《大學(xué)英語(yǔ)4經(jīng)管類》課程教學(xué)大綱

《大學(xué)英語(yǔ)4經(jīng)管類》課程教學(xué)大綱課程名稱（中文/英文）：大學(xué)英語(yǔ)4/NewCollegeEnglish4課程類別：通識(shí)必修課課程性質(zhì)：必修/學(xué)位課 適用專業(yè)：經(jīng)管類學(xué)時(shí)數(shù)：64 其中，實(shí)驗(yàn)/上機(jī)學(xué)時(shí)：0學(xué)分?jǐn)?shù)：15 考核方式：考試預(yù)修課程：全新版大學(xué)英語(yǔ)1.2.3教學(xué)參考書：吳曉真編.全新版大學(xué)英語(yǔ)綜合教程教師手冊(cè).上海外語(yǔ)教育出版社.2010年4月.開課單位：外國(guó)語(yǔ)學(xué)院大學(xué)英語(yǔ)第一教研室、第二教研室課程簡(jiǎn)介：大學(xué)英語(yǔ)教學(xué)也是經(jīng)管類學(xué)生的一門必修的基礎(chǔ)課程。經(jīng)管類學(xué)生的英語(yǔ)教學(xué)是以英語(yǔ)語(yǔ)言知識(shí)與應(yīng)用技能、學(xué)習(xí)策略和跨文化交際為主要內(nèi)容，以外語(yǔ)教學(xué)理論為指導(dǎo)，并集多種教學(xué)模式和教學(xué)手段為一體的教學(xué)體系，從而培養(yǎng)學(xué)生英語(yǔ)綜合應(yīng)用能力。通過(guò)對(duì)原有教學(xué)模式的改革與研究,不同于理工類學(xué)生的注重語(yǔ)言知識(shí)能力變?yōu)樽⒅卣Z(yǔ)言應(yīng)用能力,使英語(yǔ)教學(xué)圍繞學(xué)生將來(lái)就業(yè)展開,全面培養(yǎng)學(xué)生的英語(yǔ)應(yīng)用能力,突出經(jīng)管類英語(yǔ)的特色，特別是聽(tīng)說(shuō)能力，使他們?cè)诮窈蠊ぷ骱蜕鐣?huì)交往中能用英語(yǔ)有效地進(jìn)行口頭和書面的信息交流，同時(shí)增強(qiáng)學(xué)生的自主學(xué)習(xí)能力、提高綜合文化素養(yǎng)，以適應(yīng)未來(lái)社會(huì)發(fā)展和就業(yè)需要。本門課程對(duì)學(xué)生知識(shí)、能力和素質(zhì)的培養(yǎng)目標(biāo)：經(jīng)管類的英語(yǔ)教學(xué)要求也分為三個(gè)層次，即一般要求、較高要求和更高要求。一般要求的英語(yǔ)能力要求如下：聽(tīng)力理解能力：能聽(tīng)懂英語(yǔ)授課，能聽(tīng)懂日常英語(yǔ)談話和一般性題材講座，能基本聽(tīng)懂英語(yǔ)國(guó)家慢速英語(yǔ)節(jié)目，語(yǔ)速為每分鐘130詞左右，能掌握其中心大意，抓住要點(diǎn)。能運(yùn)用基本的聽(tīng)力技巧幫助理解?？谡Z(yǔ)表達(dá)能力：能在學(xué)習(xí)過(guò)程中用英語(yǔ)交流，并能就某一主題進(jìn)行討論。能就日常話題和來(lái)自講英語(yǔ)國(guó)家的人士進(jìn)行交談。能就所熟悉的話題經(jīng)準(zhǔn)備后作簡(jiǎn)短發(fā)言，表達(dá)比較清楚，語(yǔ)音、語(yǔ)調(diào)基本正確。能在交談中使用基本的會(huì)話策略。閱讀理解能力：能夠基本讀懂一般性題材的英文文章，閱讀速度達(dá)到每分鐘70詞，在快速閱讀篇幅較長(zhǎng)、難度略低的材料時(shí)，閱讀速度達(dá)到每分鐘100詞，能基本讀懂國(guó)內(nèi)英文報(bào)刊，掌握中心意思，理解主要事實(shí)和有關(guān)細(xì)節(jié)。能讀懂工作、生活中常見(jiàn)的應(yīng)用文體的材料。能在閱讀中使用有效的閱讀方法。書面表達(dá)能力：能用常見(jiàn)的應(yīng)用文體完成一般的寫作任務(wù)，能描述個(gè)人經(jīng)歷、事件、觀感、情感等，能就一般性話題或提綱在半小時(shí)內(nèi)寫出120詞的短文，內(nèi)容基本完整、用詞恰當(dāng)，語(yǔ)篇連貫。能在一般或應(yīng)用寫作中使用恰當(dāng)?shù)膶懽骷寄?。翻譯能力：能借助詞典對(duì)題材熟悉的文章進(jìn)行英漢互譯，英漢譯速為每小時(shí)300英語(yǔ)單詞，漢英譯速為每小時(shí)250個(gè)漢字。譯文基本流暢，能在翻譯時(shí)使用適當(dāng)?shù)姆g技巧。推薦詞匯量：掌握的總詞匯量應(yīng)達(dá)到4500個(gè)單詞和700個(gè)詞組，其中2000個(gè)單詞為積極詞匯，即要求學(xué)生能夠在認(rèn)知的基礎(chǔ)上學(xué)會(huì)熟練運(yùn)用，包括在口頭表達(dá)以及書面表達(dá)兩個(gè)方面。較高要求的英語(yǔ)能力要求如下：聽(tīng)力理解能力：能夠基本聽(tīng)懂來(lái)自英語(yǔ)國(guó)家人士的談話和講座，能聽(tīng)懂題材熟悉、篇幅較長(zhǎng)的國(guó)內(nèi)英語(yǔ)廣播或電視節(jié)目，語(yǔ)速為每分鐘150詞左右。能基本聽(tīng)懂外國(guó)專家用英語(yǔ)講授的專業(yè)課程。能掌握其中心大意，抓住要點(diǎn)?？谡Z(yǔ)表達(dá)能力：能夠和來(lái)自英語(yǔ)國(guó)家的人士進(jìn)行比較流利的會(huì)話，較好地掌握會(huì)話策略，能基本表達(dá)個(gè)人意見(jiàn)、情感、觀點(diǎn)等，能基本陳述事實(shí)、事件、理由等，表達(dá)思想清楚，語(yǔ)音、語(yǔ)調(diào)基本正確。閱讀理解能力：能基本閱讀英語(yǔ)國(guó)家報(bào)刊雜志的一般性題材的文章，閱讀速度為每分鐘80詞，在快速閱讀篇幅較長(zhǎng)的材料時(shí)，閱讀速度達(dá)到每分鐘120詞，能就閱讀材料進(jìn)行略讀或?qū)ぷx。能夠基本讀懂自己專業(yè)方面的綜述性文獻(xiàn)，并能正確理解中心大意，抓住主要事實(shí)和有關(guān)細(xì)節(jié)。書面表達(dá)能力：能寫日常應(yīng)用文，能寫自己專業(yè)論文的英語(yǔ)摘要，能借助參考資料寫出與專業(yè)相關(guān)、結(jié)構(gòu)基本清晰、內(nèi)容較為豐富的報(bào)告和論文，能描寫各種圖表，能就一定的話題在半小時(shí)內(nèi)寫出160詞的短文，內(nèi)容完整，條理清楚，文理通順。翻譯能力：能借助詞典翻譯一般英美報(bào)刊上題材熟悉的文章，能摘譯所學(xué)專業(yè)的英語(yǔ)科普文章，并能撰寫所學(xué)專業(yè)的英語(yǔ)小論文。英漢譯速為每小時(shí)350英語(yǔ)單詞，漢英譯速為300個(gè)漢字。譯文基本通順、達(dá)意，無(wú)重大語(yǔ)言錯(cuò)誤。