's perfectly content to live in a simple room and to paint pictures all day. 身居陋室, 整日作画,
他对此已完全心满意足了。
8. In frustration ... (Para. 9)
Meaning: in annoyed disappointment and without satisfaction.
This is a prepositional phrase showing manner. Look at the following example:
She screamed out in frustration. 她绝望地尖声大叫。
9. When I joined the Navy, ... (Para. 11)
Meaning: When I became a member of the Navy, ... . More examples:
He joined the Labour Party when he left the university. 他离开大学后加入了工党。
He joined the army without first getting permission from his parents. 他在为征求父母同意的情
况下参了军。
When "join" means "take part in some activity", the verb should be used with "in". Look at the
following examples:
We all joined in the singing. 我们一起唱起了歌。
Will all of you join with me in drinking a toast to the success of this business! 请诸位和我一起为
企业的成功干杯!
10. Introducing me, he was really saying, ... (Para. 11)
Meaning: When he was introducing me, he was really saying, ... . In English, -ing verb phrases
very often are used as adverbials showing time, condition, reason, etc. without using any
conjunctions. Please read:
Hearing the sad news, the mother collapsed. (= When she heard the sad news, ....) 听到这一不幸
消息, 母亲悲痛欲绝。
Knowing English well, he translated the article without much difficulty. (= Because he knows
English well, ...) 因为英文好, 他翻译这篇文章易如反掌。
11. he has been gone many years now, ... (Para. 12)
Meaning: He has been dead for many years now.
"Be gone" is a more pleasant, less direct way of saying "be dead". This use of language is
called euphemism.
12). I think of him when I complain about trifles, ... (Para. 12)
Meaning: I think of him when I express feelings of unhappiness about unimportant things.
Notice how to use the verb "complain". We can say complain about something or complain to
somebody. Here are more examples.
He complained about the food to me. (or: He complained to me about the food.) 他向我抱怨饭菜
不好。
They never complain about working extra time to anybody. 他们加班加点工作, 从不向任何人抱
怨。
When "complain" means "say that one has a pain, illness, etc.", the preposition "of" is usually
used. Please read the following sentences:
He went to the doctor complaining of the difficulty in breathing. 他去找医生, 说自己呼吸有困
难。
The little boy complained of pains in his stomach. 那小孩直叫肚子疼。
3.3 Post-reading Activities

Step6. Consolidation
Go over the new words and phrases, ask students to read and recite some paragraphs of text A
Retell the story according to the structure of the text
Step 7. Discussion
Ss are required to work in pairs to find answers to the following questions. They may
take turns to ask and answer. The teacher (T) may ask a few Ss to present the answers
1) What will the writer tell his father if he has a chance?
- He will tell his father that he is very sorry for what he thought of his father and what he
did to him.
2) When will he mink of his father?
when he complains about small matters
when he feels jealous
when he lacks good heart
Step 8. Assignment
Finish the exercises after class
Finish online homework
Preview Section B
Step 9. Assessment
Write a composition of a general statement supported by reasons. I want to improve the
ability of their writing. At the same time, train the ability of do-it-yourself and looking up the
information by themselves.
T checks if Ss have done the after-text exercises in their spare time and discuss some
common errors that crop up.
Writing: Topic: What is a good heart?
II. Section B The Right Son at the Right Time

1. Reading Skills
Reading for the Key Idea in a Sentence
In order to find the key idea of a sentence we have to:
a) ask who or what the sentence is about.
b) ask what the person or object is doing, or what is happening to the person or object.
c) learn to separate details from the key idea.
method, reading approach, communicative approach and total physical response
method.
2. Passage Reading (The Right Son at the Right Time)

2.1 Group discussion and preparation for reading
What would you do if you were the young man?
1) stay in the hospital to accompany the old man during his last hours of life
2) tell the nurse the truth and go back to the army camp
3) help the hospital to look for the real son
4) feel scared to see a dying old man and escape from the hospital
2.2 Comprehension Questions
Do the exercises on page 74 to check whether the Ss have understood the text or not.
2.3 Difficult Sentences
1) The story began on a downtown Brooklyn street corner. (Para. 1)
Meaning: The story started at a street corner in the downtown areas of Brooklyn. Here
"downtown" is used as an adjective. For example:
in downtown Shanghai 在上海闹市区
"On" can be replaced by other prepositions but they may not have the same meaning. We can also
say: at / around a street corner 在街角处
2)... the North Carolina Marine Corps ... (Para. 3) (美国) 海军陆战队
Meaning: It is a US armed force made up of soldiers who serve on naval ships and on land. The
Marine Corps is also shorted as "Marines". The Marine Corps are often considered to be the
toughest and most skilled soldiers in the US armed forces. They are often sent into battle first.
3) The dying man said nothing, only held tightly to his son through most of the night (Para.
7)
Meaning: The dying man did not say anything, only kept his son's hand tightly in his own hand for
the greater part of the night.
hold to: keep in understanding, cling to.
This phrase is often used metaphorically. Look at the following examples:
I still hold to my former opinions. 我仍坚持原先的看法。
Do you still hold to your plan of going to Australia? 你是否仍坚持要去澳大利亚?
4) And he proved, ... that there are people who care what happens to their fellow men. (Para.
15)
Meaning: And he showed, ... that there are people who are concerned with what happens to their
fellow men.
Notice that in the sentence "prove" is used as a link verb, which is usually followed by an
adjective or a noun. In this use, "prove" means "show in the course of time, turn out to be". Read
the following examples:
Perhaps this book will prove useful later. 也许这本书今后会有用。
On the long journey, he proved a most amusing companion. 在长途旅行中, 他显示出他是一位
很有趣的旅伴。
This use of "prove" is different from the transitive use of this verb. Compare the following
examples with the above sentences:
He has evidence that can prove his innocence. 他有证据能证明自己的清白。
They proved him to be guilty. 他们证明他有罪。
2.4 Key Words and Expressions
collapse locate apparent enable extend squeeze inform

come to now and again call for hold to with that turn out
3. Assignment
T checks on Ss’ exercises on pages 75—76.
T asks Ss to prepare the next unit.
Purpose: To know if students master the vocabulary and phrases in this class.
Method: Use task-based method.
Unit 4, Book One

