大学英语精读第四册教案

2021年2月11日发(作者：xiaoyuoxi)

Book4

Unit 1 Big Bucks The Easy Way

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

1.

Help Ss get to know the lesson “No pains, no gains” and there is no “big bucks the

easy way”.

2.

About the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

:

cash,

echo,

competitive,

leisurely,

pain,

sour,

finance,

marvelous,

party,

stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally,

sale, trash, delivery, inquire, odd, shrink

Phrases & Expressions

:

pull up, a piece of cake, even as, know better than, be at,

make a dent, cut into, have no business, settle for, settle one’s account, quite

awhile, draw attention to, for sale, for rent, be done with, may as well

Grammar

: p14

3. About the reading, Ss should learn avoiding vocalization and inner speech.

4. About the writing, Ss should learn word choice..

5. About the listening, Ss finish the Unit 1 directed by teacher.

Teaching Procedures:

I. Pre-reading Activities

1.

Background information

1)

Montgomery Ward

2)

Sears,

3)

Roebuck

2.

Warm-up questions

1)

Do you depend on your parents financially?

2)

Is it easy to earn money by working part-time?

3)

Are there any easy ways to make much money?

3.

Key words and expressions:

New words and old word

Teacher

students

(old words or expressions)

(new ones)

U.S. dollar

buck

Door handle

Unhurried

Relaxed

Profitable

Sent out

Endure

Beg

Tell

Fill

Tie

Increase

Extra money

Part

A path

An easy job

Pay

Have no reason

Come to terms with

Strange

Money

Finish

English and Chinese phrases

Teacher(Chinese)

doorknob

leisurely

leisurely

lucrative

deliver

live with

panhandle

inform

cram

band

reproduce

bonus

section

walk

a piece of cake

settle

have no business

settle for

odd

finance

be done with

Students( English)

考虑

look into

总是

all the time

可以容忍

live with

令我痛心

it pains me

易如反掌

a piece of cake

壮汉

a big guy

干快些

好几卡车的

百货商店

廉价商店

小杂货店

汽车行

外卖餐馆

提高嗓门

超过极限

恍然大悟

教会某人做人

经过调解

结账

劳务支出

相同数额

托某人做

II. While- reading Activities

1.

Ss have the silent reading on the text (10 mins)

2.

Text and questions for discussion

get busy

truck loads of

department store

a dime store

drug store

auto store

takeout restaurant

voice rises

out of the range of

work a profound change in

work

a

profound

change

in

one’s personality

in mediation

settle the account

labor cost

a like amount

enlist sb. To do

Lines 1-9

1.

what did the father tell his college sons to think about?

(to deliver bags of magazines to make some of their own money.)

2.

what was the father worried about?

( the sons would become used to or feel content with living by asking for money

all the time.)

Lines 10-22

1.

why did the mother phone the father?

( she wanted him to know what was going on at home.)

2.

How do you understand the word “super” she snap

ped?

( “super” means very good. But,she “snapped” it, which means she was very angry.

She was being sarcastic,i.e. she meant the opposite of what she said.)

3.

can you paraphrase the sentence “Another truck just pulled up out front”?

(Another truck has stopped outside in front of our hous to deliver more materials.)

Lines 23-29

1.

which company did the two sons do the delivery job for?

( the Sunday Newspaper Company.)

2.

why did each truck deliver 4000 of the inserts?

( Each one was from a different company and had the ads the sons were required

to deliver to 4000 houses.)

3.

why did he think so?

( He had no idea of how much work it would mean.)

Lines 30-35

What did the father mean when he said “they are college men.”?

He

meant

that

they

were

grown- ups,

and

should

be

capable

of

dealing

with

the

situation.

Lines 36-50

1.

In what cases does people’s voice become unnaturally high and quavering?

When they are excited, angry, upset and the like.

2.

what does “magazine sections” mean?

Parts of magazines, 8 or 12 pages long.

3.

how many steps are there in the process before

delivering?

Five: take out, roll, slip, band and slide.

Lines 51-66

1.

what do you think of the father’s answer?

Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting

somebody.

2.

why did

the father say “That’s encouraging”?

the sons were learning how to solve the problem of manpower shortage;they hired

other

people

to

help,

and

learnt

to

improve

efficiency

by

establishing

assembly

lines.

3.

why did the mother say “it is very discouraging”?

t

he measures weren’ working at all.

Lines 67-77

1.

what do you think of the father’s bonus program

？

Sometimes we have to lose something in order to gain something. If you are reluctant

to use a small bait, you can hardly get a big fish.

2.

did the son understand that at first thought?

No. he thought the more the workers got, the less he obtained.

3.

why did the son answer “Yes, Sir”?

he had come to realize it was a business and he too

k the father’s instructions as

and order.

Lines 78-86

1.

what does “see the color of cash” mean?

See Note 7 in your text book.

2.

what’s the difference between the original payment and the demanded one?

The original payment was five dollars per person, shile now they demanded five

dollars per hour.

3.

who probably played the mediating role?

The mother.

Lines 87-94

Why did the son think it “enough”?

No matter how much, it was the money they made by themselves with great efforts

and they learnt a lot from the experience.

Lines 95-109

1.

what did the youngest sons learn from their college brothers?

They learnt to make their own money in order to avoid having to ask for money

all the time.

2.

what were they going to do to try to earn money?

They were going to sell or rent the

family’s books.

3.

do you agree “you’re never done with books”?

Yes. Because………

No. because ………..

3.

T asks Ss to come out the main idea, structure of the text (10mins)

4.

T summarizes the main idea and structure of the text (5 mins)

III. Post-reading Activities

1.

Let the students do the exercises in the textbook which are related to the new

words.

2.

Ss hand in the summary of the text.

Summary questions and concluding remarks

1) Do you think it necessary for the sons to make some money for themselves?

Give reasons for your answer.

I think it necessary…….because………..

2) what do you think is needed in accomplishing something difficult?

I

think

it

is

self- confidence,

perseverance,

co-operation

or

team

work,

reasonable management, strategies of solving problems, etc.

3)

what i

s the father’s tone in telling the story?

The

tone

is

light

and

ironic

because

the

story

is

meant

to

be

funny.

The

problem in the story was one that people think is very serious when it happens,

but later they can laugh about.

3.

Ss discuss the questions on the topic related to the text.

4.

Let Ss do the exercises in the text book which are mainly related to the

new words and topic.

5. Exercise:

Sentence making in dialogues

Teacher: now I’d like you to complete the following dialogues by making

Sentences with the giver phrases.

Pull up

1.

what do you ask your driver to do when you reach your destination?

I ask the driver to pull up near the place I want to go.

2.

what does a bus driver do when a passenger wants to get off?

He pulls up at a bus stop.

3.

what does the red light mean to a moving vehicle?