推薦詞匯量：掌握的總詞匯量應(yīng)達(dá)到5500個(gè)單詞和1200個(gè)詞組，其中2500個(gè)單詞為積極詞匯更高要求的英語(yǔ)能力要求如下：聽(tīng)力理解能力：能聽(tīng)懂內(nèi)容稍長(zhǎng)的對(duì)話、短文等，并在其結(jié)構(gòu)較為復(fù)雜、觀點(diǎn)較為隱含時(shí)也能理解要點(diǎn)。能基本聽(tīng)懂英語(yǔ)國(guó)家的廣播電視節(jié)目。能聽(tīng)懂自己專業(yè)方面的講座，并掌握其中心大意，抓住要點(diǎn)?？谡Z(yǔ)表達(dá)能力：能就一般或?qū)I(yè)性的話題較為流利、準(zhǔn)確地進(jìn)行對(duì)話或討論，能用簡(jiǎn)練的語(yǔ)言概括較長(zhǎng)、語(yǔ)言稍難的文本或講話，能在國(guó)際會(huì)議和專業(yè)交流中宣讀論文并參加討論。閱讀理解能力：能讀懂有一定難度的文章，理解其意義，借助詞典能閱讀英語(yǔ)原版書籍和英語(yǔ)國(guó)家報(bào)刊雜志上的文章。能比較順利地閱讀自己專業(yè)有關(guān)的綜述性文獻(xiàn)。書面表達(dá)能力：能就一般性主題比較自如地表達(dá)個(gè)人的觀點(diǎn)，做到文章結(jié)構(gòu)清晰、內(nèi)容豐富、邏輯性強(qiáng)。能用英語(yǔ)撰寫所學(xué)專業(yè)的技術(shù)報(bào)告、論文。能在半小時(shí)內(nèi)寫出200詞的說(shuō)明文或議論文，內(nèi)容完整，文理通順，思想表達(dá)清楚。翻譯能力：能借助詞典翻譯英美報(bào)刊上有一定難度的科普、文化、評(píng)論等文章，能翻譯反映中國(guó)國(guó)情或文化介紹性的文章。英漢譯速為每小時(shí)400英語(yǔ)單詞，漢英譯速為每小時(shí)350個(gè)漢字，譯文內(nèi)容準(zhǔn)確，基本無(wú)誤譯現(xiàn)象，文字通順、達(dá)意，語(yǔ)言錯(cuò)誤較少。推薦詞匯量：掌握的總詞匯量應(yīng)達(dá)到6500個(gè)單詞和1700個(gè)詞組，其中3000個(gè)單詞為積極詞匯二、內(nèi)容和要求(一)設(shè)計(jì)題目（題目不能少于兩個(gè)）Unit1 FightingwiththeForcesofNatureUnit2 SmartCarsUnit3 JobInterviewUnit4 TheMulticuturalSocietyUnit5 CrueltyUnit6 ThePacesofLifeUnit7 TerrorismUnit8 Travel（二）設(shè)計(jì)內(nèi)容UnitOne FightingwiththeforcesofnatureTextA TheIcyDefenderLearningObjectives:Studentswillbeableto:graspthemainideaandstructureofthetext;doacomparisonandcontrastbetweenNapoleon’sinvasionofRussiaandHitler’sinvasionoftheSovietUnion;masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.Pre-readingTasks（1）TasksSsthefollowingquestionsontherecording:Whereandwhendidthestormoccur?Whydidthecrewfeartheworstwouldhappentothem?（2）Discussion:Manornature,whichismorepowerful?Ssaredividedintotwogroups.Onegrouplistsinstanceswheremanconquersnature;theothergroupcomesupwithcaseswheretheforcesofnaturearetoopowerfultoberesisted.SeveralSsfrombothgroupsreporttheirrespectiveliststoclass;TsolicitsopinionsfromotherSs:manornature,whichdothinkmorepowerful?（3）TmaymoveontoTextAbysaying:Manchangesnatureinordertolive.However,manmustalsobecarefulnottodisregardthelawsofnature.WhenNapoleonandHitlerfinallyrealizedtheirarrogance,itwastoolate.While-readingTasks（1）TasksSstosurveythetextwithinthreeminutesandfindoutthemainidea:-Manchangesnatureinordertolive.However,manmustalsobecarefulnottodisregardthelawsofnature.Inthistext,NapoleonandHitlerlaunchedmilitarycampaignsagainstRussia(theSovietUnion),buttheybothignoredtheraw,bitter,bleakRussianwinter—theIcyDefender.Asaresult,theybothfailed.（2）TdrawsSs’attentiontothesubtitlesinthetext,thenleadsthemthroughTextOrganizationExercise1．InthiswaySswillhaveabetterunderstandingofthetextstructure.Thetextcanbedividedintofourparts,ascanbeeasilyseenfromthesubtitlesprovidedbytheauthor.PartOne(Paras1-2):Introduction—BothNapoleon’sandHitler’smilitarycampaigns failedbecauseoftheseverityoftheRussianwinter.PartTwo(Paras3-11):Napoleon’smilitarycampaignagainstRussiaPartThree(Paras12-20):Hitler’smilitarycampaignagainsttheSovietUnionPartFour(Para21):Conclusion—Theelementsofnaturemustbereckonedwithinanymilitarycampaign.