E英語第三冊教案許艷茹

E英語教程第三冊教案所在部門：外語系任課教師：許艷茹教授班級：15級藝術(shù)系1-3班E英語教程第三冊教案UNIT1教師姓名：許艷茹課程名稱E英語教程授課專業(yè)和班級藝術(shù)系15級1-3授課內(nèi)容UnitOne授課學(xué)時4學(xué)時教學(xué)目的Toenlargestudents’vocabularyandkeysentencepatterns.Toimprovethestudents’abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教學(xué)重點ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestructureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:thepresentsimpletenseandthepastsimpletense.Teachingdifficultpoints:distinguishfricativesofEnglishexpresssatisfactionanddissatisfactionproperlyStructuredwritingWritingaparagraphbasedontheoutline教學(xué)方法用聯(lián)想生成教學(xué)方法促進學(xué)生新舊知識的交融，注重培養(yǎng)學(xué)生用聯(lián)想和推測來填補空擋的思維方式，以提問和討論為主，注重師生互動作業(yè)Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教學(xué)內(nèi)容Warm-upactivitiesPartⅠ：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartⅡ：ReadingAandReadingBDetailedstudyofthepassageReadingA:1.Drawingyourbrightpurplecellphonefromtheinsidepocket,youarecarefulnottopressanybuttonthatwillrevealyourmissiontoyourteacher,whoistalkingatthefrontoftheroom.你小心翼翼地從里面的口袋掏出你的亮紫色，盡量不去碰觸會對正在前面講課的老師泄漏你企圖的任何按鍵。drawing的用法為現(xiàn)在分詞作狀語，其邏輯主語為you。thatwillreveal…為定語從句，修飾先行詞anybutton，that為關(guān)系代詞，在定語從句中作主語，不可省略。whoistalking…為非限制性定語從句，修飾先行詞yourteacher。2.Youputitintoyourjacketpocket,fearingyouwillnotbeabletogetitbackinyourbagwithouttheteachernoticing.擔(dān)憂把放回包里時老師會注意到，于是你就把它放到夾克的口袋里。withouttheteachernoticing的用法為介詞后跟包含現(xiàn)在分詞的復(fù)合賓語。天氣晴朗，微風(fēng)輕拂。Thedaywasbright,withafreshbreezeblowing.3.Now,notonlyhaveyoumissedtwowholepossiblyimportantminutesofyourteacher’slecture,butyourspellingandvocabularyaregettingworseandworse.現(xiàn)在你不僅錯失了老師有可能及其重要的兩分鐘講解，而且你的拼寫和詞匯變得越來越差。notonly…butalso連接兩個分句時，如果notonly置于句首，分句要用倒裝，butalso分句不倒裝，可以省去but只留also，也可以省去also只留but。他不僅作出了許諾，而且履行了諾言。Notonlydidhemakeapromise,butalsohekeptit.Therearetimeswhenwehavetousepropergrammarandtimeswhenwedon’t.有時我們必須用恰當(dāng)?shù)恼Z法有時則不必。therearetimeswhen有時候Theproblemisthatthelinebetweenwhentospellcheckandproofreadandwhentojusttypeandsendisbecomingunclearandalmostinvisible.問題是：青少年們已經(jīng)分不清楚什么時候該檢查拼寫并改錯，什么時候只是打字并發(fā)送信息。theproblemisthat…:that引導(dǎo)表語從句。5.Althoughteenstodaywilleventuallybecometheoneswhosetthestandardsforspellingandgrammar,oureldersaretheoneswhoareinchargenow,andtheylookdownonspellingandgrammarerrors.雖然今天的青少年最終會成為設(shè)置拼寫和語法標準的人，但現(xiàn)在卻是長輩們說了算，他們看不起拼寫錯誤和語法錯誤。Although引導(dǎo)讓步狀語從句，兩個who引導(dǎo)定語從句修飾兩個ones，分別指代teens與elders。6.Noticeitornot,thewordswechoose,orratherdon’tchoose,whenweuseinformalcommunicationareofgreatimportance.