It means that the vehicle must pull up at the zebra.

A piece of cake

1.

can you recite the 26 English letters?

Sure. It’s a piece of cake.

2.

do you think it difficult to use a tape recorder?

No. it’s a piece of cake.

Make a dent in

1.

have you finished your outline?

No, I’ve hardly made a dent in it.

2.

How are you getting along with your project?

We have made only a small dent in it.

Cut into

1.

do you watch TV in your study period?

No. that would cut into my study time.

2.

what cuts into

the factory’s profit?

The

rise

of

the

labor

costs,

material

prices,

the

increased

consumption

of

power, etc.

Settle for

1.

if you can’t sell your bicycle at a high price, what will you do?

I have to settle for a lower price.

2.

If you can’t get a well

-paid job, will you settle for a lower-paid job?

Might/may/could as well

1.

what do you suggest we do during the winter vacation?

If you have nothing to do, you might as well take up a part-time job.

2.

what should I do if I can’t afford a house?

You

may

as

well

rent

an

apartment

and

set

aside

your

money

for

a

new

house.

Unit 2 Deer and The Energy Cycle

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

Ss

to

know the energy cycle and

instruct

them to

observe the

animal’s living

instinct in order to value the natural resource; learn about food-enery-life-death.

the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy,

fundamental, accumulate, internal, hence

Phrases & Expressions

: to meet the needs, turn of mind, convert into

Grammar

:

3. About the reading, Ss should know the usage of dictionary.

4. About the writing, Ss should get to know the writing skill

—

coherence .

5. About the listening, Ss finish the Unit 2 directed by teacher.

Teaching Procedures:

I. Pre-reading Activities

1. Warm-up questions

1)

Allow Ss to go over the text for 10 mins.

2)

Ask them to list the facts about the life of deer in the four seasons

respectively.

3)

Sum up Ss’s results

2. Introductory remarks:

1) What do you think life depends on?

Money, love, or something else?

2) where does energy come from?

Food, spirit, God, or what?

3)what happens to life there is no food , or source of energy?

if life useless after it comes to an end?

4) Life is energy, isn’t it? What do you think?

The planet we live on is made up of 2 major components: living organisms and

inorganic substances. As far as living things are concerned, life spans vary. Some

may live for thousands of years, while others live only a few seconds. Regardless

of the this difference, every life develops from a lower stage to a higher stage until

its death, and every species develops in this way, too. But what makes life perform

in this way? What happens after life? Our earth has been functioning for billions

of years. What has made it work for so long? Let’s have a careful study of the text

3. New words and phrases study

Study of the words and phrases

New words and old words

Teacher

students

(old words or expressions)

(new ones)

tendency

turn of mind

money

currency

change into

convert into

autumn

fall

something stored

reserves

rare

scarce

to satisfy the demands

to meet the needs

area

region

plentiful

ample

possessions

resource

store

deposit

spend

expend

sleepy

drowsy

become liquid

melt

at the same time

meanwhile

basic

fundamental

therefore

hence

collect

accumulate

inside

internal

small wooden house

cabin

English and Chinese Phrases

Teacher(Chinese)

students(English)

注重

< br>/

有

……

的

倾向

生态系统

倚赖

年复一年

尽可能多

旺季

储存的脂肪

不甚出名

,

鲜为人知

能说明问题的例子

营养食品

生理成熟

生育

食物资源

熬过冬天

大雪

小雪

基本规律

II. While-reading Activities

and questions for discussion .

Lines 1-6

a … turn of mind

an ecological system

to depend on

from year to year

as much as one can

times of plenty

reserves of fat/stored fat

less well known

a good case in point

nutritious food

physically mature

to give birth to

food resources

to survive the winter

/to pull through the winter

deep snow

light snow

a fundamental rule

1.

what does “love makes the world go round” mean?

People with a romantic turn of mind think that love, romantic love, is what makes

life worth living..

2.

w

hy

does the author say that energy is the “currency” of the ecological system?

An ecological system is all the plants, animals and people, and their surroundings,

considered as a whole, In the commercial world, money is the currency , or means

of survival. For life, the most important support is food, the source of energy for

life, which allows growth, reproduction, and survival.

Lines 7-12

1.

what do wild animals do with the food in different seasons? Why do they do so?

Wild

animals

seem

to

know

when

there

will

be

plenty

of

food

and

when

there

won’t. so they eat as much as they can when there is plenty of food so that they

can become fat

and strong and

grow well.

In winter, they have little to eat.

But

they

do

not

starve

because

the

fat

they

have

stored

in

their

bodies

brings

them

through this hard time.

Lines 13-22

1.

what does “ this is good timing” mean?

This

means that the female deer uses the most suitable seasons,

and

fall, for the birth of fawns and the production of milk because both the conception

and

production

cost

the

female

deer

much

energy

and

in

both

seasons

there

is

plenty of food, which meet the deer’s physical needs.

Lines 23-31

1.

to what

does the author compare the process of fat reserving?

A bank savings account, from which one can draw when he needs the money.

Lines 32-44

1.

what is the phenomenon of lowering metabolism?

The heart rate slows. The animal becomes slow and drowsy. Therefore, the use of

and need for energy is reduced.

2.

what protects the deer from cold winter? How does it work?

They undergo physical and internal physiological changes, i.e. the hair growth and

the slow metabolism. The thick hair keeps the deer warm and the slow metabolism

makes

the

deer

consume

less

energy,

which

is

stored

in

the

form

of

fat

for

use

when they need it for growth.

Lines 45-56

1.

what decreases as winter progresses?

The deer’s activities.

2.

why were people advised to behave like that?

To use less oil and electricity for conserving energy to pull through the crisis.

3.

what does the author imply by “watched

the deer”?

He implies that men can learn from the deer to reduce unnecessary cost of energy.

Lines 57-64

1.

“…to pull them through”. Can you say it in other words?

…to help them survive the winter.

2.

what is the fundamental rule of life?

The more

fat

the deer

reserve, the more

chance there is

for them to

survive the

crises. Only the largest and strongest are likely to survive.

3.

Is the fundamental rule of life applicable to human beings?

Yes. If we human beings do not protect nature and ourselves by saving energy, we

will be punished by nature and will eventually be wiped out from this planet.

Lines 65-68

1.

what is the life cycle?

Food-energy-life-survival-reproduction- death-food-energy-

other life… .

Food

–

energy-seek more food-new energy-

food…..

Energy is vital to our world. But energy is not always plentiful. The supply can

vary, either seasonally or for other reasons. Some animals, the white-tailed deer,

for instance, have developed natural ways or varying their own use of energy with

the

variations

of

the

supply.

Human

beings

can

and

should

learn

this

lesson

for

their own survival.

