新編英語教程(第三版)第3冊電子教案

新編英語教程（第三版）第3冊PAGEPAGE1BookIIITOC\h\z\u\t"標(biāo)題3,1"Unit1 2Unit2 4Unit3 6Unit4 8Unit5 10Unit6 12Unit7 14Unit8 16Unit9 17Unit10 19(6hours) 19Unit11 21Unit12 23Unit13 24Unit14 26Unit15 27

Unit1(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;Appreciatethetwonarrationsinthisunitandlearnsomewritingskillsinnarrationandpracticeitalongwithletterwriting;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:Awkward;dreary;rotund;grunt;proceed;dismay;appall;diffidently;singularly;reckon;querulous;somber;scribble;attachimportanceto;havesth.incommon;acrocodileofIII.TeachingProcedures:(4hours)Greeting;Thewholeplanforthissemester;Beginthenewlesson:1).Answerthepre-readingquestionsorally;2).Allowstudents3minutestogoovertextIrapidlyforthemainidea;3).Dotheguessworkofvocabulary;4).StudyTextIintensively;5).AnswerthequestionsofTextIbothinSB(student’sbook)andB(workbook)orally;6).ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;7).Dooralwork;8).Studythemainpointsofguidedwriting,includingtheinformationaboutpréciswriting,paragraphwritingofnarrationanddescription,andtheheadingandsalutationofaletter;9).Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextI1….Withnoexperienceofteachingmychancesoflandingthejobwereslim:thereislittlepossibilityformetogetthejobchancesofdoingsth.land:succeedingettingsth.E.g.Hischance/chancesoflandingthe1stprizeis/areslim/scant/slender/small.2.summonsb.todosth.3.…smellunpleasantlyofstalecabbagesmellof:giveoutthesmellofscentofE.g.smellofbrandy/paint/garlicHisaccountsseemedtomesmelloftruth.4.proceedto(do)sth.:goahead,continuetodoprecede:come,goorhappenjustbeforesth.precedesth(withsth)E.g.proceedtoannouncehisplan;proceedtothenextitemontheagenda;Heprecededhisspeechwithawarningagainstinattention.5.attachimportancetosth.;consider…importantE.g.attachmuchimportance/weight/significancetothetheory6.havesth.incommon7.notsomuch…butthefactthat…E.g.Itwasnotsomuchtherebeingnocouncilsofworkers,peasantsandsoldiersworthyofthemane,butthefactthattheywereveryfew.8.thelaststraw:anadditiontoasetoftroubleswhichmakesoneunbearableE.g.Thehotelwasexpensive,thefoodpoor,andbadweatherwasthelaststraw.V.LanguagepointsforTextIIpromptsb.todosthorpromptsth:urgeorcauseE.g.Hisactionwaspromptedbyfear.Hungerpromptedhimtosteal.2.Feelinganythingbutwell.:feelingfarfrombeingwellanythingbut(恰恰不,才不)nothing/nobodybut(正是,只是)allbut(幾乎,差一點(diǎn))E.g.Shelooksanythingbutwell.(Shelooksill.)Youhavenobodybutyourselftoblame.Thethiefhasallbutsucceededinescaping.3.beseton/upon(doing)sth:bedeterminedtodo,makeupone’smind4.getroundtodoingsth.:findtimetodosth.atlastE.g.Afteralongdelay,hegotaroundtowritingtheletter.5.instillsth.in/intosbinstill:toput(ideasfeelings,etc.)graduallybutfirmlyintosomeone’smindbyacontinuouseffortE.g.instilltheideaofdisciplineandobedienceintonewsoldiers6.Itwasmoreacross-examinationthananinterview.7.Induecourse,youwillhearfromus.Due:rightandproperE.g.Hehashisduereward.Unit2(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;AppreciateandlearnsomewritingskillsinthedescriptionofTextIandpracticeitalongwithletterwriting;GettoknowsomeinformationaboutAprilFool’sDay;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:weep,rage,accordingly,croaking,cling,dismissive,brutal,quarantine,coop,witty,exempt,hoax,growl,preyIII.TeachingProcedures:(4hours)Reviewthemainpointsinlastclass;Studythenewunit:Answerthepre-readingquestionsorally;Allowstudents4minutestogoovertextIrapidlyforthemainidea;Dotheguessworkofvocabulary;StudyTextIintensively;AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;Dooralwork;Studythemainpointsofguidedwriting,includinghowtowriteaparagraphofdescription,andtheintroductionofaletter;Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextIHelookedhisgoodbyeatthegarden.:Hesaidhisgoodbyebylookingatthegarden.clingtoE