（3）TexplainsthelanguagepointsinPartsI-IV,andhasSspracticethem.（4）Ssformgroupstoanalyzethesimilaritiesanddifferencesbetweenthetwoinvasions.Whentheyfinish,someSsgroupsreporttoclass.LanguagePoints:inthecaseof:asfaras…isconcernede.g.Theriseininterestratewillbedisastrousinthecaseofsmallfirms.stand/get/beintheway:preventfromdoingsth.e.g.Sarahasmadeuphermindthatherleisureinterestshouldnevergetinthewayofhercareer.Idon’tthinkkidshaveasmuchfunasweusedto.Fiercecompetitionkeepsgettinginthewayoftheirdevelopment.launch:start;sendsth.onitscoursee.g.OnOctober4,1957,Sovietscientistslaunchedtheworld’sfirstartificialsatellite.In1941,AdolfHitler,leaderofNaziGermany,launchedanattackagainsttheSovietUnion.be/getboggeddown:beunabletomakeprogresse.g.Ifyouletyourselfgetboggeddowninhomework,you’llneverfindtimetoreadbooks.Thelocalgovernmentgotboggeddowninproblemsofhowtohandletheairpollution.engage:beginfightingwithsb.;takepartinordo;occupyorattractsb’sinterest;etce.g.Ihavenotimetoengageingossip.Thecommanderorderedthesoldierstoengagetheenemyimmediately.Wefailedtoengageanyactivesupportforourproject.crucial:veryimportant(followedbyto)e.g.Surprisingly,oursoccerteamwonthevictoryinthecrucialfinalgame.Unityiscrucialtotheefficientoperationofanorganization.takeagamble:takeariske.g.Ithinkshe’stakingagambleinvestingallhermoneyinstocks.Thecompanytookagamblebycuttingthepriceoftheirproducts,anditpaidoff.presson/ahead:continuedoingsth.inadeterminedway(usedinthepattern:presson/aheadwithsth.)e.g.Despitefierceopposition,thegovernmentispressingonwithitscampaigntoeliminatecorruption.bideone’stime:waitpatientlyforachancee.g.Hispoliticalrivalsarebidingtheirtimeforanattackonhispolicies.dragon:moveslowlyandwitheffort;continueendlesslyandtediouslye.g.Howmuchlongeristhemeetinggoingtodragon?stroke:anyofaseriesofrepeatedmovements;blowe.g.Isawachanceofsolvingallmyproblemsatastroke.Byastrokeofgoodluck,Tom,whohadbeenburiedintherubbleformorethan26hours,cameoutalive.atthecostof:withthelossofe.g.Thesoldiersavedthegirlatthecostofhisownlife.Thelocalgovernmentdevelopeditseconomybutatthecostofenvironment.catchsb.offguard:takesb.bysurprisee.g.Thereporter’squestioncaughttheforeignministeroffguard.Theinvitationtohisweddingcaughtmeoffguard.instruct:giveordersordirectionstosb.(usedinthepatterns:instructsb.todosth.;instructsb.that);teachsb.(usedinthepattern:instructsb.in/onsth.)e.g.Myparentsinstructedmetostartearly.Theprofessorinstructedusthatwehadonemonthtoconducttheproject.Heinstructedfamilymembersinnursingtechniques.render:causetobeinaspecifiedcondition(sameasmake)e.g.Hundredsofpeoplewererenderedhomelessbytheflood.Hewasrenderedunconsciousbyablowonthebackoftheneck.bringtoahalt:stopcompletelye.g.Productioninmanyfactorieshasbeenbroughttoahaltbythedelayedarrivalofrawmaterials.turnthetide(against):changewhatlookslikedefeatintovictorye.g.SovietvictoryinStalingradturnedthetideofthewarinEurope.thanksto:becauseofe.g.Thankstoherfinancialsupport,thetwochildrenintheremotevillagecouldgotoschool.Thankstotheirtirelessefforts,theperformancewasagreatsuccess.reckon:count;consider;thinke.g.Manypeoplereckonhimtobeagreatfootballplayer.reckonwith:take…intoconsideratione.g.Alltheseproblemshadtobereckonedwithastheyarose.toll:thenumberofpeopleoranimalskilledorinjuredinparticularcircumstances;moneypaidfortheuseofabridgeorroade.g.Thetollofroaddeathsandinjuriesisontherise.Thelocalgovernmentwasallowedtochargetollsfortheuseoftheroads.Post-readingTasks:（1）TguidesSsthroughsomeafter-textexercises.