2. Teacher explains the key points in details

turn of mind

1.

what is your turn of mind?

I have a logical turn of mind, or literary/critical/philosophic/humorous/optimistic

turn of mind.

2.

what kind of person is likely to create things?

A person of a creative turn of mind is likely to create things.

3.

what words can you use to describe people of different turns of mind?

Down-to-earth, poetic, business- like, humorous, etc.

Depend on

1.

How do crops grow?

They depend on the sunlight,water, and fertilizer for growth.

2.

How are the prices of commodities set?

They mainly depend on the relation between demand and supply.

A case in point

1.

can you give an example of a successful person?

Yes. A case in point is Thomas Edison, a great inventor.

2.

can anything heavier than air stay in the sky?

Yes. A case in point is the helicopter.

3.

How can we conclude that a person is selfish.

A case in point is…

Meet…needs

1.

why do people drink so much water on the sports ground?

They have to meet their body’s needs for water as they play in the sun.

2.

why does a factory install another assembly line?

They want to meet the needs of increasing production.

Draw on

1.

How can a good writer write so many interesting stories?

He

draws

on

his

experience,

knowledge,

observation,

perception

interpretation of life for the material of his stories.

2.

How can a person put forward such a peculiar idea?

and

I think he’s drawn on his imagination.

Slow down

1.

what is a driver expected to do if a police car comes towards or follows him/her?

He/she is expected to slow down and then stop by the road side.

2.

what does a runner do after he passes the finish line?

He slows down and stops.

Pull through

1.

what should you do in face of difficulties?

I should use my skil

ls, work hard,and sometimes I should take somebody’s advice.

This might help to pull me through the difficulties.

2.

why was the little boy, Schatz,waiting for death?

He believed he had a fatally high temperature and would not pull through.

3.T asks Ss to come out the main idea, structure of the text (10mins)

4.T summarizes the main idea and structure of the text (5 mins)

III. Post-reading Activities

the students do the exercises in the textbook which are related to the new words.

hand in the summary of the text.

discuss the questions on the topic related to the text.

Ss

do the exercises

in

the text

book which are mainly related to

the new

words and topic.

Unit 3 Why Do We Believe That The Earth Is Round?

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

Ss

to know the author’s purpose is to teach Ss to have a correct attitude towards

knowledge and accepting of knowledge by taking the examples of oth

er’s arguments

of the shape of Earth.

2 About the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

:

preface,

remark,

cite,

exaggerate,

mast,

appeal,

analogy,

cast,

precarious,

produce, burden, bother

Phrases

&

Expressions

:

appeal

to,

follow

up,

for

the

sake

of,

throw

light

on,

shaped like, cast on, fall back on, stray away from,

Grammar

:

3. About the reading, Ss should know the reading skills of telling difference bwteen

facts and opinion sentences.

4. About the writing, Ss should get to know the writing skill

—

coherence.

5. About the listening, Ss finish the Unit 3 directed by teacher.

Teaching Procedures:

I. Pre- reading Activities

ound information

1)

George Orwell

2)

George Bernard Shaw

3)

The Flat Earth Theory and the Round Earth Theory

4)

Eclipses

5)

Playing Cards

6)

Comrade

Mao

Tse-tung

on

knowledge,

on

Direct

Experience

and

Indirect Experience

2. warm-

up questions and introductory remarks

1)

Do you believe that the earth is round? Why?

Yes, I do, because science proves that it is true.

2) Have you heard of other conclusions about the shape of the earth?

What are they? Why don’t you believe them?

Yes.

The

earth

was

said

to

be

flat

or

oval.

I

don’t

believe

them

because

the

photos f

rom satellites or the scenes of eclipses show that it’s round.

2)

why is “the earth is round” put in a question?

words and expressions:

study of the words and phrases

new words and old words

teacher

students

(old words or expressions)

(new ones)

forward

preface

say,argue

remark

quote

cite

simply

merely

accept without question

swallow

overstate

exaggerate

attract

appeal to

for the good of

for the sake of

pole on a ship

mast

bend

curve

comparison

analogy

quickly

promptly

round plate

disc

throw

cast

go to

aim at

insecure

precarious

turn to for help

fall back on

in another way

otherwise

move from

stray away from

show

produce

load

burden

take trouble

bother

English and Chinese Phrases

Teacher(Chinese)

在某处

序言

中世纪

普遍认为

普通人

迎合口味

我的

…

完蛋了

求助于

不屑一顾

反驳

天体

由此可见

靠不住的理由

知识面

无力的论据

II. While-reading Activities

have the silent reading on the text (10 mins)

2.T explains the text in details.

Appeal to

1.

do detective films appeal to you?

Yes, ….

No, … .

students(English)

somewhere or other

the preface to

the middle ages

the widespread belief that

the ordinary citizen

appeal to

bang goes my…

fall back on

would not even bother to

say…against

heavenly body

it will be seen that

precarious reasons

the range of knowledge

weak argument

2.

what kinds of books appeal most to youth?

Books on

…

3.

why are children’s clothes colorful?

Bright and colorful clothes usually appeal to children.

Follow up

1.

what do the police do if a case is reported to them?

They follow up the case.

2.

what do you do if you read an interesting story series on a newspaper?

I follow it up.

For the sake of

1.

what do people usually do for the sake of health?

They eat healthy food, do exercises and don’t smoke,don’t…

2.

why is it necessary to widen the streets?

It’s necessary to widen the streets for the sake of a smoother flow of tra

ffic.

Throw light on

1.

what is the use of the background knowledge of a story?

It throws light on it.

2.

why are illustrations, data and charts or tables necessary in scientific reports or

business presentations?

They throw light on the reports and presentations.

Shaped like

1.

Why is a UFO also called a flying saucer?

It is shaped like a saucer.

2.

what is a space shuttle like?

It is shaped like a huge plane.

Cast on

1.

what can you see on a moon-lit night in the open?

I can see my shadow cast on the ground.

I can see the shadows of the trees cast on the wall/window.

Fall back on

1.

why do you set aside some money every month?

I set aside some money every month so that I can fall back on it if I get sick or

become unemployed.

2.

what do you do when you get lost in a new city?

I fell back on the police.

Stray away from

1.

what must you bear in mind when you walk along a path in an area of swamp?

I must not stray away from the path.

2.

what kind of people don’t you like to talk to?

I don’t like to talk to those who often stray away fro

m the topic.

Text and questions for discussion

Lines1-7

1.

why is “ Saint Joan” in italics?

It is the name of a play. See note 3 in your textbook.

2.

who is Bernard Shaw?

See Note 4 in your textbook. He is widely considered the treatest British dramatist

since

Shakespeare.

He

was

awarded

the

Nobel

Prize

for

literature

in

1925.

For

more details, refer to Note 1,2. in Teacher’s book.