無論你是否注意到，我們進行非正式交流時選擇使用或不用的詞匯是很重要的。noticeitornot在文中屬于一個讓步狀語從句的省略形式，其完整的從句應(yīng)為Nomatterwhetherwenoticeitornot。beofgreatimportance:beimportant重要的beof+抽象名詞=該抽象名詞對應(yīng)的形容詞，類似的抽象名詞還有value,use,help,benefit等，這些名詞前可用little,some,no,any,great,much等修飾。7.Seldomdoweseetheword“exultant〞forhappy,“sorrowful〞forsad,or“ecstatic〞forgladinatext.我們很少在課文里看到“exultant〞，“sorrowful〞，“ecstatic〞這些詞來代替happy，sad，glad。某些有否認意思的副詞放在句首，句子常用倒裝語序。我哪兒也找不到他。NowherecouldIfindhim.8.WemustreawakenthisvastvocabularyofobscureandunusedwordsifweexpecttosucceedinexamsliketheSATthataffectourfuture.如果我們希望能在像SAT這樣影響我們未來的考試中成功，我們必須重新喚醒大量難懂的、不常用的詞匯。expecttodosth.:預(yù)期做某事if引導(dǎo)的條件狀語從句放在后面，不用逗號與主句分隔；如果放在前面，則需逗號與主句分隔。9.網(wǎng)絡(luò)中使用的英文縮略語(Netcronyms)IMO=inmyopinion我覺得,我認為KIT=keepintouch保持聯(lián)系IOW=inotherwords意思是"換句話說"TTYL=Talktoyoulater意思是"再見,下次回頭再聊"BBS=bebacksoon意思是"馬上回來"BRB=berightback意思是馬上回來FYI=ForYourInformation解釋為:提供應(yīng)您的信息，供您參考，是現(xiàn)在比擬流行的英文縮寫，常用于電子郵件中BTW=Bytheway意思是換個話題，在日常的短信及聊天時使用，以解決話題轉(zhuǎn)換時給人帶來唐突感覺的問題，相當(dāng)于常說的“對了···〞，也有“順便說一下〞的意思。LOL="laughingoutloud",or"lotsoflaughs"，表示笑得很開心的樣子，是網(wǎng)絡(luò)常用的縮略語。ur—yourGz—geeze(表驚訝)IC—iseeOIC—oh,iseeIMHO—inmyhumbleopinionL8R—laterL8ly—latelyOTOH—ontheotherhandPOV—pointofviewGrammarandExerciseVocabularyStructureTranslation教學(xué)小結(jié)通過學(xué)習(xí)，學(xué)生能把握課文中的重點單詞及重點句型，從而到達大綱要求。對于分析文章的能力有待提高。通過批改學(xué)生作業(yè)，可驗證課堂教學(xué)已到達預(yù)期的目標。UNIT2教師姓名：許艷茹課程名稱E英語授課專業(yè)和班級藝術(shù)系15級1-3授課內(nèi)容UnitTwo授課學(xué)時4學(xué)時教學(xué)目的1.Toenlargestudents’vocabularyandkeysentencepatterns.2.Toimprovethestudents’abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教學(xué)重點ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestructureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:thepresentcontinuoustenseandthepastcontinuoustense.Teachingdifficultpoints：toinferwhereconversationstakeplaceandaskformoreinformation.StructuredwritingWritingaparagraphbasedontheoutline教學(xué)方法用聯(lián)想生成教學(xué)方法促進學(xué)生新舊知識的交融，注重培養(yǎng)學(xué)生用聯(lián)想和推測來填補空擋的思維方式，以提問和討論為主，注重師生互動作業(yè)Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教學(xué)內(nèi)容Warm-upactivitiesPartⅠ：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartⅡ：ReadingAandReadingBDetailedstudyofthepassageReadingA:1.IdisagreewithwhatCharlessaysinhisNikecommercial,theoneinwhichheinsists,“Iamnotarolemodel.〞在一則為耐克所做的商業(yè)廣告中，查爾斯堅稱，“我不是楷模。〞對此我不贊同。介詞with后跟what引導(dǎo)的賓語從句。IwasshockedbywhatIhadseen.Canyougiveusadescriptionofwhathashappened?theone和Nikecommercial構(gòu)成同位語，theone后面跟定語從句inwhichheinsists…。