（2）TchecksonSs’homereading(TextB).（3）TasksSstoprepareforthenextunit:previewTextA.UnitTwo SmartCarsTextASmartCarsLearningObjectives:Studentswillbeableto:understandthemainideaandstructureofthetext;learnsometechniquesinexpositorywriting(definition,quotes,amixtureoffactsandopinions,etc.)；graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.Pre-readingTasks:（1）TasksSsthefollowingquestionsonthesong:Accordingtothesong,willtheworldbeabetteroraworseplaceinahundredyears’time?Accordingtothesong,whataresomeoftheeffectsofmodernscienceandtechnologyonmaninthefuture?Doyouagree?（2）Freewriting:Ssaregiventenminutestofreewrite,beginningwiththesentence:“EvenifIcouldaffordacar,Imaynotactuallywanttodriveonebecause…”SsexchangetheirpaperswithatleastthreefellowSs,notingdownreasonsgivenbytheothersastowhytheywouldn’tdriveacar.（3）TasksseveralSstoreporttoclassthereasonsfornotdrivingacargivenbothbyhim/herselfandbyothers.（4）TmaymoveontoTextAbysaying:Somescientistsandengineershavecomeupwiththeideaofa“smartcar”.Let’sreadtofindoutwhatthis“smartcar”cando.While-readingTasks:（1）TleadsSsthroughtheinstructionsforTextOrganizationExercise1,andtellthemthatthemainideaswillbefilledinassoonastheyfinishstudyingapart.Computerrevolutionwillhaveadramaticimpactoncarsinthe21stcentury.Wewillownsmartcarsthatcansee,hear,feel,smell,andtalk.Thetextfallsintofourparts:PartOne(Paras1-3):Newtechnologywillhaveadramaticimpactoncarsandhighwaysinthe21stcentury.PartTwo(Paras4-9):Withtheaidofadvancedtechnology,smartcarswillbesodesignedthattheycanhelpeliminatetrafficaccidents,determinetheirownpreciselocationsandwarnoftrafficjams.PartThree(Paras10-13):GPSand“telematics”willmakeitpossibletobuild smarthighways,whichwillbenefitusinmorethanoneway.（2）TexplainsthelanguagepointsinPartsI-III,andhasSspracticethem.LanguagePoints:turnsth.into/becomeareality:e.g.Herdreamofbeingacollegestudenthasturnedintoareality.Shoppingathomehasbecomeareality.lucrative:producingmuchmoney;profitablee.g.WemadealucrativebusinessdealwiththeAmericancompanyonriceimport.eliminate:removesb./sth..thatisnotwantedorneeded;getridof(usedinthepatterns:eliminatesth.;eliminatesth.fromsth.)e.g.Canthegovernmenteliminatepoverty?Shewentthroughthetypescriptcarefully,toeliminateallerrorsfromit.vapor:amassoftinydropsofmoistureformingcloudormiste.g.Theatmospherealwayscontainssomemoistureintheformofwatervapor.intheair:intheearth’satmosphere;uncertain,notyetdecidede.g.Thereisapeculiarsmellintheair.Ourplansarestillintheair.startup:beginorbeginworking,running,happening,etc;e.g.Catherinewaiteduntilthechildrenwentinsidethebuildingbeforestartingupthecaranddrivingoff.sth.)alert:warnsb.thattheremaybedanger,trouble,etc.