延安大学西安创新学院外语系

延安大学西安创新学院基础英语（1）教案PAGEPAGE1延安大学西安创新学院外语系课程教案课程名称：基础英语主导教材：《综合教程》第一册所属教研室：基础英语教研室课程讲授人：卓欣莲、李红霞、姚可云、董静适用年级：英语07级本科、07级专科、对外汉语07级本科授课时间：第1周—第18周2007—2008学年第1学期ContentsUnit1………1Unit2………10Unit3………21Unit4………30Unit5………40Unit6………50Unit7………60Unit8………70Unit9………79Unit10………89Unit11………98延安大学西安创新学院基础英语（1）教案课程名称：基础英语授课教师:卓欣莲等授课时间2007年9月23日第4周本单元第1~2节课时安排2课时授课题目（教学章、节）：Unit1NeverSayGoodbye教学目的、要求（分掌握、熟悉、了解三个层次）：Dissusstwopre-readingquestionsrelatedtothetexttomakestudentsunderstandthelearningaimsofthetextUnderstandthebackgroundknowledgerelatedtothetext教学内容（包括基本内容、重点、难点）：1.EncourageSstodiscussthedifferentwaysofexpressingone’sfeelings2.Roleplay:PlaytherolesofGrandpaandtheauthorwithyourpartneralternativelytoactsomeepisodesofthestory.3.Conversewithoneofyourclassmatesonthefollowingtopics.1).Theoldhouseisbetterthanthenewone.2).Neversaygoodbyetoadyingperson.3).Friendshipencouragespeoplewhilesorrowdoesn’t.教学步骤：见后续页讨论、思考题、作业：RereadthewholetextmorecarfullyandtrytodividethetextintoseveralpartsLearnthewordsinthetextbyoneselfbeforehand.Dothevocabularyexcisesrelatedtothewordswehavelearned参考资料（含参考书等）：《星火英语综合教程》课文辅导、《综合教程》教师用书授课类型（请打√）：理论课□√讨论课□√实验课□其他□√教学方式（请打√）：讲授□√讨论□√其他□√教学资源（请打√）：多媒体□挂图□音像□√其他□Unit1NeverSayGoodbyePeriod1Listeningandspeakingactivities1.IntroductionofFunctionsTeachingSteps:GiveanexampleonBBEncourageSstodiscussthedifferentwaysofexpressingone’sfeelingsListthemonBB2.ListenandspeakTeachingSteps:PutsomedifficultwordsonBBPlaythetapewithoutpauseinordertoletSsgraspthemainideaExplainsomeusefulordifficultphrasesDesignsomecomprehensivequestionsandguideSstogetspecificinformationEncourageSstofinishthemultiplechoiceexercises.Playthetapefrombeginningtoendagain3RoleplayPlaytherolesofGrandpaandtheauthorwithyourpartneralternativelytoactsomeepisodesofthestory.4.Conversewithoneofyourclassmatesonthefollowingtopics.1.Theoldhouseisbetterthanthenewone.2.Neversaygoodbyetoadyingperson.3.Friendshipencouragespeoplewhilesorrowdoesn’t.课程名称：基础英语授课教师:卓欣莲授课时间2007年9月24日第4周本单元课时安排2课时授课题目（教学章、节）：Unit1NeverSayGoodbye教学目的、要求（分掌握、熟悉、了解三个层次）：Bytheendofthisunit,studentsaresupposedtograsptheauthor’spurposeofwritingandmakeclearthestructureofthewholepassagethroughanintensivereadingofText1NeverSayGoodbye.comprehendthetopicsentencesinText1thoroughlyandbeabletoparaphrasethem.getalistofnewwordsandstructuresandusethemfreelyinconversationandwriting.