I. Section A: How to Make a Good Impression
1. To promote the students to think about the effective way of making a good impression.
This unit is intended to explore other ways of good communication (nonverbal communication) in
addition to words, feelings and senses. After learning it, Ss are expected to understand how to
master as well as to present good communication signs in an English culture, such as appearance,
eye contact, gestures, movements, etc.
2. Scan the text and understand the structure of the text “How to Make a Good Impression”.
3. Understand the main idea of the text.
2.Time Allotment:
While-reading activities (useful words and expressions; difficult sentences)
Section B(1period):
Step 1 Greetings
Listen to the tape and answer some questions:
1) How long does it take us to judge the people we meet?
2) What is one way you can have a positive effect on other people?
3) What are the difficulties you have in social relationships?
4) What is the key to being the best person you can be?
Ask the Ss to scan the text and remind the students of keeping in mind the following
questions:
1) How many tips did the author offer in the passage as to how to make a good impression? (4)
2) What are they? (the italicized part of the passage)
Let them get the main idea of each paragraph and make clear about the text structure.
each paragraph.
Part I (Para. 1-2): Research shows that we make up our minds about people through
unspoken communication within seven seconds of meeting them.
Part II (Para.3-14): The four qualities we can use to impress others：you are the message;
be yourself; use your eyes; lighten up
Part III (Para.15): We all have within ourselves the power to make a good impression. Just
be ourselves and we’ll make it.
Ss are required to look at the words and phrases on the screen and give a brief presentation in
class.
Words and Phrases:
1) conscious: adj.
realizing something 感觉到，意识到
The children were conscious of their mother's unhappiness. 孩子们意识到母亲的不快。
fully awake; knowing what is happening around 处于清醒状态，有知觉的
The patient was conscious. 这位病人处于清醒状态。
2) range:
v. occur (between certain limits) （在一定幅度或范围内）变动，变化
Prices range from $10 to $25. 价格从 10 美元到 25 美元不等。
put things in rows; order in a line or lines 排列，把……排成行
He had ranged the bottles from small to large in rows against the wall.
他把瓶子从小到大靠墙排成几排。
n., a choice; a variety 种类；广泛（性）
They can take part in a wide range of free time activities. 他们能参加各种各样的业余活动。
the distance over which an object can be sent or thrown; the distance over which a sound can
be heard, etc. 射程；距离，范围
We are within range of their guns. 我们正处在他们大炮的射程之内。
3). encounter:
n. a meeting with someone that happens by chance 意外（或偶然）相遇
a short encounter with a friend 与一位朋友的短暂相遇
vt., meet or have to deal with (sth. bad, esp. a danger or difficulty)
遇到，遭遇(尤指危险或困难)
If you take up this assignment, you are likely to encounter many difficulties.
如果你承担这个任务, 就会遇到许多困难。
4) absorb
vt. hold someone's attention completely or interest someone greatly 吸引……的注意力，使……
感兴趣
History is a subject that absorbs her. 历史是一门使她全身心投入的课程。
take in and hold something 吸收
This material absorbs water. 这种材料能吸水。
5) drive someone crazy make someone feel very angry or annoyed
逼得某人发疯，或受不了
His lack of order drove his girlfriend crazy. 他的不修边幅令他的女友受不了。
6) at one's best in one's best state or condition 处于最佳状态，在全盛时期
This is an example of his work at its best. 这代表了他最佳时期的作品。
7) communicate with
speak to; send a message to; be understood by (someone) 与......交谈，与......交流
We can communicate with each other by telephone. 我们可以用电话相互交流。
8) lighten up
something you say to tell someone to stop being so serious or annoyed 放松，不要生气
Lighten up, would you? She didn't mean to break the glass.
别生气了，行吗？她不是有意打碎瓶子的。
9) take ...seriously
treat a thing or person as important 认真地对待某人或某事
Don't take him seriously-he's often joking. 别跟他认真-- 他常开玩笑。

Language Points:
1. Research shows we make up our minds about people through unspoken
communication within seven seconds of meeting them. (Para. 1)
Meaning: "Research shows within the first seven seconds when we meet someone, we form
our opinion about him or her through nonverbal communication."
make up our minds about people: "form our opinions about people". The phrase "make up one's
mind" also means "decide". For example,
I haven't made up my mind where to go yet. 我还没决定去哪儿。
At the age of 8 she made up her mind to become a doctor.
她 8 岁时就打定主意要成为一名医生。
2. ...causing a chain of reactions...(Para. 1)
The phrase "causing a chain of reactions, ranging from comfort to fear." is an adverbial of
result, used to describe the result of "show our true feelings..."
"a chain of something" means a sequence of them happening one after another, for example,
a chain of events 一系列事件
a chain of accidents 一系列的意外事故
a chain of thoughts 一连串的想法
a chain of bad luck 一连串倒霉的事情
3. . I've helped them make persuasive presentations, ...(Para. 3)
make a presentation: give a speech on sth.
make an appealing presentation of the matter 对此作出吸引人的展示
make a complete presentation of the present status of human knowledge of the science
4. ....and so absorbed in the moment you lost all self-consciousness. (Para. 5)

be absorbed (in): give all one's attention (to) sth.
The artist was so absorbed in her work that she didn't hear her visitor enter the room.
这位艺术家聚精会神于自己的工作，以至于没有听到来访者进了房间。
Time passes quickly when you are absorbed in reading a good book.
当你全神贯注阅读一本好书时，时间会过得很快。
The structure "so + adj. /adv. +(that)" is used to express "to such a degree as to produce a
particular result, causing a particular situation, etc. For example,
He was so ill (that) we had to send for a doctor. 他病得很重，我们得派人去请医生.
5. The trick is to be consistently you, at your best. (Para. 7)

Meaning: The skilled way is that you always have your same behavior, attitude and good
qualities all the time and perform as well as you are able to.
The adjective form of "consistently" is "consistent", meaning "always having the same opinions,
standard, behaviour, attitudes, qualities," etc.
He was consistent in his attitude. 他的态度是前后一致的。
The second statement is not consistent with the first one. 第二份声明与第一份声明不一致。
at one's best: performing as well or effectively as one is able to
He was never at his best early in the morning. 他清晨从来不在最佳状态。
At her best, she's a really first-class dancer. 在最佳状态时，她真是一位一流的舞蹈家。
6. He's not being honest. (Para. 9)