3.

what do “gullible and superstitious” mean?

Gullible

means

willing

to

believe

anything

or

anyone,

easily

deceived.

“superstitious”

me

ans

willing

to

believe

something

that

cannot

be

explained

by

reason or science or that brings good or bad luck.

4.

can you paraphrase “swallows this theory”?

accepting the theroy blindly without questioning and suspicions.

Lines 8-13

1.

what does “it” refer to in the sentence “ the light it throws on modern

knowledge”?

It refers to “ the question”

2.

what is the question that is worth following up?

Are we too gullible and superstitious today?

3.

why does the author only tend to speak of ordinary men when answering why we

believe that the earth is round?

Ordinary men don’t have the espertise to prove it scientifically.

Lines 14-19

1.

why is a distant ship invisible but its mast and funnel can be seen from the

seashore?

Look at the picture on the next page.

2.

can you paraphr

ase “what can I say against it?”

I can refute the Flat Earth theory but I need more proofs to refute the Oval Earth

theory.

Lines 20-26

1.

does the author really “play cards”?

no. this is a figure of speech used to mean preenting an argument point by point.

“the first card I can play” means the first pointi can make to support my argument.

2.

what does “analogy of the sun and moon” mean?

To compare the earth to the sun and the moon.

Lines 27-31

1.

when does a lunar eclipse occur?

When the earth passes between the sun and the moon and blocks the sunlight, or

casts its shadow onto the moon, a lunar eclipse occurs.

2.

Use the Oval Earth theory to refute the author’s eclipse argument.

The

shadow

cast

on

the

moon

is

round,

but

it

doesn’t

follow

that

the

earth

is

spherical. It may perfectly well be flat like a disc.

3.

what is the author’s argument about the eclipses based on?

Publications, such as newspapers and magazines.

Lines 32-39

1.

what does the author mean by “ the minor exchanges?”

the less important points of debate.

2.

what does the author think of his previous defeats?

He

considers

them

minor/unimportant

points,

and

he

is

hopeful

to

win

in

the

debate.

3.

who is Royal?

See note 6.

4.

which is higher, Queen,King, or Ace?

King is higher than Queen,and Ace is higher than King.

5.

can you paraphrase the last sentence?

Refer to note 23.

Lines 40-46

1.

what does “bang goes my ace” mean?

My ace doesn’t work. I lose my ace. My argument isn’t conclusive.

2.

what does the author think of his “ last card”?

he believes that the last point of his argument defeats the Oval Earth man.

Lines 47-60

1.

what does the author think of his evidence?

He doesn’t think it convincing enough.

2.

what does “an exceptionally elementary piece of information” mean?

A piece of information that everyone knows.

3.

what is this piece of information?

The earth is round.

4.

can you use a Chinese saying to explain “when the range of knowledge is so vas

that the expert himself is an ignoramus as soon as he strays away from his own

specialty”?

隔行如隔山

5.

what does “ credulous” mean?

Ready to believe, without evidence.

3.

T asks Ss to come out the main idea, structure of the text (10mins)

Summary questions and Concluding remarks

1.

what cards does the author play to refute opinions different from his?

The phenomenon of the seashore view, the analogy of the sun and the moon, the

earth’s

shadow,

the

newspapers

and

books,

the

opinions

of

the

experts,

and

navigation.

2.

do you have any other cards to support the author?

High

above

on

a

plane,

we

can

see

the

curved

horizon,

still

higher

above

in

a

space ship, astronauts tell us that the earth is round, like a ball. Pictures taken from

spaceships or sky labs show the earth in no other shape than spherical.

3.

can you sum up the main idea of this text?

III. Post-reading Activities

the students do the exercises in the textbook which are related to the new words.

hand in the summary of the text.

discuss the questions on the topic related to the text.

Ss do the exercises in the text book which are mainly related to the new words

and topic.

Unit 4 Jim Thorpe

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

Ss

to

know

Thorpe’s

experiences

before

and

after

his

career

success

and

the

influence of racial discrimination towards American Indians.

the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

: await, arrival, beat, opponent, bunk, strain, utterly, glide, bewildered, desert,

decline

Phrases & Expressions

: build on, breeze through, catch up with

Grammar

:

3. About the reading, Ss should know the usage skimming.

4. About the writing, Ss should get to know how to write a recount.

5. About the listening, Ss finish the Unit 4 directed by teacher.

Teaching Procedures:

I. Pre- reading Activities

ound information

uctory remarks: This is a well-known story. The story may not be true,

-up questions

1) who was Jim Thorpe?

He was an American Indian, was a great athlete. He won both the pentathlon and

the decathlon, the two most demanding Olympic events,

in

the 1912 Stockholm

Olympic Games.

2)Can you say anything about Olympic Games?

---what is the symbol?

Five

interlocking

circles,red,blue,

yellow,

black

and

green,

on

a

white

field

representing the continents of the world joined in friendship.

3)what is the motto?

Swifter,higher,stronger

---

what is the rule about an athletes’ qualifications?

He must be an amateur.

4)Does every champion live a happy life?

4.

Key words and expressions:

Study of the words and phrases

New words and old words

Teacher

students

Old words or expressions

new ones

Be crowded

be jammed

Wait for

await

Coming

arrival

Defeat

beat

Win

finish first

Rival

opponent

Narrow bed

bunk

Work hard

strain

Completely

utterly

Take part in

enter

Move smoothly

glide

Puzzled

bewildered

Not real

false

Leave

desert

Come down

decline

English and Chinese phrases:

火车站

railroad station

焦急等待

eagerly await

田径队

track and field squad

高大魁梧

big and broad

后裔

a direct descendant of

….

有什么好玩

what’s the fun of doing…

热身运动

,

准备运动

limber up

进行民意测验

hold a poll

境遇不佳

a sad decline in fortune

II. While-reading Activities

have the silent reading on the text (10 mins)

2.T explains the text in details.

sentence making in dialogues

jam

1.

when does it take you hours to get to your office some miles from your home?

When all the streets are jammed with vehicles.

2.

in what situation can’t you get across the street

when the street is completely jammed.

Await

1.

what do you usually do when your friend doesn’t come at the appointed

time?

I will await him for a while longer.

2.

what do most children await at the end of a year?

They eagerly await New Year’s Day and the Spring Festival.

3.

what do you do after handing in your application?

I await an early reply.

Deny

1.

what does a criminal usually do first after he is caught?

He usually denies committing the crime.

2.

what is one of the rules in an examination room?

The student is denied entry to the examination room if he is half an hour late

for the exam.

3.

what do you think when women are denied the opportunity for

employment?

It is sexual discrimination.

Build on

1.

you made some progress last semester. What will you do this semester?

I will do my best to build on my previous progress.

2.

what is true friendship in your opinion?