教学内容（包括基本内容、重点、难点）：Pre-reading1.Whatwasyourfeelingwhenyouleftyourparentsforthefirsttimeandcamehere?Haveyourfamilyevermovedfromoneplacetoanother?Ifyouhave,howdidyoufeelwhenyouweregoingtobeawayfromtheoldhouseforgood?Haveyoueverattendedafuneralofsomeoneyouknowverywell?Ifyouhave,whatwereyouthinkingwhenyousawhimforthelasttime?Tsummarizethediscussionasalead-intothetextforstudents’previewingthetexteasily.ImportantLanguagePoints教学步骤：见后续页讨论、思考题、作业：PreviewthewholetextandtrytodividethetextintoseveralpartsRecitethewordswehavelearned.Dothevocabularyexcisesrelatedtothewordswehavelearned参考资料（含参考书等）：《星火英语综合教程》课文辅导、《综合教程》教师用书授课类型（请打√）：理论课□√讨论课□√实验课□其他□√教学方式（请打√）：讲授□√讨论□√其他□√教学资源（请打√）：多媒体□挂图□音像□√其他□Unit1NeverSayGoodbyePeriod2ReadingComprehensionandLanguageActivitiesPreviewWork:TopicsfordiscussionWhatwasyourfeelingwhenyouleftyourparentsforthefirsttimeandcamehere?Haveyourfamilyevermovedfromoneplacetoanother?Ifyouhave,howdidyoufeelwhenyouweregoingtobeawayfromtheoldhouseforgood?Haveyoueverattendedafuneralofsomeoneyouknowverywell?Ifyouhave,whatwereyouthinkingwhenyousawhimforthelasttime?Writealettertoyourimaginarychildtobereadonhisorhereighteenthbirthday.Describethequalitiesthatyouhopeheorshewillhaveatthistimeoflife.Teacher’sdemands:Listentothetapeofthetext.Payattentiontothesense-group,liaison,sentencestressetc.LookupthenewwordsintheEnglish-Englishdictionary.PreparethecomprehensiveworkandlanguageactivitiesFindtheimportantanddifficultsentencesandtrytosolvethem.Readthetextuntilyoucanreaditcorrectlyandfluently.2.ReadingWork1)Answerthecomprehensivequestions.Teachingsteps:RequireSstoclosetheirbooks.EncourageSstoanswerT’squestionsintheirownway.TrytomakethequestionseasyandguideSstoanswerthemwhennecessary.2)Discussthepre-readingtasksTeachingsteps:AskSstodiscussthequestionsinsmallgroups.Alloweachgrouptoselectarepresentative.EncourageSstoreportwhattheydiscussvoluntarily.3.HighlightsThetextistheauthor’smemoryofthemostimportantandunforgettableexperienceswhenhewasbetween10and12.Hehadlearnedfromhisgrandfathertheprofoundmeaningof“neversaygoodbye”andbecamefirmandstrong-willedasachild.Theauthorwantstotellusthatweshouldnevergiveintosadness,thatweshouldalwaysbefirmandstrong-willed,andthatweshouldalwaysrememberthejoyfulandhappyeventsoflifeaswellasourcherishedfriendship.4.StructuralanalysisofthetextandlanguagepointsThepassagecanbedividedintothreeparts.PartOne:(Paragraphs1-4)bringinguptheproblemtheauthorwasconfrontedwith:itishardtoovercomethesadnessasthemomentofpartingdrewnear.Soheturnedtohisgrandpaforhelp.Para.1:beginningofthestoryintroducingthebackgroundTheauthorwasreluctantandbitterlysadtomoveawayfromhisoldhomebecauseitwastheonlyhomethathewaseverknown.Hiswholelife,briefasitwas,hadbeenspendinthatbigoldhouse,gracefultouchedwiththelaughterandtearsoffourgenerations.Para.2-4:theimplicationofGOODBYEtheauthorlearnedfromhisgrandfather:beingtoofinal,toocoldforfriendstouse;implyingsadnessandunhappiness.Thegrandfatherwantedhimtothinkofjoyfulandhappyeventsoflifeinsteadoffeelingsadandmiserable.PartTwo:(Paragraphs5-13)Bynarratinghissadexperienceofthelossofhiseldestsonduringthewar,thegrandpaillustrateshowonecanovercomethesadfeelingresultingfromthelossofsomeonedeartohimbyrecallingnotthemomentofpartingbutthehappytimesspenttogether.Para.5-9:thegrandpa’sintentionofsaying“itisn’tjusttherosesthatarebeautiful;itisthatspecialplaceinyourheartthatmakesthemso.”Thegrandfatherwantto:telltheauthoratruestoryofrelatedtotherosebushandhopedtoenablehimtofeelwithhishearthowbeautifulthoseroseswere!revealhisspecialassociationswiththerosesandwithhissayinggoodbyetohisson,aswellastodisclosetherootcauseofhisadvicenottosaygoodbyetoone’srelativesandfriends.Para10-13:Thetellingofthestoryrelatedtotherosebush.ThemessageofthetextisconveyedinPara.13Thegrandfatherwanttheauthor:nevertogiveintothesadnessandthelonelinessofthewordgoodbye.rememberinsteadthejoyandhappinessofthosetimeswhenhefirstsayhellotoafriend.takethatspecialhelloandlockitawaywithhiminthatplaceinhisheartwheresummerisanalwaystime.Reachdeepwithinhimandrecallthatfirsthellowhenheandhisfriendsmustpartfromeachother.PartThree:(Para.14-20):bythewayhebehavedwhenconfrontedwithanothersadmomentthelossofhisgrandpa,theauthorshowsusthathecametounderstandwhathisgrandpahadtaughthim.Thepartingbetweentheauthorandhisgrandfatherwassocheerfulandpleasantasiftheywereoldfriendsgreetingeachother,whichshowedthathisgrandfatheradoptedanoptimisticattitudetowardshisowndeathandthattheauthorbecamesostrong-willedasnottogiveintothesadness.Whentheauthorwastoldthathisgrandfatherhaddied,heremainedperfectlycalmandcomposedinsteadofbeingplungedintosadness.Rememberinghisgrandpa’swords,hereacheddeepwithinhimforthosespecialfeelingsthathadmadeuptheirfriendship.Suddenlyandtruly,herealizedwhathisgrandfatherhadmeantaboutneversayinggoodbyeaboutrefusingtogiveintothesadness.5.LanguagepointsConfront:1)befacedwithandhavetodealwithE.g.Theactresswasconfrontedbylargegroupofreportersassheleftthestagedoor2)forcetodealwithoracceptthetruthof;bringfacetofacewithE.g.Whenthepoliceconfrontedherwiththeevidence,sheconfessedshewasguilty.Touchedwiththelaughterandtearsoffourgenerations:touchedwiththehappinessandbitternessoffourgenerations.Thesentenceimpliesthat“…thehousewhichhadseenand/witnessedthejoysandsorrowsofthefourgenerationsofmyfamily.”touch:haveaneffectonone’sfeelings;tocauseonetofeelpity,sympathy,etc.E.g.Hissadstorysotouchedusthatwenearlycried.