Unit3 全新版大學(xué)英語教案

NewHorizonCollegeEnglish(Book4)Title:Unit3LongingforaNewWelfareSystem(A)InstructionTypes:1.lectureandexplanation2.discussionandretellingObjective:Bywayoflearningthistext,makethestudentsknowtheseimportantdevicesfordevelopingareport:1.Exemplification2.Narration3.DeductionDifficulty1.keywordsandexpressions&2.KnowhowtoanalyzeandusethesedevicesEmphasis:Time1.Warm-upactivitiesDistribution:2.Drillsofimportantphrasesinthetext3.Organizationofthetext(mainidea,developingdevices)4.keywordsandexpressions5.AssignmentI.Warm-upactivities1.BackgroundinformationSocialWelfare(1)Publicassistanceprograms,commonlycalled“welfare”,providecashorin-kindbenefitsforparticularcategoriesofthefinanciallyneedy.TheU.S.welfaresystemoperatesonboththefederalandstatelevels.ThefederalwelfareprogramisknownasSocialSecuritythatprovidesbenefitsorassistanceforchildcare,disability,foodandmedicalassistance(alsoknownasmedicaid).Thestatewelfareprograms,ontheotherhand,provideassistancetobothindividualsandlocalcommunitieswithstateschoolingandsocialinsurance.SocialWelfare(2)U.S.welfareprogramsgrewsignificantlyinthedecadesfollowingWorldWarII,butincreasesinwelfarecostsduringthe1960sand1970sbroughtintoquestiontheextentandqualityofpublicassistance.Intheearly1980stheReaganAdministrationreducedwelfareexpenditureandsuggestedturningresponsibilityforwelfarefundingovertothestates.ThecutsinfederalfundingthattookeffectduringtheReaganAdministrationdidinfacteffectivelyplacetheresponsibilityformaintainingfundinglevelsonthestates—and,insomecases,onthelargercities.SocialWelfare(3)Theresulthasbeenawideningofthealreadyexistingdisparitiesinsocialservicesspendingbetweenstates,andbetweencitiesandregionswithinastate.Anexampleofthestatewelfaresystemcanbeseenathttp://www.state.tn.usundertheHealthandSocialProgramssection.Socialwelfareisanintegratedpartofacountry’ssocialpolicy.2.Questionsandanswers1)-Whydowelfareclientsoftencheatthesystem?Iamnotfamiliarwiththewelfaresystemeveninourcountry.Inmyjudgment,welfareclientscheatthesystembecausetheycan’tgetenoughmoneytosustainanaveragelivingorbecausetheyarenotsatisfiedwiththewelfaretheyenjoy.Ontheotherhand,Isupposetheremustbesomewhoaresoselfishandgreedyastocheatthesystemformoremoney.2)-Inwhatwaysdowelfareclientscheatthesystem?Tomyknowledge,welfareclientscheatthesysteminthewaysasfollows:Theydon’tdeclarethegiftsfromfriendsandrelatives;theyunderstatethepensionfromthegovernment;theyexaggeratetherent;andtheyevenreporttowelfarethatlivingcostsincreasesharplyandtheirpurchasingpowerdecreasesgreatly.3)-Inwhatwaysdothecaseworkersabusethesystem?Seizedwiththeillusionthattheyaremadefoolsofwheneverhelpisaskedfor,caseworkersdon’thelptheirclientsoutofconscience.Instead,theyexpecttheirclientstobowdowntothem,andgiveoutlecturesbeforewelfareclients.Caseworkersmayregardtheirjobofprovidingserviceasapowerofdistributingwealth.II.Drillsofimportantphrasesinthetext1.渴望/盼望······longfor…(Title)2.面臨著······befacedwith…(L.1)3.向······榨取······bleed…for…(L.2)4.竭力爭取；大力招攬drumup(L.6)5.私下，背地里underthetable(L.8)6.向······屈服yieldto…(L.8)7.卷入/潛心于······getinvolvedin…(L.9)8.在心底deepdown(L.11)9.愚弄某人makefoolsofsb.(L.12)10.有權(quán)做某事beentitledto(do)sth.(L.13)11.是做某事的暗示bethecuetodosth.(L.26)12.