2.Idon’tthinkwecanacceptallthegloryandmoneythatcomeswithbeingafamousathletewithouttakingtheresponsibilityofbeingarolemodel.我認為，我們在接受因成名而帶來的榮譽和金錢時，不能不承當(dāng)作為楷模的責(zé)任。don’tthink：屬于否認轉(zhuǎn)移，是將think，believe，suppose，expect，imagine等動詞接的賓語從句的否認詞轉(zhuǎn)移到主句中。從意義上來說，被否認的并不是主句中的謂語動詞，而是從句中的謂語動詞。因此，在翻譯時，需將從句中的謂語動詞翻譯成否認意義。注意：假設(shè)主句的謂語動詞為hope，賓語從句中的否認詞不能轉(zhuǎn)移。that引導(dǎo)定語從句，修飾先行詞thegloryandmoney。takeresponsibilityof/for(doing)sth.:承當(dāng)〔做〕某事的責(zé)任3.Becausetherearepeoplewhowillfollowourleadandbuyacertainsneakerorcerealforthesimplefactthatweuseit因為有人會效仿我們，他們會僅僅因為我們用了哪個牌子的運動鞋或麥片就去購置同樣品牌的產(chǎn)品。followsb.’slead:tocopywhatsb.elsehasdone,ortodowhattheytellyoutodo效仿某人；以某人為典范I’llfollowyourleadingettingupearlytoexerciseeveryday.我要以你為典范，每天早起鍛煉。thatweuseit：為同位語從句，解釋說明前面的名詞fact。4.IfIweredecidingwhetherabasketballplayerwasapositiverolemodel,Iwouldwanttoknow:Doesheinfluencepeople’slivesinapositivewayawayfromthecourt?如果讓我判斷一個籃球運發(fā)動是否是一個能夠給人積極影響的楷模，我需要了解的是：在球場外，他是不是以一種積極的方式影響著人們的生活？IfIweredeciding…：為表示假設(shè)的條件句，所以用的是虛擬語氣。在表示與現(xiàn)在事實相反的虛擬語氣中，從句用過去時，主句謂語用“would/could/might/should+動詞原形〞。awayfrom:離開；遠離5.Iwouldn’taskwhetherheliveshislifeexactlythewayIwouldliveit,orwhetherhehandleseverysituationjustthewayIwouldhandleit.我不會問他是否與我的生活方式完全相同，或他是否用與我同樣的方式應(yīng)對每一種局面。theway:后面跟的是定語從句，前面加副詞exactly,just意為“恰好；正好〞，表示強調(diào)。theway的更多用法：≈as,accordingtotheway,how/howmuch,because,while/when…6.Sometimestheyputusinapositionthatmakesusfeellikewalkingonatightropehighupintheairwhichweareboundtofalloffeventually.有時候，他們將我們置于這樣一種位置：我們感覺好似走在一根懸在高空的繩索上，最終會從繩索上面掉下來。beboundto:tobeverylikelytodosth.,tohappen,tobetrue,etc.很有可能；肯定會Constantlybeingwatchedbythepubliccanbehardtotolerateattimes.經(jīng)常被公眾盯著有時是很難忍受的。beingwatched為動名詞的被動語態(tài)作主語，因為動名詞的邏輯主語是行為的承受者。attimes:sometimesbutnotoften有時；偶爾教學(xué)小結(jié)通過學(xué)習(xí)，學(xué)生能把握課文中的重點單詞及重點句型，從而到達大綱要求。對于分析文章的能力有待提高。通過批改學(xué)生作業(yè)，可驗證課堂教學(xué)已到達預(yù)期的目標。UNIT3教師姓名：許艷茹課程名稱E英語教程授課專業(yè)和班級藝術(shù)系15級1-3授課內(nèi)容UnitThree授課學(xué)時4學(xué)時教學(xué)目的Toenlargestudents’vocabularyandkeysentencepatterns.Toimprovethestudents’abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教學(xué)重點ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestructureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:虛擬語氣和完成進行時態(tài)KeysentencepatternsItisbettertodothantodoKnowbatterthantodoStructuredwritingWritingaparagraphbasedontheoutline教學(xué)方法用聯(lián)想生成教學(xué)方法促進學(xué)生新舊知識的交融，注重培養(yǎng)學(xué)生用聯(lián)想和推測來填補空擋的思維方式，