Meaning: "He is, for the present time, not saying something honest. He is lying."
"Be" is not usually used as the main verb in progressive tenses. However, you can use it in
progressive tenses to describe someone's behavior at a particular time as in the sentence. Here
some more examples:
You're being very silly. (= You're doing silly things.) 你做得傻极了。
I was being very careful. (= I was doing something carefully.) 我是特别小心。
He is being nice to me. 他对我显得特别好。
7. I disagree. If I did agree, I certainly wouldn't look at my feet or at the ceiling. I'd keep
my eye on the lion! (Para. 11)
Meaning: I don't agree that entering a room full of people is like going into a lion's cage. Suppose
I agreed with such a thought, I would not look at my feet or at the ceiling but look carefully at the
lion to make sure it would not kill me because the lion was most dangerous.
Notice the emphatic use of "did" in "If I did agree...". Here are some more examples of the use
of "did" for added stress.
He did tell me about it. 他的确告诉了我这事儿。
In the present tense, "do" or "does" is used:
I do feel sorry for him. 我确实为他感到遗憾。
A little knowledge does seem to be a dangerous thing. 看来一知半解确实是件危险的事。
Also in the sentence, please note the use of the "if clause" to talk about unreal situations. For
example,
If he started it now, he would not finish it in time.
就算他现在开始做,也不可能按时完成这项工作了。
If you had asked, I would have told you. 如果你当时问了，我会告诉你的。
Step 6. Discussion
Role Play: Instruct Ss to work in pairs, acting as
(a) greeting to each other,
(b) making a self- introduction to each other
and require Ss to bear in mind the tips as to how to make a good impression. And the
following tips will appear on the PPT to let the Ss have a better understanding of it.
1. Be professional and polite with everyone. When you arrive, state clearly who you are and
who you are there to see. Be punctual and prepared.
2. Feel confident about yourself. Knowing that you look good and that you are well
prepared will go a long way to boosting your confidence.
3. Smile - it will relax you and make others receptive to what you have to say.
4. Be positive and polite about any delays during the interview, and when answering
questions.
5. A firm handshake is essential. Good posture and eye contact will make you appear
confident and will help your interviewer to feel comfortable with you.
6. Avoid the temptation to be too informal. Even if your interviewer has a relaxed and
friendly style, they are still trying to assess you as a potential employee and representative
of their company.
Step 7. Assignment
Doing Excercises: see Textbook
Page 83, III;
Page 84-85, IV, V, VI;
Page 86, VII, VIII.
Preview Section B
II. Section B Body Language
1. Reading Skills
Reading for the Key Idea in a Paragraphs
A paragraph is a group of sentences about the same idea, subject or topic. As you read a
paragraph, you look for the key idea that each sentence presents. Adding up these key ideas, you
see that each sentence helps build the main idea of the paragraph, the basic subject to which all the
sentences connect. In order to understand the information you are reading, you must know what
the main idea of the paragraph is.
Here are some more points for you to consider when you are looking for the main idea of a
paragraph:
1. The main idea of a paragraph may be clearly stated or may be only implied or suggested.
For the present we are only concerned with the main idea of a paragraph, which is clearly stated.
We are not going to deal with the paragraphs whose main ideas are implied or suggested.
2. The main idea may be stated anywhere in a paragraph: at the beginning of a paragraph, in
the middle of a paragraph or at the end of a paragraph.
3. Very often one sentence in a paragraph tells the reader exactly what the main idea is. To pick
up the main idea, sometimes we can just choose one complete sentence in the paragraph as in the
above Example 3 or sometimes we have to write a sentence to summarize the main idea of a
paragraph.
Ss practise the skill by doing the exercise on page 97 in pairs.
2. Passage Reading (Body Language)

2.1 Lead-in and preparation for reading
Ask the Ss “what is body language?”
Body language is the quiet, secret and most powerful language of all!
According to experts, our non-verbal language communicates about 50% of what we really
mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.
Our bodies send out messages constantly and often we don't recognize that we're
communicating a lot more than we realize.
Our understanding and use of non-verbal cues in facial expression are familiar to us nearly
from birth
Such statements are examples of "snap judgments", opinions which are formed suddenly,
seemingly on no sound reason at all. (Para. 1)
Meaning: Such statements are examples of "snap judgments"; they are opinions formed
suddenly and they seem not to be based on reason.
Others say "actions speak louder than words," usually in relation to keeping promises, paying
bills or sending money home. (Para. 2)
Meaning: Others say that people show what they really think and feel by what they do, rather than
by what they say. This is usually connected to keeping a promise, paying bills or sending money
home.
Because people assume "you are what you say you are", they talk a lot to become acquainted
with each other. (Para. 3)
Meaning: Because people believe that they can judge a person by what he is talking about, they
talk a lot to become familiar with each other.
As behavioral sciences develop, however, researchers find the importance of speech has been
overestimated. (Para. 4)
Meaning: However, with the development of behavioral science, researchers find that the role of
speech has been thought to be more important than it really is.
These people aren't talking but they're "saying" a lot if you know the "body language" they're
using. (Para. 5)
Meaning: These people aren't actually speaking but they are giving a lot of information if you
understand the message sent through their every action.
Those who easily become angry, excited, passive or resentful when driving or playing may be
giving insights into the inside self. (Para. 6)
Meaning: When people are driving a car or playing a game, those people who easily become
angry, excited, or accept what is happening without attempting to change it, or easily become
upset about something that they think it is unfair may be telling us something useful and valuable
about their true nature.
What you communicate through your kind of dress definitely influences others to accept the
picture of yourself you are projecting; in the business world, the person who dresses like a
successful manager is most likely to be promoted into a managing position. (Para. 7)
Meaning: The messages sent through what and how you dress certainly have an effect on
other people in regard to what you are feeling and thinking about in your mind. For example, a
person in the business world who dresses in a way a successful manager does is most likely to be
promoted to be a manager.
Another sign of a person's nature is said to be found in his choices in architecture and
furniture. A person who really would like to live in a castle would probably be more at home in
the Middle Ages. (Para. 9)
Meaning: "People believe that what furniture a person chooses also tells us his nature. If a
person really would like to live in a castle, he would feel more comfortable in the Middle Ages."
2.3Key Words and Expressions
lack assume estimate imagine rub resent promote

the minute in relation to become acquainted with be content with
3. Assignment
T checks on Ss’ exercises on pages 99—100.
Unit 5, Book One

I. Section A: The Battle Against AIDS
To stimulate Ss to think about the deeper insight into this special battle
2.Time Allotment:
While-reading activities (cultural notes; useful words and expressions;
difficult sentences)
Section B(1period):
4th periods: Practice of the reading skill (reading for the major details);
T explains some complicated sentences
Step 1 Greetings
Greet the whole class as usual and lead into the topic of special kinds of battles
Step 2. Review
1. Ask students some questions to review the last lesson（show them on the screen）.
2. Check the homework（to list battles without gunpowder）;
Topics
To describe one of the most horrified disease in the world today.
(what is it; how dose it occur; how harmful is it; is there any cure for the disease.)
Purposes
1. To develop Ss’ online learning ability
Method: Talk in small groups; Use task-based language teaching method, communicative
approach, and audiolingual method. students’ reporting or presentation

1. Show the Ss some pictures and let them talk to each other about the topic on the screen.
2.show Ss the video of the Special Report given by George W. Bush on Global AIDS Act and
lead Ss to have the fast reading of the following text.
Purpose: Arouse the students’ interest of study. Bring in new subject: The Battle Against
AIDS
Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching
method, communicative approach, audio-visual method and audiolingual method.
 Ask the Ss to read the passage as quickly as they can and to answer the questions on the
screen.
1. What is the name of the disease that appeared more than 20 years ago?
2. What war does this passage describe?
3. What must each of us learn to do?
 Let them get the main idea of each paragraph and make clear about the text structure.
The text may be divided into four parts, accordingly, separate the class into four groups, each
group will have discussions about one part, they are required to
(1). get the topic sentence ( or the main idea ) and supporting details of each part
(2). find out the clues as to how the author developed his ideas
(3). everyone should have a chance to express his own ideas
(4). choose representatives to report their opinions
Part I （para1-2）：A serious disease named as AIDS was diagnosed in the U.S.A. in the
late 1970s; and since then it has been a big threat to the American society.
Part II (para.3-6): In contrast to the government’s inactivity, some local organizations have
made efforts to fight against AIDS creatively.
Part III(para.7-13): The organization has generalized some practical methods which are
useful to other similar groups.
Part IV(para.14): Fighting against AIDS entails everyone’s involvement and forces each of us
to be an educator and learn to live.
Teaching method: Group discussion, students’ reporting or presentation
Teaching aids: textbook, PPT
 Text structure: ( structured writing )

each paragraph.
method.

