新编英语教程电子教案

Book III

Unit 1

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Appreciate the two narrations in this unit and learn some writing skills in narration

and practice it along with letter writing;

5.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;

reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile of

III. Teaching Procedures: (4 hours)

1.Greeting;

2.The whole plan for this semester;

3.Begin the new lesson:

1). Answer the pre-reading questions orally;

2).Allow students 3 minutes to go over text I rapidly for the main idea;

3). Do the guesswork of vocabulary;

4). Study Text I intensively;

5). Answer the questions of Text I both in SB (student’s book) and B(workb ook)

orally;

6). Listen to the tape and study Text II extensively to enlarge their vocabulary and

widen the scope of their knowledge;

7). Do oral work;

8).Study the main points of guided writing, including the

information about précis writing, paragraph writing of narration and description,

and the heading and salutation of a letter;

9). Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the job

chances of doing sth.

land: succeed in getting sth.

E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.

2. summon sb. to do sth.

3. …smell unpleasantly of stale cabbage

smell of: give out the smell of scent of

E.g. smell of brandy/paint/garlic

His accounts seemed to me smell of truth.

4. proceed to (do) sth.: go ahead, continue to do

precede: come, go or happen just before sth. precede sth (with sth)

E.g. proceed to announce his plan;

proceed to the next item on the agenda;

He preceded his speech with a warning against inattention.

5. attach importance to sth.; consider… important

E.g. attach much importance/weight/significance to the theory

6. have sth. in common

7. not so much…but the fact that…

E.g. It was not so much there being no councils of workers, peasants and soldiers

worthy of the mane, but the fact that they were very few.

8. the last straw: an addition to a set of troubles which makes one unbearable

E.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II

1.prompt sb. to do sth or prompt sth: urge or cause

E.g. His action was prompted by fear.

Hunger prompted him to steal.

2. Feeling anything but well.: feeling far from being well

anything but (恰恰不,才不) nothing/nobody but (正是,只是)

all but(几乎,差一点)

E.g. She looks anything but well. ( She looks ill.)

You have nobody but yourself to blame.

The thief has all but succeeded in escaping.

3. be set on/upon (doing) sth: be determined to do, make up one’s mind

4. get round to doing sth.: find time to do sth. at last

E.g. After a long delay, he got around to writing the letter.

5. instill sth. in/into sb

instill: to put (ideas feelings, et c.) gradually but firmly into someone’s mind by a continuous effort

E.g. instill the idea of discipline and obedience into new soldiers

6. It was more a cross-examination than an interview.

7. In due course, you will hear from us.

Due: right and proper

E.g. He has his due reward.

Unit 2

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Appreciate and learn some writing skills in the description of Text I and practice it

along with letter writing;

5.Get to know some information about April Fool’s Day;

6.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey

III. Teaching Procedures: (4 hours)

1.Review the main points in last class;

2.Study the new unit:

1)Answer the pre-reading questions orally;

2)Allow students 4 minutes to go over text I rapidly for the main idea;

3)Do the guesswork of vocabulary;

4)Study Text I intensively;

5)Answer the questions of Text I both in SB(student’s book) and

WB(workbook) orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary

and widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, including how to write a paragraph

of description, and the introduction of a letter;

9)Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1.He looked his goodbye at the garden.: He said his goodbye by looking at the

garden.

2.cling to

E.g. She still clings to the belief that her husband is alive.

Little babies usually cling to their mothers.

3.prepare sb/oneself for sth : make someone/oneself ready to accept or to be

adjusted to a new condition, idea, or an event

4.at such short notice: with little time for preparation

E.g. The students usually give the landlady one month’s notice before they move.

One can always get a taxi here at a short notice/at a moment’s notice.

5.If only: is often used to introduce an exclamation expressing an unfulfilled

condition at present, in the past or in the future. The verb is generally in the past or past perfect.

E.g. If only I had a chance to live my childhood once again.

If only he had had a lot in common with me.

6.would rather do sth than do sth

E.g. I’d rather walk all these stairs up than wait for the lift to go up.