.g.Shestillclingstothebeliefthatherhusbandisalive.Littlebabiesusuallyclingtotheirmothers.preparesb/oneselfforsth:makesomeone/oneselfreadytoacceptortobeadjustedtoanewcondition,idea,oraneventatsuchshortnotice:withlittletimeforpreparationE.g.Thestudentsusuallygivethelandladyonemonth’snoticebeforetheymove.Onecanalwaysgetataxihereatashortnotice/atamoment’snotice.Ifonly:isoftenusedtointroduceanexclamationexpressinganunfulfilledconditionatpresent,inthepastorinthefuture.Theverbisgenerallyinthepastorpastperfect.E.g.IfonlyIhadachancetolivemychildhoodonceagain.Ifonlyhehadhadalotincommonwithme.wouldratherdosththandosthE.g.I’dratherwalkallthesestairsupthanwaitforthelifttogoup.becoopedupE.g.hefeltgoodinthefreshairafterbeingcoopedupinthehouseforsolong.V.LanguagepointsforTextIIhoax:deceive,playtricksonsbhoaxsbwithsth,hoaxsbintodoingsthcoax:getsbtodosthbykindnessorpatiencecoaxsbtodosth,coaxsbinto/outofdoingsthneedlesstosayprey:ananimalthatishuntedandeatenbyanotheranimalorbyaperson;someonewhocaneasilybedeceivedorinfluencedE.g.Somesalesmanconsideryounghousewiveseasyprey.exempt:freefromadutyorserviceexempt…fromE.g.Adoctor’snotewillexemptyoufromphysicaleducation.VI.SomeinformationaboutAprilFool’sDayAprilFool’sDayisonApril1st.Itistraditionallyadaytoplaypracticaljokesonothers,sendpeopleonfool'serrands,andfooltheunsuspecting.NooneknowshowthisholidaybeganbutitwasthoughttohaveoriginatedinFrance.Theclosestpointintimethatcanbeidentifiedasthebeginningofthistraditionwasin1582,inFrance.NewYear'swascelebratedonMarch25andcelebrationslasteduntilApril1st.WhenNewYear'sDaywaschangedfromMarch25toJanuary1stinthemid-1560'sbyKingCharlesIX,thereweresomepeoplewhostillcelebrateditonApril1standthosepeoplewerecalledAprilFools.PranksperformedonAprilFool'sDayrangefromthesimple,(suchassaying,"Yourshoe'suntied!),totheelaborate.Settingaroommate'salarmclockbackanhourisacommongag.Thenewsmediaevengetsinvolved.Forinstance,aBritishshortfilmonceshownonAprilFool'sDaywasafairlydetaileddocumentaryabout"spaghettifarmers"andhowtheyharvesttheircropfromthespaghettitrees.Whatevertheprank,thetricksterusuallyendsitbyyellingtohisvictim,"AprilFool!"AprilFool'sDayisa"for-fun-only"observance.Nobodyisexpectedtobuygiftsortotaketheir"significantother"outtoeatinafancyrestaurant.Nobodygetsoffworkorschool.It'ssimplyafunlittleholiday,butaholidayonwhichonemustremainforevervigilant,forhemaybethenextAprilFool!EachcountrycelebratesAprilFool'sdifferently.InFrance,theAprilFool'siscalled"AprilFish"(Poissond'Avril).TheFrenchfooltheirfriendsbytapingapaperfishtotheirfriends'backsandwhensomediscoversathistrick,theyyell"Poissond'Avril!".InEngland,trickscanbeplayedonlyinthemorning.Ifatrickisplayedonyou,youarea"noodle".InScotland,AprilFoolsDayis48hourslongandyouarecalledan"AprilGowk",whichisanothernameforacuckoobird.TheseconddayinScotland'sAprilFool'siscalledTailyDayandisdedicatedtopranksinvolvingthebuttocks.TailyDay'sgifttoposteriorposterityisthestill-hilarious"KickMe"sign.Unit3(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;AppreciateandlearnsomewritingskillsinthenarrationofTextIandpracticeitalongwithletterwriting;GettoknowsomeinformationaboutBermudaTriangle;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:consent,bidgoodbyeto,coincidence,feebly,naval,terminal,clarification,incredible,inheritance,wreckage,literally,snatch,overdueIII.TeachingProcedures:(4hours)1.Reviewthemainpointsinlastclass;2.Studythenewunit:Dothepre-readingquestions;Allowstudents5minutestoreadthetextrapidlyforthemainidea;Dotheguessworkofvocabulary;StudyTextIintensively;AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;Dooralwork;Studythemainpointsofguidedwriting,includingnarrationinchronologicalorder,andpurposeofaletter;Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextIconsent:agreementorpermission(v.n.)consenttosth.E.g.