class.
Words and Phrases:
Method: Talk in groups, Use task-based language teaching method, communicative
approach and total physical response method.
1.to be diagnosed as (with) AIDS
2.to be infected with the HIV virus
3.to be expected to die
4.to constitute the fastest growing segment of people with AIDS
5.to be slow in implementing programs
6..to emerge
7. to combat the growing number of AIDS cases
8.to suffer from a lack of money
9.to reach more people
10.to keep books and other publications around
11.to speak to sb. in a way they can hear
12.to illustrate ways people
13.to show people who look like those we need to educate
14 to establish an “AIDS Busters”program
15.to represent the only safe measure to guard against the virus
16.to wipe out an entire generation
17.to be distracted from the job that must be done
18.(not)feel comfortable talking about AIDS

Language Points:
 Typical patterns for comparison and contrast
1) Despite / In spite of sth, sb / sth (else) is + adj. in doing … ( 或: Despite …, sb / sth still
does sth else.) 尽管……, 某人／某物(仍做……) 在……方面……
Despite endless criticism from the public, he is still persistent in pursuing his wrong course.
尽管来自公众的非议不断，他仍执迷不悟。
2). In place of sth./sb, sth(else)/sb (else ) do/does … 与某物或某人相比, 另一物或另一人
却…
In place of others’ colorful lives, he lived his 47 years’ life in disappointment and even
frustration.
与其他人多彩的人生相比, 他在失望,甚至沮丧中走过了他 47 年的人生旅途。
3) Sth. /Sb. has / does ／is more… than… 某物或某人比其他物或人更……
He dwelt more on the memories of their past life than his wife because he could not forget
the days when they were deeply in love.
与他的妻子相比，他更多地沉湎于往事的回忆中, 因为他无法忘记那些他们深深相爱的
日子。
Purpose: Further understand the text （ Train further reading ability ） to find out some
difficult sentences and details of the text.
Method: Read the text together; Use task-based language teaching method, reading
approach, communicative approach, grammar-translation approach and total physical
response method.

Retell the passage according to the KEY words adnd then make a summary of the whole text.
Purpose: To know if the students understand the whole text. At the same time, To show the
text structure on the screen, so that they can retell it easily.
Method: Read the text structure together; Use task-based language teaching method,
reading approach, communicative approach and total physical response method.
Step 8. Discussion
Show a movie clip of PHILADELPHIA and ask the Ss the following questions:
Purpose: To present a real situation
To grasp the main idea
To consolidate language points
To fossilize the way of structured writing
Method: Use the CAI and talk in groups; Use task-based language teaching method,
reading approach, communicative approach, audiolingual method, Audio-visual Method
Step 9. Assignment
Preview Section B
Step 10. Assessment
 Structured Writing: problem-solution pattern(p 108-109)
Write a passage using the problem-solution pattern which has been shown on page 108-109
in the text book, please try to think as many topics as you can to extent your writing abilities and
skills.Words are no less than 200.
 Pre-view Section B
II. Section B The Last Dive at the Olympics

1. Reading Skills
Reading for the major details in a passage
In order to find the major details in a passage we have to:
a)to learn to read for the main idea of the paragragh
b)find all the facts and details that help to add up to the main idea of the paragragh
c) learn to separate major details from the less important details.
Example 1
The owner hands out AIDS information to all her clients when they enter the shop and shows
videos on AIDS prevention while they wait for their hair to dry. She also keeps books and other
publications around so customers can read them while waiting for their appointments. It's
amazing how many people she has educated on the job. (Para. 5, Passage A)
Main Idea: The shop owner joined in the AIDS educational programs..
Major Detail: The owner hands out AIDS information to all her clients.
Example 2
In the spring of 1983, a committee at the Medard H. Nelson Elementary School in New
Orleans decided it was time to take the mystique( 神秘性) out of computers for their 621 students.
They ordered six Apple II computers and set up computer classes for teachers, parents and
students. Almost everyone was enthusiastic about the results; a few students became so interested
that they formed a computer club. The principal is very pleased with this experiment and plans to
buy more equipment as soon as funds become available.
Main Idea: The elementary school has equipped the children’s education with computers.
Major Detail: They ordered six Apple II computers and set up computer classes for teachers,
parents and students.
method.
2. Passage Reading (The Last Dive at the Olympics)

Show Ss some pictures about Olympics Diving competetions and let them discuss an HIV
positive athlete, and then to look at the recording video of the Olympic 1988.
Background information:
http://sports.joy.cn/video/131371.htm
1. Olympics
Olympics http://www.olympic.org, also referred to as the Olympic Games, are a set of
international sports games which take place every four years, each time in a different country.
2. The 1988 Olympics in Seoul, Korean

the 1988 Olympics in Seoul, Korea refers to the Olympic Games which took place in Seoul in
South Korea in summer 1988. At these games, East met West in the Olympics for the first time
since 1976 and the focus was back on the sports people who competed instead of international
differences. Drugs used to increase sports ability emerged as a major concern at these games.
3. Samoan
Samoan is a citizen of or native to Samoa, the group of islands in the South Pacific Ocean, half
way between Hawaii and Sydney. The islands are divided into American Samoa with six islands
and about 50 thousand people and Western Samoa with one major island and seven smaller
islands with about 150 thousand people. For more information about Samoa and its people,
please visit http://www.visitsamoa.ws.
4. Ron O'Brien
Ron O'Brien is a professional American diving coach who helped athletes in training for the
Olympics.
5. the swimmer—Greg Louganis

The swimmer is Greg Louganis who hit his head on the diving platform during the 1988
Olympics in Korea. Louganis was born in California in 1960 and at 16 won a silver medal for his
platform dive in the 1976 Olympics. His later triumphs in both platform and springboard dives
won him 4 Olympic gold medals, 6 Pan American Games gold medals, 5 world championships
and 47 U.S. titles including finest U.S. amateur athlete. He quit all diving after hitting his head at
the Korean Olympics because he knew he could infect others with the virus that causes AIDS.
Greg's personal website is at http://www.louganis.com.
Purpose: Arouse the students’ interest of study. Bring in new subject:. The Last Dive at the
Olympics
reading approach, communicative approach, audiolingual method, and total physical
response method.
Read the passage as quickly as they can. and ask the Ss to find the main ideas as well as the
major details
1).He hurt himself when diving. He hit his head on the board.
2).He was very worried about something serious. He was very worried that his wound had
left blood in the pool
3). There was something more significant than winning. He was very worried that he
might infect other divers with AIDS as he spilled his blood in the pool.
2.3 vocabulary
1) commence: v. to begin or start (something)
(~with; ~ sth.; ~ doing sth.) 开始
In spoken English “start” is the most common verb of the three words “start”, “commence”
and “begin”. “Begin” is the most common verb in written English while “commence” is the least
common and formal in the three in the spoken and written English.
Eg.The scientific research on this subject may commence once the government funds are
available
2) initial: 1). adj. happening at the beginning, first. 起先的,最初的. 2). n. the first letter
of someone’s first name. 名字的第一个字母
He initially got a five-game suspension, but after his appeal it was reduced to three.
起初他被取消 5 场比赛的资格,在他强烈的请求之下减为 3 场。
3) threaten: vt. ① (of sth. bad) to seem likely to harm, spoil or ruin, etc. (不愉快的事)似将
发生
②to express a threat against sb. 威胁某人
suffixes that create verbs:
hard -en 使变硬
simpl(y) -ify 使变易
quantit(y) -ify 测量
computer -ize 使计算化
empty threat 虚张声势的威胁
under threat of 在…的威胁之下
threaten to do sth. 威胁说要做某事
threaten sb with sth 用…来威胁某人
4) vaporize: vi. 1) to change into a vapor 变成蒸汽 2) to become nothing 化为泡影
Water vaporizes when it boils------水沸腾时会变成蒸汽
It seemed to him that his 20 years’ effort vaporized overnight.
在他看来他 20 年的心血顷刻间化为泡沫
3. Assignment
Do the exercises after learing the text on students’ book pp115-117
Unit 6, Book One