7.be cooped up

E.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II

1.hoax: deceive, play tricks on sb

hoax sb with sth, hoax sb into doing sth

coax: get sb to do sth by kindness or patience

coax sb to do sth, coax sb into/out of doing sth

2.needless to say

3.prey: an animal that is hunted and eaten by another animal or by a person;

someone who can easily be deceived or influenced

E.g. Some salesman consider young housewives easy prey.

4.exempt: free from a duty or service exempt…from

E.g. A doctor’s note will exempt you from physical education.

VI. Some information about April Fool’s Day

April Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.

The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.

Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.

Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"

April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!

Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.

Unit 3

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Appreciate and learn some writing skills in the narration of Text I and practice it

along with letter writing;

5.Get to know some information about Bermuda Triangle;

6.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdue

III. Teaching Procedures: (4 hours)

1. Review the main points in last class;

2. Study the new unit:

1)Do the pre-reading questions;

2)Allow students 5 minutes to read the text rapidly for the main idea;

3)Do the guesswork of vocabulary;

4)Study Text I intensively;

5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)

orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary and

widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, including narration in chronological

order, and purpose of a letter;

9)Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1.consent: agreement or permission (v. n.)

consent to sth.

E.g. The young couple won/obtain/had their parent s’consent to their

marriage.

Shakespeare is, by common consent(公认), the greatest English

dramatist.

Her father reluctantly consented to the marriage.

2.bid goodbye to sb.

3.make some/a/no difference

E.g. A little perseverance makes a big difference between failure and success.

It doesn’t make any difference to me which side will win or lose.

4.find one’s voice

5.purple with anger

green with envy

ash-white with terror

6.My watch gains/loses a minute every day.

V. Language points for Text II

1.refer to sth as sth

2.literally: really, without exaggeration; word for word, strictly

E.g. The children were literally starving.

translate literally; carry out orders too literally

3.vanish into thin air: disappear completely

4.contribute to: help to cause sth

E.g. Plenty of fresh air contributes to good health.

Unit 4

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Learn some writing skills in narration and letter writing;

5.Get to know more information about William Shakespeare;

6.Do some other after-class exercise including listening and translation to

improve students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliant

III. Teaching Procedures: (4 hours)

1. Review the main points in last class;

2. Study the new unit:

1) Answer the pre-reading questions orally;

2) Allow students 4 minutes for rapid reading and 10 minutes for writing down the

main idea for each paragraph;

3）Do the guesswork of vocabulary;

4）Study Text I intensively;

5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;

6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;

7）Do oral work;

8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;

9）Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1. be comfortably/well /better/best/badly/worse/worst off

2. amount to: add up to, reach; be equal in meaning, be the same as

E.g. Our monthly expenditure on food usually amounts to 150 yuan.

Her reply amounts refusal.

You won’t amount to anything if you idle your time away like this.

3.literary: typical of literature

E.g. literary works; literary style

literal: being or following the exact or original meaning of a word

E.g. literal meaning ←→figurative meaning

literal translation ←→free translation

literate: able to read and write

4.conviction: the feeling of being sure about sth

E.g. It’s my conviction that our team will win the game.

convict: declare sb is guilty

convict sb. of sth

5.realize in a flash

V. Language points for Text II

1.be apprenticed to

2.set foot on the road to sth

VI. More Information on William Shakespeare

One of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the world’s literature. His close friend, the

playwright Ben Johnson, said of him that he was “not of an age, but for all time.”

His works are a great landmark in the history of world literature for he was one of the first founders of realism, a master hand at realistic portrayal of human characters and relations.

Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:

The Taming of the Shrew

Romeo and Juliet,

A Midsummer Night’s Dream

The Merchant of Venice

Much Ado about Nothing,

Twelfth Night

All’s Well that Ends Well, Hamlet

Othello

King Lear

Macbeth

Timon of Athens

Measure for Measure

The Tempest

Unit 5

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Get to know the organization of a feature report and learn some writing skills in

narration and practice it along with letter writing;

5.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress,

screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sth

III. Teaching Procedures: (4 hours)

1. Review the main points in last class;

2. Study the new unit:

1) Read the information of the text on p.54, 55 to get a better understanding of

Chunnel;

2) Answer the pre-reading questions orally;

3) allow students 5 minutes to read the text rapidly for the main idea;

4) do the guesswork of vocabulary;

5) Study Text I intensively;

6) Answer the questions of Text I both in SB(student’s book) and WB(workbook)

orally;

7) Listen to the tape and study Text II extensively to enlarge their vocabulary and

widen the scope of their knowledge;

8) do oral work;

9) Study the main points of guided writing, mainly paragraph writing of

narration in informal tone, and letter writing to ask for information;

10) Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’s

metonymy.(换喻,转喻)

(keep) a stiff upper lip: (show) an ability to appear calm and unworried when

in pain or trouble

E.g. The general praised the boys for keeping a stiff upper lip in time of

trouble.