(usedinthepatterns:alertsb.;alertsb.toe.g.Theteacheralertedthestudentstothedangerofswimmingintheriver.Themanageralertedthestafftothecrisisfacingthetotype:thefirstmodelordesignofsth.fromwhichotherformsarecopiedordevelopede.g.Manufacturersusuallybeginbybuildingtheprototypeofanewmodelbeforetheysetupafactorytomakeupthecars.Toyotareleaseditssmall-carprototypein1947.hazard:athingthatcanbedangerousorcausedamage;adangerorriske.g.Theresearchhasconfirmedthattobaccosmokepresentsahazardtohealth.Smogdevelopedintoamajorhealthhazardbythe20thcentury.get/bestuckin(sth.):beunabletomoveortobemovede.g.Iwasstuckinthetrafficyesterdayforaboutonehour.That’swhyImissedtheclass.ibrate:(causesth.to)moverapidlyandcontinuouslybackwardsandforwards;shakee.g.Thewholehousevibrateswheneveraheavytruckpasses.Soundsareproducedbyobjectsthatvibrateintheairataratethattheearcandetect.sendout:transmit(asignal,etc)byradiowavese.g.Batssendoutsoundwavesandmakesenseoftheirenvironmentfromtheechoestheyreceive.convert:changefromoneformorusetoanother(followedbyinto/to)e.g.Heconvertedhispoundsintodollars.Waterisconvertedintosteamifitisboiled.correlate:haveamutualrelationshiporconnection,inwhichonethingaffectsordependsonanother(followedbywith/to)e.g.Medicalevidenceshowsthatsmokingandlungcancerarecorrelated.Amother’ssmokinginpregnancycorrelateswithlowbirthweightinherbaby.bepoisedto(do):bereadytotakeactionatanymomente.g.Theautomobilecompanyispoisedtolaunchitsnewadvertisingcampaign.mount:fixsth.inpositionforuse,displayorstudy;putsth.intoplaceonasupporte.g.Thesedevicesaremountedinthevehicletoalertdrivertoanimpendinghazard.Hemountedthephotographonstiffpaper,andputitinaframe.Hemountedthebicycleandrodeaway.Hemountedthestairsslowly.Ourexpensesaremounting(up).magnetic:havingthepropertyofamagnete.g.Rubberisnotmagnetic.takecontrolof:controle.g.Thenewmanagerdidn’tknowhowtotakecontrolofhiscompany.Thegovernmenthastakencontrolofallthenewspapers.bunch:grouptogether(bothactiveandpassive)e.g.Theybunchedtogethertoallowotherstosqueezeintothecrowdedelevator.Therunnerswerestillbunchedtogetheronthetrack.incorporate:make(sth.)partofawholee.g.Hisnewlypublishedbookincorporateshisearlieressay.Wewillincorporateyoursuggestioninthisnewplan.Post-readingTasks:（1）Findingoutdefinitionsfor“blindspot”,“globalpositioningsystem”,“atomicclock”,“telematics”and“automateddriver”.（2）TguidesSsthroughsomeafter-textexercises.（3）TchecksonSs’homereading(TextB).（4）TasksSstoprepareforthenextunit:previewTextA.UnitThree JobInterviewTextA GetTheJobYouWantLearningObjectives:Studentswillbeableto:graspthemainideaandstructureofthetext;realizetheimportanceofexamplesinillustratingone’spoints;masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,speakingandwritingactivitiesrelatedtothethemeoftheunit.Pre-readingTasks:TasksSsthefollowingquestionsontherecording:Whydoyouthinkthewifebehavesinthewayshedoesaccordingtothesong?Howdoesthehusbandfeelabouthiswife’sbehavior?Groupresearchproject:HowtoPrepareforanInterviewBeforeclass,divideSsintogroups.Eachgroupwillsearcheitheronlineorthroughtraditionalmedia,forarecruitmentadrelatedtotheirmajor.EachgrouppreviewsTextAandClozeBandbrainstormshowtoprepare,asanapplicant,forthisparticularjobinterviewonthebasisofthesamead.Groupsmakeduepreparations.Inclass,severalgroupsreporttoclassontheirpreparations.Eachgroupmaybepresentedbymorethanonespeaker.Tmaymoveontothetextbysaying:Allourpreparationshavebeendonefromtheinterviewee’spointofview,nowlet’sstudyTextAtogettheinterviewer’sperspective.While-readingTasks:（1）TguidesSsthroughtheinstructionsforTextOrganizationExercise1tolearnaboutthetextstructure.Thetextcanbedividedintothreeparts:PartOne(Paras1-6):Arecentcollegegraduatefailedtoanswerthequestionsataninterviewbecauseoflackofpreparation.PartTwo(Paras7-27):FourpiecesofadviceonbeingasuccessfulintervieweePartthree(Paras28-31):Everyoneshouldmakehisorherowntracksinwhateverheorshedoes.（2）TexplainsthelanguagepointsinPartsI-III,andhasSspracticethem.（3）SsdoTextOrganizationExercise2．Attheend,TdrawsSs’attentiontotheimportanceofexamplesbysaying:Suggestionswithoutexamplesaredryandhardtounderstand;suggestionswithexamplesarecomparabletobonescoveredwithflesh.Itisalsoagoodideatostartanarticlewithanexamplethatisrelevanttoreaders’lifeandinterests,liketheauthordidinthistext.LanguagePoints:interview:questiontodecideifsb.isrightforajobe.g.We’regoingtointerviewsixcandidatesthisafternoon.JohnsonisbeinginterviewednextweekfortheChiefExecutive’sjob.grill:(infml)questionintensely;cookunderoroverdirectheat(usedinthepattern:grillsb.about/onsth.)e.g.Tomwasgrilledbycustomsofficersforseveralhours.Theseniordetectivegrilledtheyoungsuspectabouttherobberycase.Wecangrillthechopsonthebarbecue.followup:takeadditionalstepstofurther(apreviousaction)(followedbywith)e.g.Ifyoumakeahotelbookingbyphone,followitupwithwrittenconfirmation.Weareworriedthatterroristswillfollowuptheirthreatswithbombattacks.insb.’shand:insb.’spossessione.g.Hisfather’scompanyhasbeeninhishandsforsomespective:likelytobecomeorbee.g.Thechieffunctionofdirect-mailadvertisingistofamiliarizeprospectivebuyerswithaproduct.Thecollegehadapplicationsfromnearly300prospectivestudents.asIseeit:inmyopinione.g.AsIseeit,thispressconferenceisthemostsuccessfulonewehaveeverhad.endeavor:aneffortorattempttodosth.;trytodosth.e.g.Thegovernmenthasendeavoredtoforbidtheemploymentofchildrenundertheageof16.Thecompanyendeavorstodealwithclients’complaintsaspromptlyaspossible.doone’shomework:makepreparationbeforehande.g.Hehaddonehishomeworkbeforehedeliveredthespeech.goafter:tryhardtoobtaine.g.AreyouplanningtogoafterPeter’sjobwhenheleaves?HewentafterfirstprizeintheEnglishspeechcontest.incidentally:bytheway(usedwhenaddingmoreinformationtowhatwassaidbefore,orwhenyouwanttotalkaboutsth.elseyouhavejustthoughtof)e.g.Incidentally,thiswinegoesparticularlywellwithcheese.Incidentally,ifyouwanttoseeheragain,letmeknow.take/haveacrack(at):trytodosth.e.g.Theyhavedecidedtohaveacrackatthedoublechampionship.IwouldliketotakeacrackattheOlympictitleagainbeforeIretire.makeadifference:changethesituationoroutlook;haveaneffecte.g.HavingagoodteacherhasmadeallthedifferenceforAlex.Whereyoulivecanmakesuchadifferencetothewayyoufeel.blurt:utterabruptlyandthoughtlesslye.g.Peterblurtedthesecret(out)beforewecouldstophim.Assoonastheteacherputforwardthequestion,heblurtedtheanswerout.pry:trytolookintoprivatefactsaboutaperson(usedinthepattern:pryintosth.)e.g.Wedon’twantpeoplepryingintoouraffairs.Somereportersliketopryintofilmstars’privatelife.intheneighborhoodof:aboute.g.Iamhopingtobuyanapartmentintheneighborhoodof200,000yuan.fromone’s/thestandpoint(of):fromone’s/theviewpoint(of)e.g.Fromahumanstandpoint,alloftheworld’sphysicalresourcesareinfinitesupply.Inrecentyears,somepsychologistshavetriedtoexplainintelligencefromabiologicalstandpoint.Post-readingTasks:Learningaboutwritingstrategy.TguidesSsthroughsomeafter-textexercises.TchecksonSs’homereading(TextB).TasksSstoprepareforthenextunit:previewTextA.UnitFour TheMulticulturalSocietyTextA AmericaAsaCollage1．LearningObjectives:Studentswillbeableto:graspthemaimideaandstructureofthetext;practicetheircriticalthinkingabilitythroughin-depthdiscussionsonissuesmentionedinthetext;masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.Pre-readingTasks:TasksSsthefollowingquestionsontherecordedpassage:WhathappenedwhenJuanitaBrooksappliedforajobmorethan50yearsago?WhatchangesenabledJuanitaBrookstoclaimtobebothblackandwhite?Activity:theAmericancollageBeforeclass,TexplainstoSstheconceptofacollage.ProbablyitwouldbeagoodideaifTcouldshowSsasampleofcollage.Sscarryoutanindividualassignmentoutofclass.ThecollageshouldrepresenttheUnitedStatesastheyeachseeit.Inclass,Ssfromgroupstoshoweachothertheirindividualcollages,andthenexplainwhytheychoosecertainimagestorepresenttheU.S.TmaymoveontoTextAbysaying:JustnowweheardyourversionsofAmericancollage.Nowlet’slookattheAmericancollageintheeyesofanAmerican.While-readingTasks:TdrawsSs’attentiontothedirectionsofTextOrganizationExercise1,sothattheycouldunderstandthetextstructure.-Thetextcanbedividedintothreeparts:PartOne(Paras1-5):Americaisnotdeclining,butisintheprocessofcreatinganewcollage-likecivilization.PartTwo(Paras6-21):LosAngelesisagoodexampleofsuchacollage.PartThree(Paras22-24):ThereissomethinginAmericathatactsas“glue”topiecedifferentpartstogethertomaketheAmericancollage:thechancetotry.TexplainsthelanguagepointsinPartsI-III,andhasSspracticethem.IntheText,LosAngelessymbolizesanewcivilization.TletsSsdoTextOrganizationExercise2aboutthispoint.LanguagePoints:indecline/onthedecline:losingstrength;declininge.g.Heisstilloneoftheworld’smostpopulartennisplayers,buthisgameisindecline.Asshewasgettingolder,hermentalpowerswereonthedecline.paralyze:makeineffective;makesb.losetheabilitytomovepartorallofthebodye.g.Hehadaminorstrokein1998,whichlefthimpartlyparalyzed.Theexplosionkilledabouttwohundredpeopleandparalyzedpartofthecity’stransportationsystem.3．historical:concerningpastevents;basedonthestudyofhistorye.g.Museumscollectobjectsofscientific,aesthetic,orhistoricalimportance.ManyhistoricaldocumentsandphotographsarepreservedintheprovincialarchivesinNanjing.4．