I. Section A: The Widow
2.Time Allotment:
Section B(1period):
Step 1 Greetings
Greet the whole class as usual and introduce the topic of the widow.
Step 2. Review
1) According to the passage, who are the ones most likely to be infected with AIDS?
2) What are the reasons why some local organization emerged?
3) What is the purpose of forming the South Carolina AIDS Education Network?
4) Why is it impossible to hand out AIDS literature and expect people to read it in some
communities?
5) In what way can teenagers do much better than adults according to the passage?
6) What are the ways to combat AIDS discussed in the passage?
7) What should people do in order to win the war against AIDS?
8) How many people have been killed by AIDS in the past few years?
2.Check the homework（visit www.middlemiss.org/lit/authors/jolleye/jolleye.html

And find some information and introduction to Elizabeth Jolley and her works, including
Cabin Fever)
Topics: the most impressive love stories you have ever heard.
Purposes
1. To develop Ss’ online learning ability
Method: Talk in groups; Use task-based language teaching method, communicative approach,
and audiolingual method.
Show the Ss some pictures and let them talk to each other about the topic on the screen.
1. Why is the woman in this story in pain?
2. Where did the wife think the strange guest had come from? Why did her husband not agree with
her?
3. What gift did the strange guest give to the new husband and wife?
each paragraph.
Part 1 (Para. 1-2) The widow missed her husband very much.
Part II (Para. 3-15) The widow recalled their strange encounter with Aunt Esther on the
wedding day and the influence of her words on their marriage life.
Part III (Para. 16-19) The worn, fading envelope reminded the widow of the deep love
between her and her husband.
class.
Words and Phrases:
used to do something, to share with to be part of to fill with
to file past good wishes clothed in friendly jokes
to define…as … to congratulate sb. on (upon) sth.
to mistake sth. for piles of \ a pile of to fill one’s need
bring up the usage of “insist “ save from what matters is this

Language Points:
Time Signals:
now (L.7), that day(L.9), as (L .10), then (L.25), Soon (L.26), With the passage of the
time and the birth of grandchildren (L.35), occasionally (L.43)
Space Signals:
in the first picture (L.7), a church (L.8),
to the the back of the church (L.10), at the door (L.10), in a borrowed car (L.26), a state-
park lodge (L.43), before a great oak fire (L.27), from work (L.41), home (L.41)
1) to file in/out/into/past (L. 10) 鱼贯而入/出/入/一个一个地走过
2) Ð to be clothed in (L. 11) 用…表达
3) Ð to scan for announcements in church bulletins(L. 33) 在教堂的布告栏
上查找／打听（婚礼的）消息
Typical patterns:
1. Typical inverted patterns for emphasis
2. Typical patterns for concession
3. Typical patterns for declaration of one’s views
1）So + adj. + be + n. + that … (clause).

(Or: To such a degree / an extent + be + n. + that …) …如此……以致……
To such a degree was his interest in literature that nothing could distract his mind from
reading.
他对文学的兴趣到这样的程度：什么东西都分散不了他读书的注意力。
2) From …comes/came…sth.
从 …那里传来…
From the general came the order to withdraw from the theater of war.
将军发出了从战区撤军的命令。
3) For (all)+n., main clause.
尽管……但是……
For all the great difficulties, we will win the just war against aggression so long as we are
united as a man.
尽管我们困难重重，但只要我们万众一心，我们一定能赢得这场正义的反侵略战争。
4) Whoever (Whatever / Whichever) sb. / sth. is/was，…（main clause）
不管某人／某物是谁(什么／哪个)，…
Whoever he is，he is not to place himself above laws. A prince must be dealt with according
to the laws if he violates them.
应用: a. 无论是谁都不能凌驾于法律之上。王子犯法，与庶民同罪。
5) Sb. asserts / holds / argues / maintains / contends / favors that …(从句)
某人主张说，……
We assert that all nations, big or small, are equal in the world affairs.
应用：a. 我们主张，国家不分大小，在国际事务中一律平等。
6) It seems / appears to sb. that …（从句）
在某人看来／某人觉得，……
It seems to me that a positive outlook on the world will keep one’s life free of bad taste.
应用：a. 在我看来，积极向上的世界观将使人的生活脱离低级趣味。
Method: Read the text together; Use task-based language teaching method, reading approach,
communicative approach, grammar-translation approach and total physical response method.
Retell the passage according to the key words and make a summary of the whole story.
Method: Read the text structure together; Use task-based language teaching method, reading
approach, communicative approach and total physical response method.
Step 8. Discussion
Show a movie clip about Confidence and ask the Ss the following questions:
1. What do you think can pull you through any crisis you are faced with?
2. What points should we pay attention to in the cultivation of confidence?

reading approach, communicative approach, audiolingual method, Audio-visual Method and total
physical response method.
Step 9. Assignment
Preview Section B
Step 10. Assessment
Pre-view Section B
Writi ng:on Ss book pp133-134
Write a passage according to a time sequence based on the given outline and the sample.
II. Section B The Trashman

1. Reading Skills
The meaning of idiomatic expressions can be very hard — even impossible — to guess.
Word formations in dictionaries don’t always help, and can even fool us entirely! Idioms grow out
of events and usage within the specific culture, which is why learning the cultural behavior is as
important— and maybe more important in some instances —as ( than ) learning the words if we
are to achieve truly effective communication.
To help us to understand idiomatic expressions in a reading passage, one must be good at:
1) searching for context clues
1) looking at examples if there are any
2) finding explanations if there are any
3) locating opposite or similar phrases
example: Grandpa shouldn't be going mountain climbing with the kids. Sometimes I think
he’s too full of beans for his own good.
Explanation: Your understanding of the idiom “full of beans” should be based on the sentence
before the idiom.
2. Passage Reading (The Trashman)

Show Ss some pictures or video about the theme of trashman.
Purpose: Arouse the students’ interest of study. Bring in new subject: Experience in exile.
Method: Use the CAI and talk in groups; Use task-based language teaching method, reading
approach, communicative approach, audiolingual method, and total physical response method.
Read the passage as quickly as they can. and ask the Ss to find the key idea in sentences and
answer the questions show on the screen:
Q: 1. From the first paragraph we know that ?
Q: 2. The sentence “I could not have imaged there would be joy in this” means that?
Q: 3. The phrase “make the rounds” in the third paragraph means?
Q: 4. How does the narrator (叙述者) feel about the responses from people when he tries to
exchange greetings with them and gets none?
Q: 5. According to Steve, most people don’t understand trashmen because?
Q: 6. One reason Steve works as a trashman is that?
Q: 7. The narrator changed his mind about working longer as a trashman because he thinks
that?
Q: 8. The writer uses a quotation from John Gardner to?