In my opinion, true friendship builds on trust and helping each other.

3.

if you get lost in a forest, what do you do?

I build my hope on a timely rescue.

Breeze through

1.

what do you say to stimulate a person who looks discouraged?

I say, “don’t worry. You can breeze through…”

2.

what should you do if you want to breeze through an exam?

I mus

t…

Catch up with

1.

what do you say if you are sure you won’t fall behind though you start late?

Don’t worry. I’ll catch up with you.

2.

if you spend your money wildly and borrow money here and there, what will

happen to you?

Debt will catch up with me.

Text and questions for discussion

Lines 1-7

1.

what does “it” refer to in “no one would have believed it a few months earlier”?

It refers to the sentence after it.

2.

why is the sentence in subjunctive mood?

Now people believed it.

3.

how do you understand the last sentence?

The

waiting

crowd

imagined

that

the

coming

squad

of

athletes

would

be

a

big

team who would behave proudly rushing off the train just like army men rushing

offf a landing craft.

4.

was the coming squad like what they imagined?

Let’s move on and see.

Lines 8-14

1.

why was it surprising?

That one athlete could beat whole teams.

2.

what is the job of a college sports manager?

To

take

care

of

the

needs

of

the

athletes,e.g.

to

bring

them

water,carry

their

equipment, help them when they are hurt.

Lines 21-33

1.

what did

an Indian background mean in Jim Thorpe’s time?

2.

what does “it was almost impossible…to rise high in life” mean?

This means that an Indian could hardly gain success, wealth, fame, social status in

life.

Lines 34-43

1.

what can you see from “ the government gave him the chance to attend…”?

the government controlled the Indian people’s life and fate.

2.

what does the author mean by “Carlisle was racing along its own bright path”?

(with Jim Thorpe, Carlisle became outstanding in sports.

3.

can you paraphrase “In whatever…he excelled”?

He

excelled

in/was

outstanding

in

whatever

sport

he

played.

The

following

sentences tell what sports he excelled in.

4.

what does “a star” mean?

An outstanding athlete whose superior performance is popularly acknowledged.

Lines 44-52

1.

how tall was Jim Thorpe in meters?

meters

2.

what was his weight in kilos?

84 kilos.

3.

what does “he built upon these natural gifts daily” mean?

He developed his speed, strength, skills everyday on the basis of the advantages he

was born with.

4.

what other natural gift was important for his development?

He

was

so

smart

that

he

could

master

a

difficult

maneuver

within

minutes

by

watching and trying.

Lines 53-63

1.

what conclusion can you reach from the coach’s comment?

Thorpe

was

a

very

talented

football

player

full

of

potential,

but

he

was

also

delusive because even his coach did not know when he would play his best.

2 . what is the purpose of “ limbering up”?

Lines 64-73

1.

what does “demanding” mean?

Requiring energy, power,speed,skill,will,etc.

2.

how many events did Thorpe take part in altogether?

15.

3.

why was it said his performance was “one of the great feats in Olympic history”?

see Note 29.

Lines 74-83

1.

why did the author say that President Taft was wrong?

Because when Thorpe won both events, he was not a citizen of the U.S.,due to his

Indian background.

2.

what made it possible for Thorpe to become a citizen of the U.S.?

his great achievements in the Olympic Games and a special government ruling.

3.

was it natural in the early 20

th

century for an Indian to become a citizen of the

U.S.?

No, it took a special government ruling for Jim Thorpe to become a citizen.

Lines 84-91

2.

what rule had Thorpe broken?

All athletes taking part in the Olympics must be amateurs.

3.

what does “amateur” mean?

An athlete who does not play for payment.

4.

can you imagine how the two runners-up reacted to the sudden medals and

trophies?

Lines 92-104

1.

how much do you know about “league”?

2.

what does “his last professional football season” mean?

The last season he played professional football in.

3.

How did the Americans remember Jim Thorpe?

They agreed that he was the greatest athlete of modern times.

3.T asks Ss to come out the main idea, structure of the text (10mins)

Summary questions and concluding remarks

1.

what kind of athlete was Thorpe?

Talented, greatest, honest, developed all-round, excellent, superb in track and field,

football, baseball, wrestling, lacrosse,basketball,etc.

2.

what kind of life did he experience in his time

both glorious and miserable.

6.T summarizes the main idea and structure of the text (5 mins)

III. Post-reading Activities

the students do the exercises in the textbook which are related to the new words.

hand in the summary of the text.

discuss the questions on the topic related to the text.

Ss do the exercises in the text book which are mainly related to the new words

and topic.

Unit 5 To Lie or Not to Lie

—The Doctor’s Dilemma

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

Ss

to

discuss

whether

a

doctor

should

be

honest

or

not

to

a

patient

on

the

patient’s true disease.

the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

:

dilemma, benefit, brutal, routine, document, betray, object, consequence

Phrases & Expressions

: lines of work, uphold a promise, differ sharply from, in

turn, cope with, take part in

Grammar

:

3. About the reading, Ss should know the reading strategy of guessing new words.

4. About the writing, Ss should get to know the writing skill

—

a good topic sentence.

5. About the listening, Ss finish the Unit 5 directed by teacher.

Teaching Procedures:

I. Pre- reading Activities

ound information

uctory remarks:

-up questions

1) Do y

ou always believe a doctor’s diagnosis?

A doctor has training in treating the diseases

and injuries of human beings.

But

nobody is perfect and doctors can be wrong.

2)Do you think that a doctor has good reasons to tell lies?

Only when he does so for the pa

tients’ own sake.

3)Do you tell lies for good purposes?

4. Key words and expressions:

study of the words and phrases

new words and old words

teacher

students

(old words and expressions)

(new ones)

a difficult choice

dilemma

do good to

benefit

cruel

regular

medical examination

prove

deceive

oppose

result

proverb

English and Chinese phrases

Teacher (Chinese)

造福病人

加快康复

各行各业

恪守诺言

大事化小

截然不同

保护性药品

转而

,

反过来

对付

参与

俗话

不知者不为所害

brutal

routine

physical checkup

document

betray

object

consequence

saying

students(English)

benefit the patients

speed recovery

lines of work

uphold a promise

minimize the gravity of

differ sharply from

defensive medicine

in turn

cope with

take part in

the old saying

what you don’t know can’t

hurt

根深蒂固

be deeply rooted

sentence making in dialogues

lines of work

1.

who takes part in the National Day celebration?

2.

who do you think should work hard to protect our environment?

3.

what do you want to do after graduation?

At times

1.

how often do you have inter-class football games?

2.

do you ofter go to the bookstores downtown?

Slip

1.

if a person tends to believe what he is told, what is he likely to do when he talks

with other people?

2.

what will happen to somebody if he does

n’ have a plan for his expenses?