*betouchedwith:haveacertainamountofqualityE.g.Herhairistouchedwithgray.Well:(ofliquid)floworstarttoflowE.g.Bloodwelled(out)formthecut.Shewassomovedthattearswelled(up,forth,out)inhereyes.Reston/upon1)leanon;tobesupportedby2)(esp.ofaproof,argument,etc.)bebasedon;begroundedon;dependonE.g.Yourargumentrestsonastatementthancannotbeproved.Throughone’stears:Withtearsinone’seyes;whilesheddingtearsThrough:amongorbetweenthepartsormembersofE.g.Isearchedthroughmypapersforthemissingdocuments.Stare1)looksteadilyforalongtime,esp.ingreatsurpriseorshockE.g.Hesatstaringintospace,thinkingdeeply.2)beveryplaintosee;tobeobviousE.g.Theliesinthereportstaredoutatusfromeveryparagraph.*stareoff:stareaway;tomoveone’seyesWhisper:1)speakorsayveryquietlysothatonlyapersonclozebycanhearE.g.Shewhisperedawarningtomeandthendisappeared.2)(ofthewind,etc)makeasoftsoundE.g.Theleavesofthetreeswerewhisperinginthewind.Beforeyourmotherwasevenadream:beforeyoumotherwasborn/beforewethoughtofhavingadaughter.Pick:1)takewhatonelikesorconsidersbest,ormoresuitablefromagroup.E.g.Hehasbeenpickedtoheadtheplanningcommittee.2)gather;pullorbreakoff(partofaplant)fromatreeoraplantE.g.Hepickedsomerosesandgavethemtohisgirlfriend.3)takeuporremovesomethingseparatelyorbitbybitusingthefingers,abeak,apointedinstrument,etc.Thedogpickedtheboneclean.LockitawaywithinyouFastenitfirmlyinyourmind;imprintitonyourmind;bearitinyourmindandneverforgetit.inthatplaceinyourheartwheresummerisanalwaystime.Inthatplaceinyourheartwherethereisalwayssunlightandwarmth./whichisalwaysfilledwithjoyandhappiness.HereSUMMERisametaphor.“Always”hereisusedbytheGrandpaasanadjective,whichrevealedthathewasnotwell-educated.*Sociolinguisticknowledge:Youraccentbetraysyou.IV.QuestionsforconsiderationStudentsarerequiredtopreviewthetextwiththefollowingtwoquestions:1.Whatisthetextconcernedwith?2.Whatisthemessageofthetext?课程名称：基础英语授课教师:卓欣莲授课时间2007年9月26日第4周本单元第5~6节课时安排2课时授课题目（教学章、节）：UnitNeverSayGoodbye教学目的、要求（分掌握、熟悉、了解三个层次）：1.TrainSshowtowritedowntheshortparagraphinthelimitedtimeandimprovetheirlisteningskills.2.ReadMore:EncourageSstoworkoutsomedifficultandusefulwordsinEnglish.3.Finishtheexercisesofthisunit.教学内容（包括基本内容、重点、难点）：1.Dictation2.ReadMore3.GrammarworkVocabularywork4.Translation教学步骤：见后续页讨论、思考题、作业：1.WritingRewritethefollowingsentencesbycombingthenounandthemodifiersineachgroupintoasinglecluster.2.Trytoretellthesoryofthetext.参考资料（含参考书等）：《星火英语综合教程》课文辅导、《综合教程》教师用书授课类型（请打√）：理论课□√讨论课□√实验课□其他□√教学方式（请打√）：讲授□√讨论□√其他□√教学资源（请打√）：多媒体□挂图□音像□√其他□Unit1NeverSayGoodbyePeriod3ExtendedActivitiesandExercises1.DictationAims:TrainSshowtowritedowntheshortparagraphinthelimitedtimeandimprovetheirlisteningskills.Teachingsteps:WritesomedifficultwordsontheblackboardAsktwoSstowritetheparagraphonBBaccordingtotheirnumber.Readtheshortparagraphthreetimes.EncourageSstograspthemainideasinthefirsttime.AllowSstotakenoteswhiletheyarelisteningtoitinthesecondandthirdtime.GiveSsenoughtimetowritewhattheyhear.ReaditagaintoletSschecktheirworkbythemselves.AskSstohandintheirexercisebooks.2.ReadMoreTeachingsteps:AskSstoreadthearticle.