1. I could not have imaged there would be joy in this. Dump. Lift. Walk. Lift. Walk. The
hours flew by.
我原本就没有想过这工作会有什么快乐可言。倒、扛、走、扛、走。时间过得飞快。
2.Steve raged spontaneously about these things on the long ride to the dump.
这儿离垃圾场有很长一段路，在驾车去垃圾场的路上，史蒂夫忍不住气愤地叙说着这
些事情。
3.I had originally planned to stay at this employment for only two days but now I’m going to
continue. The exercise is great; the lifting gets easier with every load, even if my shoulder
muscle is sore. I become faster and neater each day. I’m outdoors in clean air. And, contrary
to what people think, I don’t get dirty on the job.
这活儿我原先只打算干两天，可现在我要干下去。这可锻炼人呢，虽然肩部肌肉酸痛，
可我扛垃圾桶越扛越得心应手了。我越干越快，越干越利索。在室外干活还可以呼吸新
鲜空气。而且完全不像人们认为的那样，我干的活儿其实很干净。
2.4 Key Words and Expressions
1. to head to/toward … 朝/向……走

The children were heading to/toward school, followed by their little dogs.
孩子们向学校走去,身后有小狗相随。
2. image: vt. form a mental picture 想像,设想
n. a copy of object(s) or event(s); mental picture of an object or event 图像,想像
It’s hard to image what our society would have been like if SARS had not been brought
under control.
难以想像非典如果得不到控制我们的社会将会是什么样子。
3. folk: n. one’s relatives/relations 亲戚
a. of or having to do with the common people, their beliefs, stories, customs, and the
like 民间的；民俗的
folk culture/music/dance/art /custom/song/tale
民俗文化/民间音乐/民间舞蹈/民间艺术/民间习俗/民歌/民间故事
4. to the contrary: differently 有相反情况
on the contrary: (used for expressing strong opposition or disagreement with what has just
been said) not at all; no (与此) 相反
on the other hand: (used for adding a new and different fact to a statement …另一方面…
in contrast (with/to): showing the surprising difference between two very different facts 与…
形成对比
5. to look about 四处张望
to look after 照料
to look ahead 向前看
to look around/round 环顾;到处寻找
to look as if 看来似乎…
to look away 把脸转过去
to look back 回顾, 追想
to look forward to 盼望
to look into 调查;朝里看
to look on 旁观
6.tocall away 叫走
to call back 召回,叫回; 回电话
to call in 叫进, 引入
to call off 宣告终止
to call on/upon 访问; 号召…做某事
to call together 召集
to call up 动员,召集; 打电话给…
3. Assignment
Do a quiz on the vocabulary
T checks on Ss’ home reading.
Unit 7, Book One

I. Section A: Face to Face with Guns
2.Time Allotment:
Section B(1period):
Step 1 Greetings
Step 2. Review
2. Check the homework （ made a survey about some social problems such as families,
marriage and divorce rate by surfing the Internet or asking for help from other people）;
Topics
1). Family problems in nowadays society
2). Solutions to these problems
Purposes
1). To develop Ss’ online learning ability
2). To improve Ss’ ability to retrieve the relevant information
3). To stimulate Ss’ psychomotor thinking
4). To arouse Ss’ interest in learning the unit
Method: Talk in groups; Use task-based language teaching method, communicative
approach, and audio-lingual method.
Show the Ss some pictures and let them talk to each other about the topic on the screen.
1. KFC:
Kentucky Fried Chicken, known as KFC in the US, is the world’s most popular chicken
restaurant chain.
2. 911:
The emergency telephone number in the US and Canada for contacting the police
department, the fire department or medical emergency services
3. Blake, William:
An English poet and artist whose best-known books of poems are Songs of Innocence and
Songs of Experience
4. The Thames:
The main river flowing through London, and England’s most important river
Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching
method, communicative approach, audio-visual method and audio-lingual method.
each paragraph.
Method: Read the text individually and talk in groups; Use task-based language
teaching method, reading approach, communicative approach and total physical response
method.
Text Structure
Introduction His experience (Pare2- His reaction His reflection

(Para.1) 25) (Para26-30) (Para31-34)
class.
Words and Phrases:
Method: Talk in groups, Use task-based language teaching method, communicative
approach and total physical response method.
Shrub / bush / woods / jungle / forest 小树林/灌木丛/树林/丛林/森林

Pistol / rifle / revolver 手枪/来复枪/左轮手枪
Wallet / purse 男士钱包/女士钱包
Trousers / pants / jeans 裤子/便裤/牛仔裤
Sideway / sidewalk 放到一边/人行道
Found: set up; establish 建立
Face to face: encounter;偶遇
Rather than: instead of 而不是…
Get to one’s feet: stand up; rise 站起来
Look through: look over 查阅
1） exception: a person or thing that is not included
You must answer all the questions without exception. 所有的问题你都要回答，不能有
例外。
I know nothing with the exception of what I read in the papers. 除了在报上看到的之外，
我一无所知。
2）contrive: vi. Manage to do or to plan usu. Skills
After much difficulty I contrived to escape. 经过许多困难，我终于逃脱了。
He contrived to make a mix-up of the whole thing. 他费尽心机，结果反而把事情弄糟了。
3) offend: break the law; make someone feel upset or angry
what he had done offended against the rules of proper behavior. 他的所作所为违背了举
止得体的准则。
They were offended when she did not come to their wedding. 她没有参加他们的婚礼，
他们对此很不高兴。
4）eternity: the state or time after death
Eternity has neither a beginning nor an end. 永恒既没有起点，也没有终点。
I was so anxious that every moment seemed an eternity. 我很焦急，每刻钟似乎都是无穷
无尽的。
5）commit: do something bad, wrong or unlawful; to promise to a certain cause, position
The evil murderer was committed to the flame. 罪恶的杀人犯被下令处以火刑。
The government can’t commit any more money to improving the National Health Service.
政府无法承诺把更多的钱投在改善全国医疗服务上。
6）out of control: impossible to manage
The fire is burning out of control. 火势已失去控制。
I’m dealing with customers all the time who have let their bills get out of control. 我一直在
同那些债务已经失控的顾客打交道。