頂嘴talkback(L.26)13.就某事訓(xùn)斥某人lecturesb.aboutsth.(L.29)14.拿到最低的報價getthecheapestbid(L.41)15.逐漸脫離······makeagradualshiftawayfrom…(L.50)16.突然脫離/擺脫jumpoff(L.51)17.成為······的捍衛(wèi)者actasachampionfor…(L.55)18.適宜于······;同意參與······lendoneselfto…(L.56)19.證明/宣判某人有罪convictsb.ofdoingsth.wrong(L.66)III.Organizationofthetext(mainidea,developingdevices)1.MainideaofthetextThepassageexplorestheproblemsofthepresentwelfaresystemfirstandthenexpressesthedesiretohaveanewsystem.Accordingtotheauthor,adisabledpersonwithspinalcordinjuries,heisforcedtoaccountforeverypennywhileenduringlecturesbythecaseworkers.Itishardtohavehiswheelchairrepairedandevenhardertomakeagradualshiftawayfromwelfare.Thatiswhyhelongsforanewsystemunderwhichthedisabledlikehimcanearnpartoralloftheirownlivings.2.Howisthetextorganized?Thepassageiscomposedofthreeparts:howpeoplebehaveunderthepresentwelfaresystem,whattheproblemsarewithit,andwhatsolutionsshouldbeappliedtotheproblems.Theorganizationofthewholepassagegoesaftertheproblem-solutionpattern,spicedthroughoutwithexamplestakenfromtheauthor’sownexperiences.PartIParas1-3CurrentsituationdescribingOnonehand,mostwelfareclientscheatthesystemformoremoney.Arethereanyexampleshere?(Para.1)Allthesame,somelikemehaveoptedtolivealifeofhonesty.Arethereanyexampleshere?(Para.2)Ontheother,welfarecase-workers,likedetectives,expecteveryclienttobeg.Why?(Para.3)PartIIParas4-14ProblemswiththesystemProblem1:Clientsareforcedtoreportanythingnewtocaseworkers.Isthereanyexamplehere?(Paras.4-8)Problem2:Itisdifficultforclientstohavetheirwheel-chairsrepaired.Isthereanyexamplehere?(Paras.9-12)Problem3:Ifclientsmakemoney,astheauthor’sownexperiencereveals,theyhavetoaccountforeverypenny.(Para.13)Problem4:Thelawdoesnotencourageclientstomakeagradualshiftawayfromwelfare.Evidence?(Para.14)PartIIIParas15-17SolutionstotheproblemsSolution1:Thereneedstobealawyertoprotecttherightsofclients.Example?(Para.15)Solution2:Thewelfaresystemshouldhelpthosewhoaretoearntheirownlivings.How?(16.)Solution3:Anewsystemisneededtoencourageclientstodeveloptheirtalentswithoutguilt.(Para.17)3.TextanalysisPart1:(para.1---3):Whatwelfareclientsandwelfarecaseworkersdounderthepresentwelfaresystem.Part2:(para.4---14):Theproblemswiththepresentwelfaresystem.Part3:(para.15---17):Thewritergivessomesuggestionstoimprovethepresentwelfaresystem.IV.keywordsandexpressionsA.Expressions1.Ihaveoptedtolivealifeofcompletehonesty.opttodosth.:(=choosetodosth.)選擇干；決定干eg:---Heoptedtocontinuehisstudyforamaster’sdegreeaftergraduationfromacollege.大學(xué)畢業(yè)后，他選擇讀碩士學(xué)位。---Whenheleftschool,heoptedtogotocollegeandstudyforadegree,ratherthangettingjobstraightaway.（直接地）2.…drumupsomebusiness…drumup:1）爭?。ǜ傔x）支持2）大力招攬Eg:---Hehadflowntothenorthofthecountrytodrumupsupportforthecampaign.（競選活動）---Theywereunabletodrumupenthusiasmforthenewpolitics.人們未能激起對新政策的熱情。3.Oh,I‘mtemptedtogetpaidunderthetable.a)underthetable（美）：（=inasecretway）私下，背地里b)underthecounter（英）：（同）eg:---Somecoachescheatedandtookmoneyfromtheclubsunderthetable.---Shegavethemoneyunderthetabletogettheposition.3.….theyarebeingmadefoolsofbymanyoftheirclients…makeafoolofsb.：愚弄某人Comparemakeafoolofoneself:出洋相Eg:---Hewasdrinkingandmakingafoolofhimself.4.Suzannetriestolecturemeaboutrepairs.lecturesb.about…：就…教訓(xùn)人Eg:--HeisalwayslecturingmeaboutthewayIdress.5.