(individualwork)EncourageSstoworkoutsomedifficultandusefulwordsinEnglish.RequireSstolistthecasesmentionedinthearticle.GuideSstoanswerthefollowingquestions.3.GrammarworkFinishthegrammarexerciseson9.4.WordFormationFinishexercisesⅤonpage85.VocabularyworkRequireSstouseanEnglish-Englishdictionarytogetaclearerunderstandingofthewordsandphrases,thenfinishtheexerciseson7.6.TranslationTeachingSteps:EncourageSstoworkoutthedifficultwordsandphrases.Emphasizethesentencestructureandtense.GuideSstocorrectthemistakesinclasswhennecessary.7.WritingRewritethefollowingsentencesbycombingthenounandthemodifiersineachgroupintoasinglecluster课程名称：基础英语授课教师:李红霞授课时间2007年10月9日第6周本单元第1~2节课时安排2课时授课题目（教学章、节）：Unit2TextAWhateverHappenedtoManners?教学目的、要求（分掌握、熟悉、了解三个层次）：Dissusstwopre-readingquestionsrelatedtothetexttomakestudentsunderstandthelearningaimsofthetextandtoimprovetheirspeakingskill.Learnandmasterthekeylanguagepoints:newwordsangphrasesinthetext;Understandthebackgroundknowledgerelatedtothetext教学内容（包括基本内容、重点、难点）：Pre-reading1.Doyouoftensay“Thankyou.”whenothersdoyouafavor?2.Whatdoyouthinkofagoodmannerreallyis?Tsummarizethediscussionasalead-intothetextvocabularyreadingandexpanding(getaway–infectious)While-reading1.Whichsentencesinthefirstparagraphimplythatinageneralsense,peopleinpresentagearelessgentle,lessfriendly,lesspolitethanpeopleinthepast?2.WhatimpoliteexamplesdoesthewritergivetoshowthatmanypeopleNewYorkarenotfriendlyorpolitewithoneanother?ImportantLanguagePointsGetaway,rushintoelevators,manners,appreciation,pullout教学步骤：见后续页讨论、思考题、作业：Previewthewholetextandtrytodividethetextintoseveralparts;Recitethewordswehavelearned;Dothevocabularyexcisesrelatedtothewordswehavelearned.参考资料（含参考书等）：《星火英语综合教程》课文辅导、《综合教程》教师用书授课类型（请打√）：理论课□√讨论课□√实验课□其他□√教学方式（请打√）：讲授□√讨论□√其他□√教学资源（请打√）：多媒体□挂图□音像□√其他□Unit2TextAWhateverHappenedtoManners?教学步骤(TeachingProcedure):Step1DailyDuty(2students);Step2CheckingtherecitingpartofUnit1-TextA(2students);Step3Checkingtheassignmentsthroughdictatingnewwords;Step4Listeningthetapeofwordsandwholetexttocorrectprononciationsandknowthegeneralideaofthetext;Step5Sdisussingthepre-readingquestionsrelatedtothetextandthenpresentingthediscussingresults;Step6Learningtheusageofthewordsofthewholetextbyexplanationsandexamples;(firstly,givetheChineseandEnglishversionofeachwordsofthetext.)Languagepoints1.getaway→leave逃脱，离开locksth.away把某物锁藏起来putaway把…收起来tuckaway把…藏起来[助记]away除了表示“离开”还可以表示“逃脱”比如breakaway脱离，逃跑[例句]Twooftheprisonersgotaway两名犯人逃跑了。