2. A tiny explosion of air from pursed lips.

purse up one’s lips: draw one’s lips together esp. as a sign of disapproval

3.by the grace of God: due to, thanks to

E.g. By the grace of God the children were rescued by the fireman.

https://www.360docs.net/doc/452364547.html,pound adjectives made up in various ways:

the soon-to-be-opened Chunnel

the gull-wing eyebrows

cross-Channel-link schemes

tungsten-tipped teeth

V. Language points for Text II

1.alternative: adj. Other

E.g. Have you got an alternative suggestion?

n. choice of two

E.g. Caught in the act, he had no alternative but to confess.

alternate: adj. A. (of two things) happening or following one after the other

E.g. alternate triumph and despair

B. every second e.g. on alternate days

v. cause to occur one after the other

E.g. Most farmers alternate their crops.

2.It’s a matter of choice, not nerves.

nerve: courage

have the/no nerve to do sth or lose one’s nerve

Unit 6

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Appreciate the two arguments in this unit and learn some writing skills and

practice it along with letter writing;

5.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scorn

III. Teaching Procedures: (4 hours)

1. Review the main points in last class;

2. Study the new unit:

1)Answer the pre-reading questions orally;

2)Allow students 3 minutes to read the text rapidly for the main idea;

3)Do the guesswork of vocabulary;

4)Study Text I intensively;

5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)

orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary and

widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, mainly about the paragraph writing of

argument, and the letter writing to ask a favor;

9)Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1.dream of sth or doing sth

2.Harness atomic power in a car, and you’ll have no more worries about petrol.

╱or you’ll do…= If …not…you’ll…

Imperative sentence,╲and you’ll do…= If … you’ll…

E.g. Practice speaking English more, and you’ll improve your oral English

quickly.

Be careful in your pronunciation, or you’ll have great trouble in listening

and speaking.

3.outlay: a spending of money

outlay on sth.

E.g. the weekly outlay on groceries;

a considerable outlay on basic research

Our country has outlaid (v.) a large sum of money in capital construction.

4.economy: A. economic situation B. thrift and frugality

E.g. The economy of the country is changing from bad to worse.

We are better off now, but we still have to practice economy.

economic: having to do with economics

E.g. Economic crises are sure to occur in the capitalist world from time to time.

economical: thrifty, not wasting money or time

E.g. The writer is famous for his economical style.

5.be well on the way to

E.g. We were well on the way to the age of knowledge-based economy.

V. Language points for Text II

1.pour scorn on sb/sth

hold /think it scorn to do sth

https://www.360docs.net/doc/452364547.html,y out: display

E.g. lay out merchandise

3.in a panic

Unit 7

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Appreciate the two arguments in this unit and learn some writing skills and

practice it along with letter writing;

5.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directory

III. Teaching Procedures: (4 hours)

1. Review the main points in last class;

2. Study the new unit:

1)Answer the pre-reading questions orally;

2)Allow students 3.5 minutes to go over the text rapidly for the main idea;

3)Do the guesswork of vocabulary;

4)Study Text I intensively;

5)Answer the q uestions of Text I both in SB(student’s book) and WB(workbook)

orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary

and widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, mainly about the paragraph writing

of argument, and the letter writing to make an offer;

9) Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1. take sth. for granted or take it for granted that: believe sth. without

thinking about it very much

2. He is proposing to attempt the impossible…: When he intends to do impossible…

propose: have formed a plan; intend

usage: propose to do sth

propose: suggest

usage: propose doing sth./ that clause

3.pose as unusual: pretend to be

E.g. He posed as a learned man.