3.

if a person is not resolute enough to get rid of his bad habits,what is he likely to

do?

keep…in the dark

1.

do you like to know everything about yourself?

2.

did you ever keep your parents in the dark? When did you do so?

3.

why did you keep them in the dark?

Take leave (of)

1.

what do guests do when a party comes to an end?

2.

you see your friend off at the railway station, and now the train is about to pull out.

What do you and your friend do?

3.

why do people go to the railway station?

4.

what do people say to take leave after visiting or when seeing somebody off/

in the long run

1.

do you find it hard to learn English?

2.

it costs a lot to build a subway. Do you think it wise to do so?

3.

what would you say to a person who smokes a lot?

Take a stand for/against

1.

do you know our government’s attitude toward interference in other countries’

internal affairs?

2.

what is your attitude toward deceptive practices in medicine?

II. While-reading Activities

have the silent reading on the text (10 mins)

2.T explains the text in details.

Lines 1-5

1.

what is the doctor’s purpose in treating his patient?

To cure illness, speed recovery,save life and prolong life as long as possible.

2.

can a doctor’s lie benefit a patient?

We’ll find the answer in the text.

3.

should people tell the truth if they’ve promised to keep it a secret?

In most cases,no. they should uphold the promise of secrecy.

4.

how can lies do good to the need to expose corruption?

They can prevent the untimely alerting of the target,perhaps government officials,

and avoid adding difficulty to uncovering their wrong doings.

5.

do you agree that the requirements of honesty may be dwarfed by greater needs in

medicine, law and government for good purposes?

Lines 6-12

1.

what is a routine physical checkup?

2.

if you were this 46-year-old patient, what would you like the doctor to tell you?

I want the doctor to tell me

the truth because…

I don’t want…

3.

if you were the doctor, would you tell the truth?

Lines 13-22

1.

what is a self-serving lie?

It

is

a

lie

which

serves

for

the

teller’s

own

interest.

For

example,

a

doctor

exaggerates the seriousness of the illness so that he can charge more.

2.

try to paraphrase the sentence “Ours is a profession…’as far as possible do no

harm’”

3.

we doctors have been following a principle that as far as we can we must avoid

doing any harm to our patients. We should not tell the truth regardless of

consequences.

Lines 23-27

1.

what is a doctor’s deceptive practice?

2.

what is a placebo?

3.

what does “sound more encouraging than facts warrant” mean?

4.

how does a doctor distort grave news?

5.

how do these deceptive practices work on the patients?

Lines 28-35

1.

how

do you understand “the illusory nature…be documented.”

2.

what does the author mean by “feeling betrayed”?

3.

how is information humanely conveyed?

Lines 36-46

1.

what does “advocates of benevolent deception” mean?

2.

what is “the autonomy of patients”?

3.

what are “informed choices”?

4.

what does “choose to be a patient in the first place” mean?

5.

how do you understand “we are becoming…”?

6.

what does “kept in the dark”mean?

Lines 47-52

1.

what is the difference between integrity and credibility?

2.

how do you understand “the suspicion…”

3.

what does “it”refer to in “it contributes to…”?

4.

what are the lawsuits related to?

5.

what is “defensive medicine”?

6.

how can lies injure the entire medical profession?

Lines 53-60

1.

what is “bills of rights”?

2.

what are included in the patients’ bills of ri

ghts?

3.

what maybe alternatives for treatment?

4.

what does”the most eloquent bill of rights?” mean?

Lines 61-68

1.

what issue is there urgent need to debate openly?

2.

whom do “practitioners” refer to?

3.

how do you understand “serious consequences seem avoidable only

through

deception”?

4.

whom does “the public” refer to?

5.

how do you understand “such practices are peculiarly likely to become deeply

rooted”?

3.T asks Ss to come out the main idea, structure of the text (10mins)

4.T summarizes the main idea and structure of the text (5 mins)

summary questions and concluding remarks

is the doctor’s dilemma?

do many doctors choose to do?

are the doctors’ reasons for telling lies?

are some of the disadvantages of a doctor’s lying

?

5.

what is the author’s attitude toward this issue? why?

III. Post-reading Activities

the students do the exercises in the textbook which are related to the new words.

hand in the summary of the text.

discuss the questions on the topic related to the text.

Ss do the exercises in the text book which are mainly related to the new words

and topic.

Unit 6 How to Mark a Book

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

Ss to know how to mark a book.

the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

:

absorb,

dip,

intelligent,

original,

relevant,

underline,

basic,

emphasize,

loosen,

persuade,

restrain,

bind,

indispensable,

magnificent,

resume,

sequence, inquiry

Phrases & Expressions

:

read between lines, dip into, no more, a set of , get in

the way, in the second place, reach for, pick up, leave off, consist in tie up,

reduce…to

Grammar

:P137

3. About the reading, Ss should learn how to distinguish facts and opinions 2 .

4. About the writing, Ss should get to know the writing skill

—

supporting sentences

for argumentative..

5. About the listening, Ss finish the Unit 6 directed by teacher.

Teaching Procedures:

I. Pre-reading Activities

ound information

1)

Mortimer Jerome Adler

2)

John Dewey

3)

Mr. Valle

uctory remarks:

In this essay, the author tells us how to read more actively

and efficiently by underlining and making brief marginal notes. He argues that unless

you make a book a part of yourself, you do not literally own it; and marking up a book

while reading is the best way to make it become yours. And he goes on to tell us why

marking up a book is indispensable to reading with the following 3 arguments: 1) it

will keep our minds

alert

and active;

2) we may record our thoughts

which are the

results of active reading; 3) the physical act of noting will retain in our memory the

thoughts the author expressed and the thoughts we have had.

-up questions

The

following

are

10

statements

about

the

text.

The

students

are

expected

to

respond to these statements by saying “true” or “false”.

1. You cannot read most efficiently if you do not “write

between the lines”.

(T)

2. As soon as you have bought a book, the book belongs to you. (F)

ing to the author, books should not be kept as clean and shiny as the day they

were bought. (T)

4. According to the author, you can mark up any books that belong to yourself. (F)

5. Marking up a book while reading can keep you from dozing off. (T)

6. Books should be read in a state of relaxation. (F)

7. Your reading is active when you have filled the pages of the book with your notes.

(T)

8. Reading a book is somewhat like having a conversation with the author. (T)

9. Learning means absorbing whatever you are exposed to on the subject. (F)

10. By “ marking a book”, the author only means writing in the margin of the pages.

(F)

II. While- reading Activities

have the silent reading on the text (10 mins)

2.T explains the text in details.

1)….you have to read “between the lines” to get the most out of anything;

…while

reading

you

must

look

for

what

is

implied

if

you

want

to

get

the

greatest

benefit from any reading material

read between the lines: look for what is implied or suggested, but not actually stated

e.g. My son wrote that he liked his college life very much, but I could read between

the lines that he was homesick.