Theyoungcouplewon/obtain/hadtheirparents’consenttotheirmarriage.Shakespeareis,bycommonconsent(公認(rèn)),thegreatestEnglishdramatist.Herfatherreluctantlyconsentedtothemarriage.bidgoodbyetosb.makesome/a/nodifferenceE.g.Alittleperseverancemakesabigdifferencebetweenfailureandsuccess.Itdoesn’tmakeanydifferencetomewhichsidewillwinorlose.findone’svoicepurplewithangergreenwithenvyash-whitewithterrorMywatchgains/losesaminuteeveryday.V.LanguagepointsforTextIIrefertosthassthliterally:really,withoutexaggeration;wordforword,strictlyE.g.Thechildrenwereliterallystarving.translateliterally;carryoutorderstooliterallyvanishintothinair:disappearcompletelycontributeto:helptocausesthE.g.Plentyoffreshaircontributestogoodhealth.Unit4(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;Learnsomewritingskillsinnarrationandletterwriting;GettoknowmoreinformationaboutWilliamShakespeare;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:legacy,estate,genius,baptize,inaflash,influential,sufficiently,conviction,apprentice,setfootontheroadto,presume,tempest,brilliantIII.TeachingProcedures:(4hours)1.Reviewthemainpointsinlastclass;2.Studythenewunit:1)Answerthepre-readingquestionsorally;2)Allowstudents4minutesforrapidreadingand10minutesforwritingdownthemainideaforeachparagraph;Dotheguessworkofvocabulary;StudyTextIintensively;5）AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;Dooralwork;Studythemainpointsofguidedwriting,includingthenarrationinchronologicalorderandconclusionandendingofaletter;Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextI1.becomfortably/well/better/best/badly/worse/worstoff2.amountto:addupto,reach;beequalinmeaning,bethesameasE.g.Ourmonthlyexpenditureonfoodusuallyamountsto150yuan.Herreplyamountsrefusal.Youwon’tamounttoanythingifyouidleyourtimeawaylikethis.literary:typicalofliteratureE.g.literaryworks;literarystyleliteral:beingorfollowingtheexactororiginalmeaningofawordE.g.literalmeaning←→figurativemeaningliteraltranslation←→freetranslationliterate:abletoreadandwriteconviction:thefeelingofbeingsureaboutsthE.g.It’smyconvictionthatourteamwillwinthegame.convict:declaresbisguiltyconvictsb.ofsthrealizeinaflashV.LanguagepointsforTextIIbeapprenticedtosetfootontheroadtosthVI.MoreInformationonWilliamShakespeareOneofthegreatestgiantsoftheRenaissance,Shakespeareholds,bygeneralacclamation,theforemostplaceintheworld’sliterature.Hisclosefriend,theplaywrightBenJohnson,saidofhimthathewas“notofanage,butforalltime.”Hisworksareagreatlandmarkinthehistoryofworldliteratureforhewasoneofthefirstfoundersofrealism,amasterhandatrealisticportrayalofhumancharactersandrelations.Shakespeare’scompleteworksinclude37plays,2narrativepoemsand154sonnets.Someofhisbestknownplaysare:TheTamingoftheShrewRomeoandJuliet,AMidsummerNight’sDreamTheMerchantofVeniceMuchAdoaboutNothing,TwelfthNightAll’sWellthatEndsWell,HamletOthelloKingLearMacbethTimonofAthensMeasureforMeasureTheTempestUnit5(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;Gettoknowtheorganizationofafeaturereportandlearnsomewritingskillsinnarrationandpracticeitalongwithletterwriting;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:lobby,complexion,foreboding,shudder,scheme,psyche,moat,breach,inprogress,screech,quirk,chic,grunge,reverie,scramble,lopsided,executive,distressing,badger,havethenervetodosthIII.TeachingProcedures:(4hours)1.Reviewthemainpointsinlastclass;2.Studythenewunit:1)Readtheinformationofthetextonp.54,55togetabetterunderstandingofChunnel;2)Answerthepre-readingquestionsorally;3)allowstudents5minutestoreadthetextrapidlyforthemainidea;4)dotheguessworkofvocabulary;5)StudyTextIintensively;6)AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;7)ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;8)dooralwork;9)Studythemainpointsofguidedwriting,mainlyparagraphwritingofnarrationininformaltone,andletterwritingtoaskforinformation;10)Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextI…stiffupperlipstrembled:herestiffupperlipsstandsforEnglishman.It’smetonymy.