…whichisalwaysbreakingdown...breakdown:出故障；垮掉Eg:---Mycarbrokedownonthewaytotheairport,andIhadtogetataxi.CET-4breakaway:breakinto:breakout:突然離開，強(qiáng)行逃脫breakin:非法闖入；插嘴，打斷強(qiáng)行闖入breakoff:中斷，突然停止爆發(fā)，突然出現(xiàn)breakthrough:突圍，沖破breakup:粉碎，打碎；終止，結(jié)束6…soIcangetaroundinawheelchair.getaround（美）:四處走動getabout（英）：（同）eg:---Shegetsaroundwiththehelpofataxi.7.Shelookedintoeverycornerinsearchofunreportedappliance.1)lookinto:調(diào)查，仔細(xì)檢查Eg:---Thegovernmentwilllookintohowtosolvethehousingproblem.（住房問題）2)insearchof…：尋找Eg:---Manyoftherefugeesaretravelingtothenorthoftheregioninsearchoffoodandshelter.CET-4lookafter:照顧，照料，照管lookback:回頭看；回顧，回憶(-on)lookdownupon:看不起，輕視lookforwardto:盼望，期待順便訪問/看望lookin:lookahead:向前看，考慮未來lookon:旁觀lookout(for):當(dāng)心，留神Lookover:過目lookthrough:（從頭至尾）瀏覽lookto:留心；依靠lookup:（在字典中）查找B.Sentencepatterns1.Sb.beginsas…withhighideals/greatambitions/goodintentionsto...Butafterafewyearsin…/ofdoingsth.,he/shebecomesliketheonepeopleoftencall“…”.某人剛開始時是······，有理想/有遠(yuǎn)大抱負(fù)/有······的美好愿望。可是在這個······里/做某事做了幾年后，他/她就變得與人們所稱的······一樣了。2.Thereisnoprovisionof…in…for…在······中沒有明確/提供······，使你達(dá)到······目的。3.Thereneedstobesb./sth.who/that…,because…真需要有······來······,因?yàn)椤ぁぁぁぁぁsignmentsDefinitionsofSomething（界定說明文）人們對某一事物的不同界定。其正確的定義為······如何對待該事物？1)Somethingmaybemanythingstomanypeople./Peopleusuallyviewsomethingfromdifferentperspectives.(主題引入)2)Somewouldprefertodefineitas…whileotherswouldliketointerpretitas…(人們的不同解讀)3)Therearestillsomeotherswhoareinclinedtoregarditas…(人們的進(jìn)一步解讀)4)Ifseeninitstruecolors/Inapropersense/Inessence,however,somethingisnothingbut…,nomatterwhat…(正確的界定)5)Thekeytotheissueistheyardstickyouuseformeasuring.(進(jìn)一步闡述)6）Ifyou…,youaremorelikelyto…but,ifyou…,youhavemorechancesto…(進(jìn)一步闡述)7)Ontheotherhand,somethingisalsoabecoming.(進(jìn)一步界定)8)Itgoesupalongwith…whereasitgoesdowntogetherwith…(進(jìn)一步闡述)9)Sothereismuchneedto...10)Toachievethis/Tomakeit,you’dbetterlearnhowto…,which/as…(建議I)11)Andmeanwhile,youmay…,afterwhich,youwill…(建議II)12)Butmostimportant/vitalforyouis…(建議III)TheTrueMeaningofSelf-worth人們對自我價值的不同界定。其正確的定義為······如何培養(yǎng)正確的自我價值觀？1)Self-worthmaybemanythingstomanypeople.(主題引入)2)Somewouldprefertodefineitasthewealththeyhaveachievedwhileotherswouldliketointerpretitasthesocialstatustheyenjoy.(人們的不同解讀)3)Therearestillsomeotherswhoareinclinedtoregarditastheesteemofotherstheyhavegained.(人們的進(jìn)一步解讀)4)Ifseeninitstruecolors,however,self-worth,orself-esteem,isnothingbutapositiveacceptanceofyourwholeself,nomatterwhatyouareinsociety.(正確的界定)5)Thekeytotheissueistheyardstickyouuseformeasuring.(進(jìn)一步闡述)6）Ifyoutendtoweighyourselfonthescaleofthemoresuccessfulorthejudgmentofothers,youaremorelikelytofeeldownonyourself,butifyoulovetocompareyouradvantageswithothers’disadvantages,youhavemorechancestooverestimateyourownvalue.(進(jìn)一步闡述)7)Ontheotherhand,self-worthisalsoabecoming.(進(jìn)一步界定)8)Itgoesupalongwithmoreandmoreworthyouprovetosocietywhereasitgoesdowntogetherwithlessandlesseffortyoumakeinwhatcountstosocietyaswellastoyourlife.(進(jìn)一步闡述)9)Sothereismuchneedtodevelopaproperself-worth.10)Toachievethis,you’dbetterlearnhowtoreinforcethebeliefthateveryindividualhasuniqueworth,whichawaitshis/herdiscovery.