Reading between the lines, I should say they are very much disappointed at

the outcome.

2). persuade:

cause (sb.) to do (sth.)by talking to him or arguing with him

e.g. The doctors tried to persuade him to give up smoking, but he just wouldn’t listen

to them.

3).

mark up a book:

make symbolic marks in a book for the purpose of comment,

emphasis.

4). If you decide that I am right about the usefulness of marking books…:

If one conclude that I am correct in saying that it’s useful to mark books…

decide=conclude

e.g. After the interview, the manager decided that the young man was the right person

for the job.

Many

people

have

decided

that

he

is

one

of

the

greatest

soccer

stars

the

world has ever produced.

5). There are two ways in which one can own a book.

The first is the property right

you establish by paying for it, just as you pay for clothes and furniture. But this act of

purchase is only the prelude to possession. Full ownership comes…

If one bys book, he becomes its owner. In other words, he has established the property

right

over

the

book

by

paying

for

it.

This

is

the

usual

meaning

of

ownership.

The

author proposes a second meaning, what he calls “full” ownership. Buying a book is

not enough to “fully” own it, he argues. One has to read it carefully to make it fully

his.

6).

prelude:

something

that

comes

before

and

acts

as

an

introduction

to

something

more important

e.g. The discussions were a prelude to the treaty.

Many

people

believe

that

the

fighting

in

the

streets

is

a

prelude

to

more

serious

trouble.

7). transfer:

take or remove from one person or place to another

e.g.

That

world-famous

soccer

star

has

been

transferred

from

a

Spanish

club

to

an

Italian one.

The

dying

man

decided

to

transfer

the

ownership

of

his

house

to

his

youngest son.

8).

But

you

do

not

own

the

beefsteak

in

the

most

important

sense

until

you

consume it and get it into your blood stream.

But you do not really possess the beefsteak until you eat it and digest it.

“the most important sense” = the idea that something becomes completely yours only

when it becomes part of yo

u, whether it’s the food you eat or the book you read.

9). absorb:

take in (a liquid, knowledge, idea, etc.)

10). …to do you any good:

…. to be of any help or benefit to you

do (sb.) good: help or benefit (sb.)

e.g. Eat more fruit and vegetable; it will do you good.

Doing taijiquan has done me a lot of good.

11)… the standard sets…:

the collections of books written by those accepted as authorities on a particular subject

12). This individual owns woodpulp and ink, not books:

This person owns only the materials books are made of, not the ideas they contain.

This person only owns the physical aspect of books.

Individual=a single person, esp. when compared with a group or society as a whole

13). dip into:

read here and there in ( a book or magazine); browse

e.g. He usually dips into a book before deciding whether to read it or not.

Some books are to be read seriously, others to be dipped into.

14)…. but is restrained by a false respect for their physical appearance:

…. but is held back by a false belief that mar

king a book would damage their physical

appearance

restrain: hold back; control

e.g. The little boy couldn’t restrain his curiosity to see what was in the box.

His first impulse was to jump back and warn the others, but he restrained

himself, knowing that the commotion would frighten the cobra into striking.

15). loosen:

make or become loose or looser

e.g. Returning to his own office. Bob loosened his tie and opened his shirt.

When Mark was drunk, his tongue was loosened.

16). continual:

(usu. of sth. bad or annoying ) happening again and again; repeated

e.g. He still smokes and drinks, despite the continual warnings of his doctor.

We’ve had continual rain in the past three weeks.

17). preserve:

keep safe from harm, danger or decay

e.g. Do you think these traditional customs should be preserved?

Ancient Egyptians knew of means to preserve dead bodies from decay.

18). I’d no more scribble all over a first edition of “Paradise Lost” than I’d give

my baby s set of crayons and an original Rembrandt:

I wouldn’t write carelessly on the pages of a first edition of “ Paradise Lost”, just as I

wouldn’t give my baby a set of crayons and an original painting by Rembradt and risk

the danger of having the picture ruined.

19).Its soul, so to speak, is inseparable from its body:

As one might say, the soul of a painting or a statue cannot be separated from its body.

so to speak: in one sense; in a manner of speaking; as we might say

e.g. The young man often makes good suggestions to the manager and is, so to speak,

the brains of the plant.

Very

much

spoiled

by

his

parents,

the

7-year-old

boy

is,

so

to

speak,

a

little

emperor of the family.

20). manufacture

: make or produce by machinery in large quantities

e.g. Many of the shoes and toys sold in the United States are manufactured in China.

Paul’s uncle owns a big factory that manufactures farm machinery.

21). If your respect for magnificent binding or printing get in the way,…:

If

the

excellent

binding

or

style

of

printing

of

the

book

makes

you

hesitate

to

put

marks on,..

22). indispensable (to):

absolutely necessary; too important to live without

e.g. Oxygen is indispensable to life.

A good dictionary is indispensable to the study of a foreign language.

23). conscious:

aware; awake and able to feel and think

e.g. When he became conscious again, he found himself lying in bed in a hospital.

The driver was still conscious when the ambulance reached the hospital.

24).

…

the

thought

-through

book:

t

he

book

one

has

completely

digested

and

absorbed in his mind

25). Let me develop these three points:

Let me explain these three points in greater detail.

Develop: present fully; express in greater detail

e.g. I’d like to develop this idea a little more fully before I go on to my next point.

This point is developed further at the end of this chapter.

26). You can’t let your eyes glide across the lines of a book and come up with an

understanding what you have read:

…not …and…: if …, (then)…not…

e.g.

You can’t eat your cake and have it.

You can’t sell the cow and drink the milk.

27). an ordin

ary piece of light fiction, like, say, “Gone with the Wind”:

an

ordinary

novel

that

is

intended

primarily

for

entertainment,

like,

for

example,

“ Gone with the Wind”.

say=for example

e.g. I’d like to advise you to learn a second foreign language, say, Ger

man.

Could I come to see you sometime next week, say, Wednesday?

28). You don’t absorb the ideas of John Dewey the way you absorb the crooning

of Mr. Vallee:

You do not take in the profound ideas in the books written by John Dewey in the same

manner as you

enjoy Mr. Vallee’s soothing songs.

29). You have to reach for them:

You have to make a great effort to understand the ideas of John Dewey.

30).

That you cannot do while you’re asleep.

The object “that” is put at the beginning of the sentence for emphasis.

31).He also has the hardest schedule of business activities of any man I know:

He is also the busiest man I know.

32). invariably:

always; without exception

e.g. The old man invariably gets up at 6 in the morning.

The absent-minded professor will invariably leave something behind.

33). …brings words and sentences more sharply before your mind: ..

…

makes

words

and

sentences

appear

more

clearly

before

your

mind;

gives

you

a

better idea of what the author says

34). …sharpen those questions:

…make those quest

ions clearer and more distinct in your mind

35).resum

:begin again after a pause or interruption

e.g. They resumed their journey after a short rest.

After lunch he resumed reading where he had left off.

36). … with the advantage of being able to pick up whe

re you left off:

…with the benefit of being able to start the conversation again where you stopped

pick up: begin again, start again

e.g. It’s difficult to pick up a conversation when it has been interrupted.

They met after five years, and picked up their friendship as if there had been

no interruption.

Leave off: stop

e.g. We will start at the point where we left off last time.

Yesterday we left off at the end of page 51. So today we’ll begin with page

52.

37). …naturally, you’ll have the proper humility

as you approach him:

… as might be expected, you’ll show the right modesty when you go up to them to

start a conversation, i.e. when you begin to read their books.

38). …a reader is supposed to be…:

….. a reader is expected to be….

Be supposed to: be expected or required to ( by duty, responsibility, etc.)

e.g.

You’re supposed to return the books in two weeks.

He is supposed to arrive at 5 in the afternoon.

39). Understanding is a two-way operation

Understanding is a process in which one not only receives something but also gives

something, in which one may agree or disagree or even arguer with the author or the

teacher.

40). learning doesn’t consist in being an empty receptacle:

If you just receive things like an empty container, you can’t get any rea

l learning; one

who passively receives knowledge cannot expect to really learn anything.

Consist in: be found in be contained in; lie in

e.g.

Education doesn’t consist simply in learning a lot of facts.

The beauty of this picture consists in its ingenious color combination.

41). underline:

draw a line under sth. use. To show that it is important

e.g.

Try to find the topic sentence of this paragraph and underline it.

The

teacher

asked

the

students

to

use

two

colored

pens

and

underline

the

positive and negative words in the paragraph.

42). be relevant to :

be connected with what is being discussed

e.g. The judge ruled that the evidence was not relevant to the case.

I don’t think your remarks are relevant to our discussion.

43)…to tie up the ideas in a book

, which, though they may be separated by many

pages, belong together:

…to

relate

all

the

ideas

in

a

book

which

are

closely

connected

with

one

another,

though they may occur in different parts of the book

tie up: connect, relate

e.g. Tie up the two problems and you will understand them clearly.

The police are trying to tie up his escape from prison with the murder.

44).sequence:

the order in which things happen

e.g. Everything happened so fast after the train crash that each of the passengers has a

different account of the sequence of events.

The names are arranged in alphabetical sequence.

45). Some people reserve them for a fancy bookplate:

Some people reserve them for an ornamental bookplate.

46).

fancy

thinking:

philosophical

or

intellectual

thinking;

fanciful

or

whimsical

thinking

47) an integrated structure:

a structure in which the parts are brought into a whole;

an organic whole

3.T asks Ss to come out the main idea, structure of the text (10mins)

4.T summarizes the main idea and structure of the text (5 mins)

Summarization

1)Summary questions

How does the author classify book owners? ( False owners: buy books but not read

them; part owners: buy books, read them but not mark them; full owners: buy books,

read them and mark them.)

Why

does

the

author

think

marking

up

a

book

is

indispensable

to

reading?

(Marking helps one to think and helps one to remember both one’s thoughts and the

author’s)

Can you sum up the usefulness of marking books? (concentrate on; arouse active

reading

;

preserve

both

your

own

thoughts

and

those

of

the

authors;

realize

the

importance; understand a book on the whole and have an efficient, fruitful reading)

2)The main idea:

In

this

essay,

the

author

explains

the

usefulness

of

marking

a

book

as

well

as

devices for doing it. If you are used to marking a book, you must have some feeling

for it. If you are not used to it, why not try it to improve your reading efficiency?

III. Post-reading Activities

the students do the exercises in the textbook which are related to the new words.

hand in the summary of the text.

discuss the questions on the topic related to the text.

Ss do the exercises in the text book which are mainly related to the new words

and topic.

Unit 7 The Luncheon

Teaching Time:

4 hours

Students

’

level:

Sophomores of non-English majors in the 2nd semester.

Teaching Objectives:

Ss to know a piece of narrative.

the text, Ss should grasp the text content, text structure, basic vocabularies

and required grammar points of the section.

Words

:

assure,

forbid,

instant,

oblige,

ruin,

trifle,

attractive,

hospitable,

mean,

overlook,

sigh,

bite,

impression,

means,

passion,

startle,

chat,

inclined,

modest, presently, dramatic, thrust, revenge

Phrases & Expressions

: catch sight o

f, in answer to, pass through, be beyond one’s

means, cut out, at first sight, be inclined to, come in, by all means, speak for,

in season, take a hand in

Grammar

: p161

3. About the reading, Ss should learn making sound judgments 1

4. About the writing, Ss should get to know the writing skill

—

describing a man.

5. About the listening, Ss finish the Unit 7 directed by teacher.

Teaching Procedures:

I. Pre- reading Activities

ound information

1.

William Somerset Maugham

2.

The Latin Quarter

3.

the Luxembourg

4.

the Balkans

-up questions

1.

2.

Have you read any stories or novels by Somerset Maugham?

Do you know anything about Mangham and his works?

Maugham has an amazing skill for revealing situations and the essentials of

characters

with

a

few

touches.

His

stores

are

characterized

by

a

clear,

straightforward

and

fluent

style.

Now

let’s

try

to

find

out

how

these

techniques are used in the story.

3. Main Idea

This

is

a

well-known

short

story

by

Maugham,

in

which

he

describes

an

impoverished

young

writer

who

had

to

invite

a

lady

to

lunch.

The

latter

said

repeatedly

that

she

preferred

simple

and

light

meals

but

turned

out

to

have

a

very

good appetite, especially for expensive things. The young writer felt he was caught in

a

trap

of

his

own

making

because

he

was

inexperienced

and

because

he

was

susceptible to flattery. But the realization came too late. The irony of the situation, the

rich understatement of the dialogue and the humorous narrative combine to make the

story entertaining.

II. While- reading Activities

have the silent reading on the text (10 mins)

2.T explains the text in details.

1.

I caught sight of her at the play:

I saw her unexpectedly while watching the performance of a play at a theatre.

2.

in answer to her beckoning:

in response to her gesture asking me to walk over

in answer to : in response to; as an answer to

e.g.

A. The doctor came at once in answer to my telephone call.

B. The newspaper published an open letter in answer to the readers’ criticisms.

3. She addressed me brightly:

She spoke to me cheerfully or gaily.

’re none of us getting any younger:

We’re both getting old.

It’s

an

expression

used

between

older

people

to

express

regret

that

they

are

no

longer as young as they used to be,