She is always posing.

pose for a photograph with sb.

pose an obstacle to the development, allow me to pose a question

4.suspense: anxiety or apprehension resulting from an uncertain, undecided or

mysterious situation

usage: in suspense, keep (sb) in suspense, hold in suspense

E.g. He waited in great suspense for the doctor’s opinion.

suspension:

E.g. the suspension of arms, suspension from school/office

suspicion:

E.g. above suspicion, under suspicion

5.justify: give a good reason for

justify sth or doing sth

E.g. The editors are perfectly justified in refusing your work.

6.have/ show an aptitude for sth.

7.be bent on questioning you: be determined to question you.

E.g. She is bent on becoming a good pianist.

He is bent on making journalism his career.

V. Language points for Text II

1.for a start: to begin with, to start with

2.…get away scot-free: escape without punishment

E.g. No student can get away with a breach of the rules of the university.

got away from the restaurant scot-free

3.turn a deaf ear to: ignore, pay no attention to

E.g. I shall turn a deaf ear in future to all your empty promises.

4.the people most plagued by…

plague: pester or annoy persistently or incessantly

E.g. Runaway inflation further plagued the wage or salary earner.

Unit 8

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Appreciate the two arguments in this unit and learn some writing skills and

practice it along with letter writing;

5.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expressions:

shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flick

III. Teaching Procedures: (4 hours)

1. Review the main points in last class;

2. Study the new unit:

1)Answer the pre-reading questions orally;

2)Allow students 2 minutes for rapid reading and 5 minutes for writing the main

idea of each paragraph;

3)Do the guesswork of vocabulary;

4)Study Text I intensively;

5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)

orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary

and widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, including the paragraph writing of

persuasive writing, and the letter writing as to make a suggestion;

9)Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1.shelter: cover and protection

find/take shelter from; give shelter to; be a shelter from; under the shelter of

2.be engrossed in: be absorbed in, be taken up

E.g. The audience was co mpletely engrossed by the actor’s performance.

3.to one’s heart’s content: as much as one like

E.g. S he never dares to eat to her heart’s content for fear that she would put on

weight.

4.…the assistant should retire discreetly…

retire: move back or away

E.g. r etire to one’s room; retire to bed;

retire from the service; retire from the world;

5.Apart from running up a huge account.

run up: make or become greater or larger

E.g. run up a huge account/bill/debts

6.indulge: yield to, gratify

be indulged in

E.g. She is indulged in idle daydreams.

7.beckon to sb or beckon sb to do sth

E.g. He beckoned me to come nearer.

8.tell sb off: scold or rebuke severely

E.g. The teacher told him off for not doing his homework.

9. tuff away sth: put sth in a safe place

E.g. The troop was tucked away in a quiet valley.

V. Language points for Text II

1.be mean with sth

2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;

fever-stricken

3.It’s real a bargain.

A bargain is a bargain.

make a bargain with sb; bargain sth for sth

4.has a nose for gossip/information

nose into other’s affairs

Keep your big nose out of my affairs.

Unit 9

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1.Practice reading strategies such as predicting, skimming, guessing, etc.

2.Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Study the argument of Text I and learn some writing skills and practice it along

with letter writing;

5.Appreciate Jack London’s A Piece of Steak;

6.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The reading and writing of argument;

2. New words and expression:

fledgling; bland; colossus; adroit; knockout; certify; intricate; encase; recuperate;

squirt; distort; sprout; falter; ruminate; batter; overwhelm; wind up; die down; a flurry of; come alive; count out

III. Teaching Procedures: (4 hours)

1.Greeting;

2.Revision of the important points of last class;

3.Begin the new unit:

1)Answer the pre-reading questions orally;

2)Allow students 4 minutes for rapid reading and 5 minutes for writing the

main idea of each part in Text I;

3)Do the guesswork of vocabulary;

4)Study Text I intensively;

5)Answer the comprehension questions of Text I WB(workbook) orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary

and widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, mainly about the paragraph

writing of argument;

9)Homework, finish all the exercise both in SB and WB.

IV. Language points for Text I

1.promote

A. help to establish or organize

E.g. promote a boxing match/concert

B. raise sb to a higher position promote sb (to sth)

C. help the process of (sth)

E.g. The organization works to promote the friendship between

nations.