Language Points:
1. That night was no exception. (Para. 1)
Meaning: That night, I did exactly the same thing: I looked at the street and pathways very
carefully to see whether there was anything unusual or there was any unusual person before
pulling into the garage.
2. “Give it up, mother--,” he threatened. “Give it up.” (Para. 2.)
Meaning: He asked me to give my money to him or he would do something harmful to me. The
word “mother” is used to express a slight with radical anger or annoyance. It is a very rude and
offensive word if used in this way.
3. Lord, have mercy on me, a sinner. (Para. 19)
Meaning: I prayed to God to have pity on me and help me even though I am not perfect.
4.I had been spared, but by what? Mercy? A short attention span? Hunger? (Para. 26)
Meaning: My life had been saved, but what saved my life? Was it mercy? Was their attention span
too short? Or was it their hunger that saved my life?
5. “How peculiar,” I thought, “to have your life saved by fried chicken. I saw eternity; they
saw food.” (Para. 27)
Meaning: I thought it was very strange that fried chicken had saved my life. I thought I had seen
the state of time after my death and they had seen something to take care of their hunger: my fried
chicken.
6. Turning those pages and studying their photographs is like flowing on a sad current
that, like Blake’s Thames, seems to “mark in every face, marks of weakness, marks of
woe.” (Para. 32)
Meaning: Moving those pages one by one and studying their photographs is something similar to
moving on a sad current. The current, like the English poet William Blake’s Thames, seems to
leave marks of weakness and marks of great sadness in every human’s face.
7. Together, these young men are a kind of river------ one that is out of control, eating at
the foundations of things we hold dear: our freedom to move about; the fruits of labor;
our own lives and those of people we value. (Para. 33)
Meaning: these young men joined to form a kind of river, the river that is impossible to manage,
and that is bit by bit damaging the ideas that are beyond value to us: our freedom to move about,
the fruits of labor, our own lives and lives of people we have a high opinion of.
Typical patterns:
Method: Read the text together; Use task-based language teaching method, reading
approach, communicative approach, grammar-translation approach and total physical
response method.

Retell the passage according to the author’s experience.
Method: Read the text structure together; Use task-based language teaching method,
reading approach, communicative approach and total physical response method.
Step 8. Discussion
Show a movie clip about a crime happened in society
reading approach, communicative approach, audio-lingual method, Audio-visual Method
Step 9. Assignment
Preview Section B
Step 10. Assessment
Write a composition of a general statement supported by reasons. I want to improve the
ability of their writing. At the same time, train the ability of do-it-yourself and looking up the
information by themselves. http://www.wwenglish.com/en/up/4/pearson/3533.htm;
Writing: Topic: An unforgettable thing I had experienced
Outline: 1. 我所经历的一件事
2. 对我的影响
3. 我的感受和评价
Pre-view Section B
II. Section B Sould I Have a Gun?

1. Reading Skills
Reading for the Key Idea in a Sentence
In order to find the key idea of a sentence we have to:
a) ask who or what the sentence is about.
b) ask what the person or object is doing, or what is happening to the person or object.
c) learn to separate details from the key idea.
method.
T explains the reading skill (reading between the lines)
2. Passage Reading (Should I have a Gun?)

2.1Comprehension Questions
Read the passage as quickly as they can. and ask the Ss to find the key idea in sentences and
answer the questions show on the screen:
2.2Difficult Sentences:
1) I’ve always advocated gun control; the odd thing is I still do. (Para. 2)
Meaning: I’ve always said in public that I support the idea of gun control and the strange thing is
that I am still a gun control supporter now.
2) I assumed because I didn’t believe in violence, because I wasn’t violent, I wouldn’t be
affected by violence. (Para. 3)
Meaning: I thought I wouldn’t be affected by violence because I didn’t consider violence to be of
worth and because I didn’t use weapons to hurt or kill others.
3) I try not to reveal I feel anxiety …(Para. 10)
Reveal: vt. Make something known; show; allow to be seen
4) I am disgusted she saw the man as a reminder to lock her doors. (Para.14)
Meaning: I have a strong sense of not liking and not agreeing when my friend saw the man as
something to remind her to lock her doors.
2.3Key Words and Expressions
Dominate violence affect endanger intention advocate

Keep from ignorance of be intended of be immune to be capable of
3. Assignment
Finish the exercises on Page 172-173
T checks on Ss’ exercises on pages 161-163
Unit 8 Book One
I. Section A: Birth of Bright Ideas
2.Time Allotment:
Section B(1period):
Step 1 Greetings
Step 2. Review
2. Check the homework on Page 172-173 .
Background knowledge of imagination

What is the meaning of imagination?
Granted that imagination is first of all the creation of images, let' s create an image about
imagination. Imagine imagination as a cell, living and growing inside of us, as a seed that tends to
become a tree, beautiful and verdant. The tree is each one of us humans, the roots of the tree are
our memories, both personal and collective, its trunk is our experience, its branches our interests
and inclinations, its flowers our thoughts and creations. The fruits of that special tree are
knowledge and freedom.
Imagination is the soul' s breath.
each paragraph.
Text Sructure
Birth of Bright
Ideas
Topic: Para1-2 Exemplification: Conclusion: Para 7

Creative Para 3—6 The unconscious is
thought depends The author cited the responsible for the
on what was stories of Wagner, production of new
unknown Poincare and Descartes organized forms from
becoming to show how an relatively disorganized
known. unconscious mind turn elements.
to a conscious mind.

class.
Words and Phrases:
1) flash: vi. Come suddenly; appear or pass suddenly
The day seems to flash by. 光阴似箭。
It flashed into\across\through his mind that she might be married. 他突然醒悟到她可能
结婚。
2） depend on: happen according to; count on
Whether the game will be played depends on the weather. 球赛是否进行要看天气而定。
Depending on how much he sells, his earnings will increase. 他收入的增加取决于他能
卖出多少。
3） intensify: make or become stronger
Efforts to reach the injured man have been intensified because of a sudden turning for the
worse in the weather. 由于天气变得更恶劣，援救伤员的工作加紧了步伐。
The enemy’s breakthrough intensified, as there was no hope for their reinforcement. 由于增
援无望，敌人坚强了突围。
4) surge: vi. Move ( as if ) in waves
The crowd surged past him. 人潮从他身边汹涌而过。
Memories surged in his mind. 对往事的回忆不断涌上他的心头。
5) exemplify: vt. Show by example
The teacher exemplified the use of the word. 老师举例说明这个字的用法。
The room’s style exemplifies his ideal of beauty and plainness. 这房间的风格表明了他
对美与质朴的憧憬。
6）be responsible for: being the cause of
He still felt responsible for her sudden death. 他仍感到他的突然死亡是他造成的。
He insisted that his solid foundation was responsible for his present success. 他坚持认为他
今天的成功归功于他坚实的基础。