以提問和討論為主，注重師生互動作業(yè)Assignhomework:DoamorningreportonPuppyLoveIsHarmlessTranslationandafter-classreading教學(xué)內(nèi)容Warm-upactivities:DiscussionaboutLovePartⅠ：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartⅡ：ReadingAandReadingBOrganizationoftheTextAPartI(Para.1-4)Introduction:MikebreaksupwithAngieandfeelsupset.PartII(Para.5-10)Thecoach’srequests:listalloftheexperiences,goodorbad…PartIII(Para.11-14)Mikeunderstandsthetruthabouthavinglovedandlost.DetailedstudyofthePassageA1.Theysayit’sbettertohavelovedandlostthannevertohavelovedatall.人們說,愛過之后再失去比從未愛過要好。1)Itis+better+todoAthantodoB:做事情A要比做事情B好。e.g.Itisbettertogoshoppinginthesupermarketthantostayathomeforidlechat.2)tohavedone是不定式的完成時態(tài)，表示不定式表示的動作在謂語表示情況之前發(fā)生。e.g.Thereisnoneedtohaveboughtanewpairofshoesforme.Idocareaboutyou.我真的很在乎你。注：助動詞do/does/did放在一般現(xiàn)在時和一般過去時的句子中動詞原形前，以強調(diào)謂語。e.g.他確實把所有發(fā)生在他身上的事情都講了。Hedidtellallthathadhappenedtohim.Freshmann.astudentinthefirstyearofhighschooloruniversity〔中學(xué)或大學(xué)的〕一年級學(xué)生；新手e.g.對大學(xué)新生而言潔身自好是很重要的。It'simportantforthecollegefreshmantokeephisnoseclean.衍伸詞語:sophomore大二；大二學(xué)生junior大三；大三學(xué)生senior大四；大四學(xué)生haveawayofdoingsth.usedtosaythatsth.oftenorusuallyhappens〔某事〕經(jīng)常會〔總是〕以某種形式發(fā)生e.g.振作起來吧，這些問題總會有解決的方法。Cheerup-theseproblemshaveawayofworkingout.5.tackle1)vt.totrytotaketheballawayfromanopponentinagamesuchasfootball〔足球等比賽中的〕搶〔球〕,截〔球〕e.g.在有時機起腳射門之前他的球被斷了。Hewastackledbeforehehadachancetoshoot.2)vt.totrytodealwithadifficultproblem處理；解決〔難題〕e.g.BeijingofficialshavebeentryingtotackletheproblemofcongestionsincetheBeijingOlympicsin2008.2008奧運會以來,北京一直設(shè)法解決交通擁堵問題。6.focuson:centeron聚焦于；集中于1)我們會議的重點是婦女權(quán)利問題。Ourmeetingfocusesonthequestionofwomen'sright.2)Hefindsithardtofocusononethingforlongerthanfiveminutes.他發(fā)現(xiàn)他很難把他的注意力集中在一件事情上超過五分鐘。7.Theotherthingswilltakecareofthemselves.其他的事情都會解決的。注：takecareof…:為“照料，照顧〞之意，此處不要譯為“事情能夠自己照顧自己〞。在文中的意思是“其他事情總會自然解決的〞。e.g.Takecareofthepenceandthepoundwilltakecareofthemselves.金錢積少便成多。GrammarandExerciseVocabularyStructureTranslation教學(xué)小結(jié)通過學(xué)習(xí)，學(xué)生能把握課文中的重點單詞及重點句型，從而到達大綱要求。對于分析文章的能力有待提高。通過批改學(xué)生作業(yè)，可驗證課堂教學(xué)已到達預(yù)期的目標。UNIT4教師姓名：許艷茹課程名稱E英語授課專業(yè)和班級藝術(shù)系15級1-3授課內(nèi)容UnitFour授課學(xué)時4學(xué)時教學(xué)目的1.Toenlargestudents’vocabularyandkeysentencepatterns.2.Toimprovethestudents’abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教學(xué)重點ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestructureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:pronounsKeysentencepatterns形容詞作狀語；現(xiàn)在分詞短語作狀語強調(diào)句StructuredwritingWritingaparagraphbasedontheoutline教學(xué)方法用聯(lián)想生成教學(xué)方法促進學(xué)生新舊知識的交融，注重培養(yǎng)學(xué)生用聯(lián)想和推測來填補空擋的思維方式，以提問和討論為主，注重師生互動作業(yè)Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教學(xué)內(nèi)容Warm-upactivities:Discussion:Whatarethecharacteristicsaself-confidentpersonshouldhave?PartⅠ：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartⅡ：ReadingAandReadingB1)OrganizationoftheTextAPartI(Para.1-3)Introduction:Definitionandimportanceofself-confidence.PartII(Para.4-14)Mainbody:10waystoimproveself-confidence.PartIII(Para.15)Conclusion:Workhardtobuildupself-confidenceDetailedstudyofthePassageAOneofthemostimportantqualitiesthatapersonmustpossessinordertoachievehappinessandsatisfactionisself-confidence.一個人要想獲得幸福和滿足，必備的最重要的品質(zhì)之一就是自信。注：本句主語局部較長，其中的定語從句thatapersonmustpossessinordertoachievehappinessandsatisfaction修飾先行詞qualities。e.g.我昨天拜訪的那個老人是我的老師。The?old?man?that?I?visited?yesterday?is?my?teacher.Self-confidenceiswhatgivespeoplethedrivetoworktowardtheirgoalsandtheperseverancetocontinuewhendifficultiesarise.自信能賦予人們朝著目標前進的動力和遇到困難時堅持向前的恒心。注：what引導(dǎo)表語從句。當(dāng)what用作連接代詞，引導(dǎo)名詞性從句時，可引導(dǎo)主語從句、表語從句和賓語從句；它本身在從句中充當(dāng)主語、賓語或表語。e.g.他已不是從前的他了。He?is?not?what?he?used?to?be.Self-confidencereferstoaperson’sbeliefthathehastheabilitytoaccomplishtasksandovercomechallenges.1〕beliefn.thefeelingthatsth.isdefinitelytrueordefinitelyexists信心；信念e.g.我們堅信，改善醫(yī)療保健會使經(jīng)濟更加繁榮興盛。Itisourbeliefthatimprovementsinhealthcarewillleadtoastronger,moreprosperouseconomy.e.g.HerefusestocompeteonSundaysbecauseofhisreligiousbeliefs.出于宗教信仰，他拒絕在禮拜天進行比賽。2〕accomplishv.tosucceedindoingsth.,especiallyaftertryingveryhard完成；實現(xiàn)e.g.他這個人成事缺乏，敗事有余。Heisamanwhowillspoilratherthanaccomplishthings.e.g.縱然任務(wù)艱巨,我們也要及時完成。Wewillmanagetoaccomplishthetaskintimeeventhoughitisdifficult.3〕overcome1)v.tofightandwinagainstsb.orsth.戰(zhàn)勝；制服e.g.政府軍隊最終戰(zhàn)勝了叛軍。Governmenttroopshavefinallyovercomerebelforces.2)v.tosuccessfullycontrolafeelingorproblemthatpreventsyoufromachievingsth.克服e.g.他努力克服他的羞怯。Hestruggledtoovercomehisshyness.4〕assignment1)n.apieceofworkthatisgiventosb.aspartoftheirjob〔分配的〕任務(wù)e.g.她快樂地接受了任務(wù)。Shegladlyacceptedtheassignment.2)n.apieceofworkthatastudentisaskedtodo作業(yè)e.g.英語作業(yè)是寫一份讀書報告。TheEnglishassignmentisabookreport.Incontrast,peoplewithself-confidencearereadytoexpresstheirthoughtsandfeelings,havemoreenthusiasmandshowastrongerdesiretosucceed.相反，自信的人愿意表達自己的思想和感情，有更多熱情，并顯示出較強的成功欲望。