2.wind up: bring to an end

E.g. wind up a speech with a remark of thanks

He is sure to wind up in bankrupt.

You’ll wind up in hospital if you drive so fast.

wind up a watch; wind up/down the car window

3. a flurry of sth

E.g. a flurry of interest in the new product;

a flurry of activities when the plane landed

4.appoint sb (as/to) some position

appoint sb to do sth

5.certify sth/sb as

certify that clause

V. Language points for Text II

1.bear sb a grudge/grudges

bear a grudge/grudges against sb

E.g. I hope you won’t bear grudges against me after what has happened.

2.Disguise: give sb/sth a false appearance

disguise sb/sth (with sth); ~ sb/sth (as sb/sth)

hide or cover up

E.g. I couldn’t disguise my anger.

There’s no disguising the fact that he’s a liar.

I didn’t recognize him: he was in disguise.

Unit 10

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1. Practice reading strategies such as predicting, skimming, guessing, etc.

2. Grasp some new words and expressions to enrich student’s vocabulary;

3.Do some oral work such as pre-reading questions, role play and interaction

activ ities to help to develop the students’ oral communicative abilities;

4.Appreciate the two texts in this unit and learn some writing skills and practice it

along with letter writing;

5. Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expression:

duck; wince; placatory; indefensible; negligently; studious; shrug; wry; dissolve;

guffaw; nail down; trail away; be shocked to the core; every nook and cranny

III. Teaching Procedures: (4 hours)

1. Review the main points of last class;

2. Begin the new unit:

1) Answer the pre-reading questions orally;

2) Allow students 3 minutes for rapid reading to get the main idea of Text I;

3) Do the guesswork of vocabulary;

4) Study Text I intensively;

5) Answer the questions of Text I both in SB(student’s book) and WB(workbook)

orally;

6)Listen to the tape and study Text II extensively to enlarge their vocabulary

and widen the scope of their knowledge;

7)Do oral work;

8)Study the main points of guided writing, including the paragraph writing of

narration, and the letter writing as to show one’s thanks;

9)Homework, finish all the exercise both in SB and WB.

III. Language points for Text I

1. keep sb under one’s thumb: make sb subordinate to

be under one’s thumb

2. succeed (v.)

(1)not fail ~ in doing sth. success(n.) successful(adj.)

(2)come next ~ sb/sth; ~ to sth. succession (n.) successive (adj.)

in succession; in succession of sth

E.g. His words come out in quick succession.

Our team got a succession of victories.

3. go/get somewhere: make progress

go/get nowhere: make no progree

E.g. The class got nowhere in their studies.

Where would we be without your help?

4. nail down: fix sth firmly; (fig) establish clearly and unmistakably

E.g. Let nail down the lid of the box.

5. to the core: completely

6. shrug off sth: ignore sth.

IV. Language points for Text II

1. filter: 1) pass a liquid through a filter

E.g. All drinking water must be filtered.

2) ~ in/out/through: become known gradually

E.g. New ideas are slowly filtering into people’s mind.(深入人心)

2. dissolve:1) make a solid become liquid

E.g. Water ~s salt.

2) come to an end eg: ~ a marriage

~ into /in tears/laughter: can’t help doing sth

3. go through the motions of doing sth: pretend to do sth

E.g. He went through the motions of welcoming her friends, but then quickly left

the room.

Unit 11

(6 hours)

I. Teaching Aims:

In this unit students are required to:

1. Practice reading strategies such as predicting, skimming, guessing, etc.

2. Grasp some new words and expressions to enrich student’s vocabulary;

3. Do some oral work such as pre-reading questions, role play and interaction

activities to help to develop the students’ oral communicative abilities;

4.Study the two texts and get some information about Shaka;

5.Study how to write different parts of a composition and practice it;

6.Do some other after-class exercise including listening and translation to improve

students’ comprehensive skills.

II. Teaching Emphasis:

1. The comprehension and appreciation of Text I;

2. New words and expression:

suicidal, formidable, inhabit, overgrow, scour, impervious, escort, brooding, mourn, reign, staple, inhuman, regiment, invariably, grumble, feast

III. Teaching Procedures ( 4 hours)

1. Review the main points of last class;

2. Begin the new unit:

1)Answer the pre-reading questions orally;