Language Points:
1. Of course, all ideas don’t occur like that but so many do, particularly the most
important ones. (Para. 2)
Meaning: Not all ideas, of course, come as gifts; but many of them do, especially some big
ideas that come to your mind unexpectedly.
Occur: vi. Come to mind
The idea never occurred to me. 我从未想到过这个主意。
It suddenly occurred to him that this was something he should never do. 他突然想到这种事
情他根本就不应该做。
2. How they do it is a mystery but they must come from somewhere. (Para. 2)
Meaning: How these ideas came to your mind is a mystery; no one can understand. But they
must have come from somewhere, an unknown source.
3. It is easiest to examine it in the great creative personalities, many of whom experienced
it in an intensified form and have written it down in their life stories and letters. ( Para.
3)
Meaning: Many of highly creative persons had experiences of this sort and felt its effects
strongly, as you can find in their life stories and letters, so their case is easiest to study and
understand.
4. As a contrast, we may consider a famous story: the discovery by Henri Poincare, the
great French mathematician, of a new mathematical method called the Fuchsian
functions. (Para.5)
Meaning: We may consider a famous story, which is very different from the other examples.
This story is about How Henri Poincare, the great French mathematician, discovered a new
mathematical method called the Fuchsian functions.
5. Many ideas kept surging in his head; he could almost feel them pushing against one
another, until two of them combined to form a stable combination. (Para. 5)
Meaning: Ideas came to his mind one after another and he could almost feel these ideas
pushing against one another. At last two of the ideas came to form a firm and trusted
combination.
6. Here, we see the conscious mind observing the new combinations being formed in the
unconscious, while the Wagner story shows the sudden explosion of a new concept into
consciousness. (Para.5)
Meaning: Here we can find that the conscious mind was watching the new combinations
being formed in the unconscious, but from the Wagner story we find that a new concept burst
into consciousness without his knowing it was there.

Retell the passage according to the guided sentences.
They burst into the mind, glowing with the heat of creation.
All of us have experienced this sudden arrival of a new idea, but…
Take the example if Richard Wagner
The discovery by Henri Poincare, the great French mathematician
A third type is Descartes
Comments and conclusions
Method: Read the text structure together; Use task-based language teaching method, reading
approach, communicative approach and total physical response method.
Step 8. Discussion
Show a movie clip about the scientists who have some creative ideas and ask the Ss the
following questions:
reading approach, communicative approach, audio-lingual method, Audio-visual Method and total
physical response method.
Step 9. Assignment
Preview Section B
Step 10. Assessment
Write a composition with the paragraphs of contrast. I want to improve the ability of their
writing. At the same time, train the ability of do-it-yourself and looking up the information by
themselves.
Writing: Topic:
1. My father and I enjoy different kinds of music
2. Rural and city life
Pre-view Section B
II. Section B
Teaching Procedures: Ways of Increasing Creativity
1. Reading Skills: Scanning and predicting

Scanning: Title: Ways of Increasing Creativity
Subtitles: Capture the fleeting
Daydream
Seek challenges
Expand your world
method.
T explains the reading skill (scanning and predicting)
2. Passage Reading (Ways of Increasing Creativity)

Preview：
Where do good ideas come from?
How many examples or ways of getting good ideas are discussed?
How did Wagner get the idea for the beginning of his music?
Key to Reading Skills:
1. A 2. B 3. C 4. C 5. A
2.2 Difficult words and phrases:
Potential: n. 潜力,潜能 adj. 潜在的,
~ market 潜在市场; ~ crisis 潜在危机
Concrete: specific 具体的
Capture: 抓获,捕获 seize, catch, occupy Scarcely: 刚刚…就, hardly…when; no sooner …than
Evaluate: v. assess 评估
Evaluator 评估师; evaluation
Sketch: v. 画草图, 勾画 n.草图
Fertile: rich(思想,创意)丰富的;富饶的
Fertilizer: 肥料
Advantage 优势,有利的
disadvantage 劣势,不利的
Productive: fruitful 有收益的,富有成效的;多产的
Associate: n.合作人,同事 v. 联系,联想
be associated with:与…有联系的
inventor: n. 发明家 invent: v. invention: n.
Claim: v.声称,自称;认领;索赔
String: n. 细绳; 琴弦
Swing: v. swung, swung 摇摆
Context: n. condition, background 环境,背景;上下文
Transfer: v. 调动,迁移; a transferred charge call 对方付款电话
Enhance: increase 提高,增强
Therapy: n.治疗,理疗
relaxation therapy: 放松疗法
Endless: adj. Infinite 无止境的,无穷的
Right away:立即,马上 immediately; at once
Take advantage of: make use of 利用
At once: at the same time; meanwhile 同时 Back and forth: to and fro 来回,前后
Take up: set about; engage in 开始,着手做
3. Assignment
Finish the exercises on Page 199---201 and next time check.
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新视野大学英语第一册教案

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新视野大学英语第一册教案

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攀登英语网

New Horizon College English

3.1 Pre-reading Activities

blast off To take off, as a rocket.发射，如火箭的发射：

Unit 3, Book One

Step 4. Preparation for details of the text on the screen

Step 5. Intensive reading

3.3 Post-reading Activities

II. Section B The Right Son at the Right Time

2. Passage Reading (The Right Son at the Right Time)

collapse locate apparent enable extend squeeze inform

Unit 4, Book One

3.1 Pre-reading Activities

3.2 While-reading Activities

Step 5. Intensive reading

4. ....and so absorbed in the moment you lost all self-consciousness. (Para. 5)

5. The trick is to be consistently you, at your best. (Para. 7)

6. He's not being honest. (Para. 9)

2. Passage Reading (Body Language)

lack assume estimate imagine rub resent promote

Unit 5, Book One

3.1 Pre-reading Activities

Step 3. Lead-in and preparation for reading

 Text structure: ( structured writing )

Step 5. Preparation for details of the text on the screen

3.2 While-reading Activities

Step 6. Intensive reading

3.3 Post-reading Activities

II. Section B The Last Dive at the Olympics

2. Passage Reading (The Last Dive at the Olympics)

2. The 1988 Olympics in Seoul, Korean

5. the swimmer—Greg Louganis

Unit 6, Book One

3.1 Pre-reading Activities

2.Check the homework（visit www.middlemiss.org/lit/authors/jolleye/jolleye.html

3.2 While-reading Activities

Step 6. Intensive reading

1）So + adj. + be + n. + that … (clause).

3.3 Post-reading Activities

Purpose: To present a real situation

II. Section B The Trashman

2. Passage Reading (The Trashman)

2.3 Difficult Sentences

2.4 Key Words and Expressions

1. to head to/toward … 朝/向……走

Unit 7, Book One

3.1 Pre-reading Activities

Introduction His experience (Pare2- His reaction His reflection

Shrub / bush / woods / jungle / forest 小树林/灌木丛/树林/丛林/森林

Step 6. Intensive reading

3.3 Post-reading Activities

II. Section B Sould I Have a Gun?

2. Passage Reading (Should I have a Gun?)

Dominate violence affect endanger intention advocate

Background knowledge of imagination

Topic: Para1-2 Exemplification: Conclusion: Para 7

Step 5. Preparation for details of the text on the screen

3.2 While-reading Activities

Step 6. Intensive reading

3.3 Post-reading Activities

1. Reading Skills: Scanning and predicting

2.1 Lead-in and preparation for reading

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