1)incontrast:與此相反；相比之下e.g.Itwascoldyesterday,butincontrastit’shottoday.昨天很冷，相反今天很熱。2)bereadytodosth.:愿意做某事；樂意做某事5.Nothingmakesyoufeelmoreconfidentthanwhenyoumastersomethingnew.沒有什么比掌握一些新東西更能讓你自信了。注：nothingis/wasmore…thansth.:沒有比某事/某物更……的了。e.g.沒有什么比幸福和健康更重要的了。Nothingismoreimportantthanhappinessandhealth.Theystrivetoexcelinwaysthatthosewholackself-confidenceonlydreamabout.他們追求卓越的方式對于那些缺乏自信的人來說只能是夢想。注：that在句中引導(dǎo)了定語從句，先行詞為ways，該定語從句中還嵌套了一個定語從句wholackself-confidence。7.Itboostsone’sself-confidencetoseethatothersarebetteroffbecauseofsomethingthatyoudidtohelp.看到別人因你的幫助而變得更好能增強你的自信。注：it為see后面跟了由that引導(dǎo)的賓語從句，它又嵌套了一個定語從句thatyoudidtohelp，修飾先行詞something。8.Sometimesourvisioniscloudedbyfeelingsofself-pity.有時我們的視野會被自我憐憫所遮蔽。注：cloud:v.tomakesb.lessabletothinkclearlyormakesensibledecision把······搞糊涂cloudsb’sjudgment/vision/mind,etc.:影響某人的判斷/視野/思維e.g.不要讓你的個人感情影響你的判斷。Don’tallowyourpersonalfeelingstocloudyourjudgment.9.Seekoutandenhancerelationshipswithpeoplewhohavetheself-confidencecharacteristicsyouarelookingfor.嘗試結(jié)交那些擁有你正在努力想獲得的自信品質(zhì)的人，并增進和他們的感情。注：who引導(dǎo)的定語從句修飾先行詞people，這個定語從句中又嵌套了一個定語從句youarelookingfor，修飾theself-confidencecharacteristics。1)enhancev.toimprovesth.增進；提高e.g.Themeasurestakenshouldconsiderablyenhancetheresidents’qualityoflife.采取的措施應(yīng)該明顯提高居民的生活質(zhì)量。characteristicn.品質(zhì)；特點教學(xué)小結(jié)通過學(xué)習(xí)，學(xué)生能把握課文中的重點單詞及重點句型，從而到達大綱要求。對于分析文章的能力有待提高。通過批改學(xué)生作業(yè)，可驗證課堂教學(xué)已到達預(yù)期的目標。UNIT5教師姓名：許艷茹課程名稱E英語教程授課專業(yè)和班級藝術(shù)系15級1-3授課內(nèi)容UnitFive授課學(xué)時4學(xué)時教學(xué)目的Toenlargestudents’vocabularyandkeysentencepatterns.Toimprovethestudents’abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教學(xué)重點ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestructureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:possessivesKeysentencepatternsit為形式主語含有情態(tài)動詞should的反問句StructuredwritingWritingaparagraphbasedontheoutline教學(xué)方法用聯(lián)想生成教學(xué)方法促進學(xué)生新舊知識的交融，注重培養(yǎng)學(xué)生用聯(lián)想和推測來填補空擋的思維方式，以提問和討論為主，注重師生互動作業(yè)Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教學(xué)內(nèi)容Warm-upactivitiesPartⅠ：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartⅡ：ReadingAandReadingBDetailedstudyofthepassageReadingA:1.Ihadfriedeggsandchips,butitwasquiteaneffortgettingthemtomakethem.1)quitea/an:相當(dāng)……e.g.Heisquiteagoodbasketballplayer.他是相當(dāng)棒的籃球運發(fā)動。Quiteashorttime相當(dāng)短的時間2〕句中it為形式主語，gettingthemtomakethem為真正的主語3〕整句話意為：IhadmadegreatefforttoletthoseFrenchcooksmakefriedeggsandchipsforme.2.Notasgoodasours,mindyou,buttheywereacceptable.