(建議I)11)Andmeanwhile,youmaychooseagoalwithinyourreachandattainit,afterwhich,youwillhaveabetteropinionofyourself-worth.(建議II)12)Butmostimportantforyouistobuildupyourself-worththroughgreaterandgreatereffortsinyourstudyandwork.(建議III)NewHorizonCollegeEnglish(Book4)Title:Unit3ABlindManHelpedMeSeetheBeautifulWorld(B)InstructionTypes:3.lectureandexplanation4.discussionandretellingObjective:Thetrainingfocusonhowtoanalyzethestructureofthetextandlearntoretellthetext.Difficulty1.textanalysis&2．retellingEmphasis:TimeDistribution:1.Pre-readingactivities2.Readingskills3.Textanalysis4.ExpressionsI.Pre-readingactivitiesGivestudentsseveralminutestopreviewthetextandpreparetoanalyzethestructure.Getfamiliarwithnewwords.II.ReadingskillsWelearnedhowtounderstandfigurativelanguageinUnit5andUnit10,Book2andUnit4,Book3.Theabilitytorecognizeandexplainfigurativelanguagemayhelpusfullyunderstandawriter’spointanditiscrucialtoabetterunderstandingofwhatweread.Tomakelanguageclearer,moreinteresting,andmorestriking,writersoftenuseexpressionsthatarenotliterallytrue,makingcomparisonsintheirwriting.Figurativelanguage—languagethatcompares—paintsapictureforthereader.Whenweusewordsinotherthantheirordinaryorliteralsensestolendforcetoanidea,toheighteneffect,ortocreatesuggestiveimagery,wearesaidtobespeakingorwritingfiguratively.However,figurativelanguagecanbeconfusingifitisunderstoodliterally.InUnit5,Book2,wementionedmanydifferentwaysofusingfigurativelanguage.a)Similes(明喻,直喻).Thesearefigurativeexpressionsthatdirectlycompareonethingtoanotherbyusingthewordsasorlike.b)Metaphors(暗喻),inwhichcomparisonsareonlyimplied,withoutusinglikeoras.c)Personification(擬人),figurativeexpressionswhichcomparenon-humanthingstohumans.Ofcourse,therearemanymorefiguresofspeechthanhasbeenmentioned.Herearesometipsforyoutorecognizefigurativewaysofsayingthings:1.Makesurethatyouareawarethatthewriterismakingacomparison.2.Keepclearlyinyourmindjustwhatisbeingcomparedtowhat.Don’tlosethebasicpointbygettingconfusedaboutthecomparisonandforgettingwhatthewriterisexplaininginthefirstplace.3.Lookforsuchwordsaslikeandas,whichoftenintroducecomparison.4.Trytofigureoutwhythewriterhasmadethecomparison.NowherearesomeexamplesfromReadingPassageAtohelpyouunderstandfigurativelanguage.Example1Oh,I’mtemptedtogetpaidunderthetable.(Para.2,ReadingPassageA,Unit3)Explanation:underthetable—withoutothersknowingthatI’mbeingpaid.Example2:ButevenifIyieldedtothattemptation,bigmagazinesarenotgoingtogetinvolvedinsomestickysituation.(Para.2,ReadingPassageA,Unit3)Explanation:stickysituation—situationthatonecannotgetridoforgetoutofExample3:Butafterafewyearsinasystemthatpracticallyrequirespeopletolie,theybecomeliketheoneIshallcall“Suzanne”,adetectiveinshorts.(Para.3,ReadingPassageA,Unit3)Explanation:adetectiveinshorts—thecaseworkerisbeingcomparedtoadetectivewhowearsshortslikeasportsman,chasedtheclientsandtriedtofindoutfaultswiththeclients.Example4Friendsandfamily.(Para.9,PassageA,Unit3)Explanation:Friendsandfamilyareclearlynotparalleltoeachother.Here“family”isasubstitutionofwholeforparts.The“family”heremeansmembersofthefamily.Example5I’veheardthatyouputalotmoremiles