(換喻,轉(zhuǎn)喻)(keep)astiffupperlip:(show)anabilitytoappearcalmandunworriedwheninpainortroubleE.g.Thegeneralpraisedtheboysforkeepingastiffupperlipintimeoftrouble.Atinyexplosionofairfrompursedlips.purseupone’slips:drawone’slipstogetheresp.asasignofdisapprovalbythegraceofGod:dueto,thankstoE.g.BythegraceofGodthechildrenwererescuedbythefireman.Compoundadjectivesmadeupinvariousways:thesoon-to-be-openedChunnelthegull-wingeyebrowscross-Channel-linkschemestungsten-tippedteethV.LanguagepointsforTextIIalternative:adj.OtherE.g.Haveyougotanalternativesuggestion?n.choiceoftwoE.g.Caughtintheact,hehadnoalternativebuttoconfess.alternate:adj.A.(oftwothings)happeningorfollowingoneaftertheotherE.g.alternatetriumphanddespairB.everyseconde.g.onalternatedaysv.causetooccuroneaftertheotherE.g.Mostfarmersalternatetheircrops.It’samatterofchoice,notnerves.nerve:couragehavethe/nonervetodosthorloseone’snerveUnit6(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;Appreciatethetwoargumentsinthisunitandlearnsomewritingskillsandpracticeitalongwithletterwriting;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:refuel,outlay,harness,bonnet,conquer,radiation,penetrate,synthetic,extinction,rivet,inapanic,opposition,scrap,evacuation,arsenal,scornIII.TeachingProcedures:(4hours)1.Reviewthemainpointsinlastclass;2.Studythenewunit:Answerthepre-readingquestionsorally;Allowstudents3minutestoreadthetextrapidlyforthemainidea;Dotheguessworkofvocabulary;StudyTextIintensively;AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;Dooralwork;Studythemainpointsofguidedwriting,mainlyabouttheparagraphwritingofargument,andtheletterwritingtoaskafavor;Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextIdreamofsthordoingsthHarnessatomicpowerinacar,andyou’llhavenomoreworriesaboutpetrol.╱oryou’lldo…=If…not…you’ll…Imperativesentence,╲andyou’lldo…=If…you’ll…E.g.PracticespeakingEnglishmore,andyou’llimproveyouroralEnglishquickly.Becarefulinyourpronunciation,oryou’llhavegreattroubleinlisteningandspeaking.outlay:aspendingofmoneyoutlayonsth.E.g.theweeklyoutlayongroceries;aconsiderableoutlayonbasicresearchOurcountryhasoutlaid(v.)alargesumofmoneyincapitalconstruction.economy:A.economicsituationB.thriftandfrugalityE.g.Theeconomyofthecountryischangingfrombadtoworse.Wearebetteroffnow,butwestillhavetopracticeeconomy.economic:havingtodowitheconomicsE.g.Economiccrisesaresuretooccurinthecapitalistworldfromtimetotime.economical:thrifty,notwastingmoneyortimeE.g.Thewriterisfamousforhiseconomicalstyle.bewellonthewaytoE.g.Wewerewellonthewaytotheageofknowledge-basedeconomy.V.LanguagepointsforTextIIpourscornonsb/sthhold/thinkitscorntodosthlayout:displayE.g.layoutmerchandiseinapanicUnit7(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;Appreciatethetwoargumentsinthisunitandlearnsomewritingskillsandpracticeitalongwithletterwriting;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:pose,suspense,irritate,asphyxiated,ventilate,fidget,indiscreet,chatterbox,elope,obstinacy,willfulness,escapism,justify,tycoon,aptitude,stumble,forastart,turnadeafearto,ex-directoryIII.TeachingProcedures:(4hours)1.Reviewthemainpointsinlastclass;2.Studythenewunit:Answerthepre-readingquestionsorally;Allowstudents3.5minutestogooverthetextrapidlyforthemainidea;Dotheguessworkofvocabulary;StudyTextIintensively;AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;Dooralwork;Studythemainpointsofguidedwriting,mainlyabouttheparagraphwritingofargument,andtheletterwritingtomakeanoffer;9)Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextI1.takesth.forgrantedortakeitforgrantedthat:believesth.withoutthinkingaboutitverymuch2.Heisproposingtoattempttheimpossible…:Whenheintendstodoimpossible…propose:haveformedaplan;intendusage:proposetodosthpropose:suggestusage:proposedoingsth./thatclauseposeasunusual:pretendtobeE.g.Heposedasalearnedman.Sheisalwaysposing.poseforaphotographwithsb.poseanobstacletothedevelopment,allowmetoposeaquestionsuspense:anxietyorapprehensionresultingfromanuncertain,undecidedormysterioussituationusage:insuspense,keep(sb)insuspense,holdinsuspenseE.g.Hewaitedingreatsuspenseforthedoctor’sopinion.suspension:E.g.thesuspensionofarms,suspensionfromschool/officesuspicion:E.g.abovesuspicion,undersuspicionjustify:giveagoodreasonforjustifysthordoingsthE.g.Theeditorsareperfectlyjustifiedinrefusingyourwork.have/showanaptitudeforsth.bebentonquestioningyou:bedeterminedtoquestionyou.E.g.Sheisbentonbecomingagoodpianist.Heisbentonmakingjournalismhiscareer.V.LanguagepointsforTextIIforastart:tobeginwith,tostartwith…getawayscot-free:escapewithoutpunishmentE.g.Nostudentcangetawaywithabreachoftherulesoftheuniversity.gotawayfromtherestaurantscot-freeturnadeafearto:ignore,paynoattentiontoE.g.Ishallturnadeafearinfuturetoallyouremptypromises.thepeoplemostplaguedby…plague:pesterorannoypersistentlyorincessantlyE.g.Runawayinflationfurtherplaguedthewageorsalaryearner.Unit8(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;Appreciatethetwoargumentsinthisunitandlearnsomewritingskillsandpracticeitalongwithletterwriting;Dosomeotherafter-classexerciseincludinglisteningandtranslationtoimprovestudents’comprehensiveskills.II.TeachingEmphasis:1.ThecomprehensionandappreciationofTextI;2.Newwordsandexpressions:shelter,endupwith,engross,browsing,retire,indulgent,beckon,telloff,tuck,discreet,poverty-stricken,anosefor,persevere,flickIII.TeachingProcedures:(4hours)1.Reviewthemainpointsinlastclass;2.Studythenewunit:Answerthepre-readingquestionsorally;Allowstudents2minutesforrapidreadingand5minutesforwritingthemainideaofeachparagraph;Dotheguessworkofvocabulary;StudyTextIintensively;AnswerthequestionsofTextIbothinSB(student’sbook)andWB(workbook)orally;ListentothetapeandstudyTextIIextensivelytoenlargetheirvocabularyandwidenthescopeoftheirknowledge;Dooralwork;Studythemainpointsofguidedwriting,includingtheparagraphwritingofpersuasivewriting,andtheletterwritingastomakeasuggestion;Homework,finishalltheexercisebothinSBandWB.IV.LanguagepointsforTextIshelter:coverandprotectionfind/takeshelterfrom;giveshelterto;beashelterfrom;undertheshelterofbeengrossedin:beabsorbedin,betakenupE.g.Theaudiencewascompletelyengrossedbytheactor’sperformance.toone’sheart’scontent:asmuchasonelikeE.g.Sheneverdarestoeattoherheart’scontentforfearthatshewouldputonweight.…theassistantshouldretirediscreetly…retire:movebackorawayE.g.retiretoone’sroom;retiretobed;retirefromtheservice;retirefromtheworld;Apartfromrunningupahugeaccount.runup:makeorbecomegreaterorlargerE.g.runupahugeaccount/bill/debtsindulge:yieldto,gratifybeindulgedinE.g.Sheisindulgedinidledaydreams.beckontosborbeckonsbtodosthE.g.Hebeckonedmetocomenearer.tellsboff:scoldorrebukeseverelyE.g.Theteachertoldhimofffornotdoinghishomework.9.tuffawaysth:putsthinasafeplaceE.g.Thetroopwastuckedawayinaquietvalley.V.LanguagepointsforTextIIbemeanwithsthpoverty-stricken;panic-stricken;conscience-stricken;grief-stricken;fever-strickenIt’srealabargain.Abargainisabargain.makeabargainwithsb;bargainsthforsthhasanoseforgossip/informationnoseintoother’saffairsKeepyourbignoseoutofmyaffairs.Unit9(6hours)I.TeachingAims:Inthisunitstudentsarerequiredto:Practicereadingstrategiessuchaspredicting,skimming,guessing,etc.Graspsomenewwordsandexpressionstoenrichstudent’svocabulary;Dosomeoralworksuchaspre-readingquestions,roleplayandinteractionactivitiestohelptodevelopthestudents’oralcommunicativeabilities;StudytheargumentofTextIandlearnsomewritingskillsandpracticeitalongwithletterwriting;AppreciateJackLo