precedent:earlierhappening,decision,etc.takenasanexampleorruleforwhatcomeslater.e.g.Thetrialcouldsetanimportantprecedentfordealingwithlargenumbersofsimilarcases.Theappointmentoffemalecommanderofanavywarshipiswithoutprecedent.havea/thesensethat:feel/believe/realizethate.g.Assoonaswehadthesensethatsomethingwaswrong,wemovedthechildrenaway.Wehadthesensethatonemonth’spreparationisfarfromenoughifwewanttoaccomplishtheproject.leavebehind:causesth.toremain;failorforgettobringortakee.g.Iamafraidwe’llhavetoleavethedogbehindathome.IarrivedatthemeetingtofindI’dleftmynotesbehind.7．constructive:havingausefulpurpose;helpfule.g.Criticismiswelcomeonlywhenitisconstructivecriticism.Aftertheirmeeting,bothsidesdescribedthetalksasfrank,friendlyandconstructive.8．destructive:causingdestructione.g.Technologycanbeconceivedasbothacreativeandadestructiveprocess.ThestrongElNinowhichoccurredbetween1982and1983wasthemostdestructiveinmorethanacentury.showup:putinanappearance;bepresente.g.IfIdon’tshowupforclassthismorning,I’llbekickedout.Healwaysshowsupinafancycar.offend:hurtthefeelingof;giveoffenceofe.g.Tomwasdeeplyoffendedthatpeoplethoughthe’dfakedthestory.Heapologizedforhiscommentsandsaidhehadnointentionofoffendingtheprofessor.11．inthe…sense:asfaras…isconcernede.g.Intheacademicsense,thisarticleisnotwellwritten.Intheenvironmentalsense,yourplantobuildachemicalfactoryisadisaster.12．fromtheperspectiveof:fromtheviewpointofe.g.Fromtheperspectiveofwomen,thearticlesiswellworthreading.ThenovelHarryPotteriswrittenfromtheperspectiveofachild.13．submerge:(causeto)gounderthesurfaceofwater;coverorcompletelyhidee.g.Iwatchedthesubmarinegraduallysubmerging.Theragingwaterssubmergedthetinyvillage.14．stagnant:unchanging;stillandstalee.g.Thousandsofdisputesbetweenmanagementandlaborresultedfromstagnantwagescoupledwithinflation.Theytriedtodrainstagnantpoolswheremosquitoesbreed.15.discourage:takeawaythecourageorconfidenceofe.g.Michaelwassodiscouragedbyrepeatedfailuresthathedecidedtogiveuphisproject.Manypeoplewerediscouragedbytheseeminglyendlesseconomicdepression.5．Post-readingtasks:TguidesSsthroughsomeafter-textexercises.TchecksonSs’homereading(TextB).TasksSstoprepareforthenextunit:previewTextA.Unit5 CrueltyObjectivesStudentswillbeabletograspthemainideaandstructureofthetext;givereasonswhentheydotherankingactivitiesandmakepredictions;masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemoftheunit.ProceduresPre-readingtasksListentothequestionsintherecording:Dosomepeoplecaretoomuchforpeopleingeneralbutforgettheneedsoftheirclosestfriends”Whatisthesingercomplainingabout”While-readingtasksStudentsatthetitle,andthenpredictwhatthetextisabout,orwhatkindsofplotarepossibleundersuchatitle.TeacherhelpsstudentswiththeinstructionsforTextOranizationExercies1tohaveagoodknowledgeofthetextstructure.Studentsmakepredictionsonplotdevelopment.Para.3:WhatcouldBurtonpossiblyhavedone?Para.10:Willtheydiscusstheremittanceman?Para.16:WhatisBurton’sstoryabout:Para.32:WhatwasBurton’sidea?Para.45:didthemanswim?Post-readingtasksStudentsformpairstodiscussthefollowingquestions:WhichsentencerevealsBurton’sviciousnaturetothefull?Nowthatwehavegonethroughthetext,wouldyouinterprett