Iwon’tbeabletogetawayfromtheofficebeforeseven.我七点以前离不开办公室。2．elevatorn.（美式）电梯，升降机。（英式）lift[例句]Doseyourapartmentbuildinghaveanelevator?你们的公寓有电梯吗？[辨异]elevator/lift,escalatorn.自动升降扶梯3．co-worker→togetherconfrontn.同事afellowworker同事4．waveamovementofthehandinwaving挥手n.波，波浪（awaveinthesea）vi.(挥手)示意，致意[例句]Shegaveawaveassheleftthehouse.她离开家时挥了挥手。Theflagswavedinthewind.旗杆在风中摇摆。[搭配]waveaside对…置之不理Hewavedmysuggestionaside.他对我的建议置之不理。5．Pullout①离站，开出车流②撤退，抽身[例句]Acarsuddenlypulledoutinfrontofme.一辆汽车突然横冲到我面前。Idon’tliketheplan,Iamgoingtopulloutbeforeit’stoolate.我不喜欢这个计划，我想现在退出还来的急。6．decoratemeansmakesthbeautiful装饰n.decorationdecoratesthwithsth[例如]Theydecoratedtheroomwithflowersandballoons.他们用花和气球装饰房间。[辨异]decorate,ornament,adorn装饰住所和建筑物等通常用decorate,ornamentdecorate指用大小饰物增加气氛，使之更加完美。[例如]ThechildrendecoratedthehouseforChristmas.孩子们装饰房间过圣诞节。ornament指永久性地增添某物来装饰和衬托原物，使之更完美。[例如]Theclockissimplyforornament,itdoesn’tworkanymore.这架时钟纯属摆，它再也不走了。人的装饰常用adorn[例如]Sheadornedherselfwithjewels.她用珠宝装饰自己。7．graciousadj.polite,kind,pleasant亲切的，宽厚的，仁慈的[助记]gracious与graceful勿混graceful优美的，文雅的。描述身体的姿势和动作Theprincefellinlovewiththegracefuldancer.王子爱上了优雅的舞女。gracious亲切的，仁慈的。描述大人物对小人物的态度和行为，多修饰皇族成员。Heiskindandgracioustoallsinnerswhorepent.他对忏悔的罪人一概慈悲为怀。8．host→apersonwhoreceivesguests①旅店老板或主人②节目主持人[助记][熟]hotel旅馆→[生]hostel客店→[生]hostn.旅店老板★hotel由hostel派生而来。[例句]Marywasourhostattheparty.玛丽是我们晚会的主持人。[搭配]actashostat…担任…的主持人。LiXuejingwillactashostatthepartytonight.今晚李雪静担任聚会的主持人。[辩异]host(主人)master(主人)guests(客人)servants(仆人)[例句]Awarm-heartedmaidhelpsherhosttomeethislove.host(错)master（正）ahostcountry(东道国)9．setanexample树立榜样[例句]Herdiligencehassetanexampletotheothers.她的勤奋为其他人树立了榜样。[比较]giveanexampleto做…榜样[例句]Inhislifehegaveanexampletopeopleofbraveryandwisdom.他的一生为人们树立了勇敢和智慧的榜样。10．dowonders(for)有奇效，创奇迹。[例句]Helookedtiredbefore,buthisholidayhasdonewondersforhim.他以前一副无精打采的样子，可是休过假后他的精神出奇的好。11．complimentvt.n.称赞，恭维（command,praise,flatter）n.问候，致意。compliment==respects,regards[搭配]当compliment作动词时，表示“在某方面赞美某人”用complimentsbonsth(不用to)，但在下列中compliment作名词时，就用togive/presentacomplimenttosb赞扬某人[例如]Sheflushedwithpleasurewhenwecomplimenthertoherachievements.to改为on当我们表扬她取得成就时，她高兴的脸都红了。[辨异]compliment赞美，恭维complement补充，补足所谓“补足”(complement)就是使“完全”（complete），由此可见，哪个含complete意义，哪个就含complement，反之就是compliment[例句]Loveisacomplementtothelaw.法中有爱始完备。Givemycomplimentstoyourparents.带我向令尊，令堂问候。12．terrific→①extremelyniceorgood极好的，极妙的。②极度的，非常的。[例句]Sheisdrivingatterrificspeed.他以极高的速度驾驶。WhatIsaidwas,it’saterrificview.我刚才说的是景色美极了。[辨异]terrific，terrible在非正式文体中，terrible指“很坏”，“很糟”。terrific却指“很好”，“极妙的”。