說真的，雖然不像我們做得那么好，但是可以接受mindyou:用作插入語，意為“請注意〞。e.g.這里水很深，你請注意不要掉下去。Thewater'sdeephere,mindyou,don'tfallin.3.Butactualphysicalcontactwiththingsoneisnotusedtoismuchmoredifficulttobear.但真正親身接觸自己不習(xí)慣的事物卻難以忍受得多be/getusedto習(xí)慣于〔做〕某事。e.g.我每天乘公共汽車去學(xué)校,所以我習(xí)慣了。Igotoschoolbybuseveryday,soI’musedtoit.4.Physicaldifferencesarenotsodifficulttoadaptoneselftoasreligious,ethical,andirrationalones.比起宗教、倫理和不符合常理的差異來說，適應(yīng)具體的、實在的差異卻沒那么困難。notso….as….不如…,不像…e.g.情況并不像被描述的那么糟糕。Thesituationisnotsobadashasbeendescribed.5.Physicaldifferencesarenotsodifficulttoadaptoneselftoasreligious,ethical,andirrationalones.1)adaptoneselfto使自己適應(yīng)e.g.孩子們很快就適應(yīng)了在小鎮(zhèn)生活Thechildrenadaptedthemselvesquicklytolivinginasmalltown.2)irrational:非理性的；不合理的e.g.她對蜘蛛有一種非理性的恐懼。Shehasanirrationalfearofspiders.6.Shouldn’tthestandardforjudgingaforeignerbe:Doeshetrytobepoliteandconsideratetoothers?insteadof:Ishelikeme?評判外國人的標準難道不應(yīng)該是看他是否努力做到禮貌而又顧及別人的感受，而不是看他的行為舉止是否和我的一樣嗎？(本句為含有情態(tài)動詞should的反問句。)considerate:體貼的e.g.我認為他是我見過的最有魅力,最體貼的人。Ithinkhe’sthemostcharming,mostconsideratemanI’veeverknown.GrammarandExerciseVocabularyStructureTranslation教學(xué)小結(jié)通過學(xué)習(xí)，學(xué)生能把握課文中的重點單詞及重點句型，從而到達大綱要求。對于分析文章的能力有待提高。通過批改學(xué)生作業(yè)，可驗證課堂教學(xué)已到達預(yù)期的目標。UNIT6教師姓名：許艷茹課程名稱E英語授課專業(yè)和班級藝術(shù)系15級1-3授課內(nèi)容UnitSix授課學(xué)時4學(xué)時教學(xué)目的1.Toenlargestudents’vocabularyandkeysentencepatterns.2.Toimprovethestudents’abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教學(xué)重點ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestructureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:pronounsKeysentencepatternsthat引導(dǎo)定語從句which引導(dǎo)非限制性定語從句StructuredwritingWritingaparagraphbasedontheoutline教學(xué)方法用聯(lián)想生成教學(xué)方法促進學(xué)生新舊知識的交融，注重培養(yǎng)學(xué)生用聯(lián)想和推測來填補空擋的思維方式，以提問和討論為主，注重師生互動作業(yè)Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教學(xué)內(nèi)容Warm-upactivitiesPartⅠ：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartⅡ：ReadingAandReadingBDetailedstudyofthepassageReadingA:IslamicmerchantsthenbroughtthebeanstothethrivingportcityofVenice,wheretheysoldthemtowealthyItalianbuyers.接著穆斯林商人把咖啡豆帶到了繁榮的港口城市威尼斯，將其賣給富有的意大利買主。thriving:是現(xiàn)在分詞作定語，修飾portcity。(關(guān)系副詞where引導(dǎo)非限制性定語從句，對先行詞Venice作進一步的說明)e.g.我們后來搬到巴黎，在那里住了六年。WethenmovedtoParis,wherewelivedforsixyears.Fromthe15th-centuryMiddleEasternestablishmentswheremengatheredtolistentomusic,playchess,andhearpeoplereadingfromworksofliterature,tothecoffeehousesofthe18th-centuryPariswherefamousFrenchwriter