大学英语-大学课程新视野大学英语第四册教案.docx
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1、新视野大学英语第四册教案Unit 1Section A The Temptation of a Respectable WomanTeaching Objectives:1. Words, Phrases and Expressions of the Text ( stress on the word-formation, and the usage of the phrases and the expressions).2. Sentence Structure ( the usage of “might have done or could have done; and So +Subje
2、ct +V or So + V +SubjectM).3. Text Structure (story-writing in chronological order).Teaching Procedure:A. Pre-reading Activity (lOminutes)What does it mean by the word “templation and respeciable”? What does it mean by the title The Temptation of a Respectable Woman”?(Group work)B. While-reading Act
3、ivity1. Ask students some sign post questions to each paragraph to see how well the students understand each paragraph.(Some of the questions are on P.8 Comprehension of the text)2. Language Points:(refer to teachers , book)1) . Mrs. Baroda was a little annoyed to learn.Please note that “ annoyed: i
4、s modified by a little. annoyed can also be modified by other adverbs, like “ somewhat/ very/ a bit/ pretty/ much/rather/ quite,etc.e.g. I was a bit annoyed, for I forgot to put your name on .2) . she could understand him no better than at first.Here “ no mans “not at all”, and can be used as an adv
5、erb before comparatives, e.g. The exam is no more difficult than the tests youve been doing in class.3) . she imposed her company upon him,.impose ones company/oneself7upon/on sb.; force ones company or oneself on sb. e.g. Dont impose your company/yourself on people who dont like you.4) “ You are fu
6、ll of surprises/ he said to her. Be full of surprises: do unexpected things e.g. Shes always full of surprises.6) . the last thing he would desire or expect.The last thing:(1). sth. that is desired in the least e.g. The last thing he needed right then was more bad news about his son.(2) sth. that is
7、 taken as the last onee.g. My feeling was that if this was the last thing I was going to do, I wanted to be of some value.7) . But the poor fellow is run down by too much work now.Run down:(cause to) decline in physical condition; weaken or exhaust in mind or vigor e.g. His health ran down to a dang
8、erous level.made some routine observations upon the unhealthy effect.8) A meaningless succession of verbs nouns, adverbs and adjectives.a succession of: a number of people or things following each other closely e.g. The reason is that a succession of statistics suggest a rapidly weakening economy.9)
9、 . She wanted reach out her hand in the darkness and touch himwhich she mighthave done if she had not been a respectable woman.Note the structure “might have done: is used to say that if a particular thing had happened, then there was a possibility of something else happening. The structure “could h
10、ave done“ can also be used in this way.e.g. She said it might have been all right, if the weather had been good.He could have got tickets if he had arrived there earlier.10) . But she did not yield to the temptation.Yield to: give in to; decide to do sth. because one cannot resist the temptation.e.g
11、. Plenty of mysteries have lasted for centuries and finally yielded to explanation.11) . she was also a very sensible one.sensible: reasonable, practical and able to judge things well e.g.1 think its a very sensible suggestion.Compare: sensitive:(of people) easily upset, esp. by things that are said
12、 or done;(of things) causing people to be upset or producing a difficult or embarrassing situation e.g. Her reply showed that she was very sensitive to criticism.12) .truly he did not deserve it.Deserve:(not used in the progressive tenses) if sb,/sth. deserves sth., it is right that they should have
13、 it, because of the way they have behaved or because of what they are e.g. The report deserves careful consideration.One player in particular deserves a mention.He deserves to be locked up forever for what he did.C. Post-reading Activity1. Ask students to sum up the main idea of the text and to anal
14、yze the writing techniques of the text.Text Structure AnalysisWriting in chronological order is common in narrative, where events are presented according to time sequence. This kind of writing is much used in telling stories, in brief biographical and autobiographical sketches. This reading passage
15、is made up of several episodes arranged according to time sequence even though the author employs many different writing techniques, especially cause-and-effect in developing the episodes. Look at the following chart and you will find that the story is structured according to time sequence as a whol
16、e.1. The first part o f the passage is Paragraph 1, which is the general situation of the story and also the starting point of the story. Mrs. Baroda was a little annoyed that her husbands friend, Gouvemail, was to spend a week or two on their plantation.2. The second part consists of 9 paragraphs,
17、from Paragraph 2 to Paragraph 10, telling us what happened and informing us about Mrs. Barodas impressions of her guest Gouvemail. The descriptions are presented in chronological order. Paragraph 2 deals with Mrs. Barodas impression of her guest she was feeling puzzled, not being able to penetrate h
18、er silent guest. Paragraphs 3 to 10 are about a conversation between Mr. and Mrs. Baroda concerning their guest Gouvemail. Mrs. Baroda was troubled to find Gouvemail a terrible nuisance not a man of wit, but a dull man difficult to understand. Time markers: after a few days, then, one day, in the mo
19、rning, until, etc.3. The third part is made up of 9 paragraphs, from Paragraph 11 to Paragraph 19, concentrating on what happened “that night”. The author uses a succession of verbs and adverbs to describe what happened that night in chronological order. In this part, the author also describes some
20、sort of emotional change in Mrs. Baroda but all this came along with a succession of actions. Time markers: that night, the next morning, then, when, etc.4. The fourth part is Paragraph 20 only. Paragraph 20 is about what happened the day after 4tthat night”. The next morning, Mrs. Baroda took an ea
21、rly train without even saying farewell. She did not return until Gouvernail was gone. Time markers: the next morning, not return until 5. The fifth part is Paragraph 21. Paragraph 21 describes what happened during the time after “that night”. During the summer that followed, Mr. Baroda greatly desir
22、ed that his friend should come to visit them again but this was vigorously opposed by Mrs. Baroda. Time marker: during the summer that followed 6. The sixth part consists of Paragraph 22 to Paragraph 24, which is the continuing part of the story, still, according to time sequence. Before the year en
23、ded, Mrs. Baroda proposed to have Gouvernail visit them again as she had overcome everything. Time marker: before the year endedUnit 2Section A Charlie ChaplinTeaching Objectives1. Words, Phrases and Expressions of the Text ( stress on the word-formation, and the usage of the phrases and the express
24、ions).2. Sentence Structure ( a: inversion of the sentence; b: It is + adj. to do.).3. Text Structure (a central topic/idea supported by different aspects/details ).Teaching Procedure:A. Pre-reading Activity (lOminutes)What do you know about Charlie Chaplin?What do you want to know about Charlie Cha
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