[例如]Don’taskmetotakeyou,I’materrbledriver.别坐我的车，我车开的很糟。13moodn.语气，心情，情绪[助记]model模型，式样→[根]mod①模，式样→mode样式→[生]moodModern②有分寸，适度→[生]modest有分寸的moderate适度的modify使适合[搭配]beinthemoodfor/todosth有做某事的心情beinnomoodfor/todosth没有心思做某事[例如]I’minnomoodforaparty.我没有心思参加舞会。Sheisinthemoodtoflyakiteinthetownsquare.她有心情在市中心广场放风筝。14．betn.打赌，赌注。vi.vt赌，打赌[例如]Imadeabetwithhim.我与他打过赌。[搭配]bet…on对…赌（钱等）[例如]Hebettendollarsonthehorse.他对那匹马赌十元。It’stoofoolishtobetonthehorse.赌赛马是件愚蠢的事。15．barreln.桶，筒。vt.快速行动。[助记]bar杆，棒→[生]barrel桶，筒→barrel栅栏[例句]Tiltthebarrelforwardtoemptyit.把桶向前倾，倒出里面的水。Thecarbarreledoveraspeedway.汽车在高速公路上快速行使。16．aisle[与isle（同音）]n.教堂，戏院，飞机，汽车的通道。aisleseat通过道的座位。anarrowpassage走廊[例如]Icanwalkingdowntheaisle.我正走过这条通道。17．bothervt.烦扰，打扰。n.①麻烦，纠纷，吵闹，②讨厌的人，麻烦的事。[例句]I’mbusy,don’tbotherme.我正忙着，不要打扰我。Theguestshadalotofbotherfindingtheirwayhere.客人们费了好大的劲才找到这里。[辨异]bother与trouble⑴bother主要指使人麻烦。[例如]Hisphoningmeallthetimebothersmealot.⑵trouble意思更进一层，指使人苦恼。[例如]What’stroublingyou–moneyproblems？什么事使你忧虑不安？经济问题吗？18．genuinelyadv.真正的，名副其实的。[助记][汉]基因—音译→[英]gene（遗传因子）→[生]genuine真的→genuinely由gene而来，因而其真正的含义为“地道的”，“正宗而非冒牌货”，又喻为“名副其实地”。[例如]Oneshouldacquireknowledgegenuinelyandingenuinelyhardandflexibly;ifhestudiesgenuinely,orhardbutnotflexibly,hewillnotbeabletosinglecutonethingandbingsoutbearings.学习知识要真，巧苦活；真而不巧，不能触类旁通；苦而不活，不能举一反三。18．apologize[apa（=off）+log（=speak）+-izt/-ise说开，解说，vi.认错，道歉，谢罪[助记]dialogue对话→根log（ue）（说）[搭配]apologizetosbfordoingsthmakeanapologytosbfordoingsth因…而向某人道歉[例如]JackapologizedtoMaryfornotgoingtoherparty.杰克因为没有出席玛丽举行宴会而向她道歉。19．irritationn.烦恼，愤怒，急噪vt.irritate[例如]Hecouldnothidehisirritationthathehadnotbeeninvited.他无法掩饰因未邀请而生的气恼。Don’tbeangry,Don’tbeirritated,Angerandirritationbringaboutearlyaging.（谚语）不要气，不要恼，气气恼恼老的快。20．countv.①beimportantorvaluable值得考虑，重要②计算[例如]Knowledgewithoutcommonsensecountsforlittle.光有学问而无常识，则这种学问无其价值。Therearefortypeople,counting(including)thechildren.把孩子算在内，共40人。[搭配]counton依靠，指望，期待。countup把…相加21.cherishcher(=care)关心，关怀+-ish（v）Vt.①②怀有（爱，深情，期望等）keep(love,hopeorotherdeepfellings)[例如]Theycherishedthebabyastheirown.他们疼爱那个婴儿视如已出。Shecherishedthehopeofseeingherpenpat.她怀着见见笔友的期望。22．routineadj.常规的，例行公事，常规。[助记]route是“设计好的从一地到另一地的路线”，因而却有了rountine这“例行公事，常规”。[例如]Maryisboredtodoroutineworks.玛丽讨厌做只是例行公事。Theydiditasamatterofroutine.他们那样做只是例行公事。[搭配]dailyroutine日常工作，例行公事。[例如]Childrenandoldpeopledonotlikehavingtheirdailyroutineupset.儿童和老人都不喜欢日常生活规律被打乱。Infectious是infect的形容词，adj.传染性的，有感染的。[例句]HeexpressedInfectiousenthusiasmtohisvoters.他对他的选民表现出很有感染力的热情。[辨异]非接触性传染n.infectionadj.infectious接触性传染n.contagion传染病毒e.gSASadj.contagiousYoumayavoidallknownsourcesofcontagion,yetnoteasilyescapeinfection.人们可以避开所有已知的接触性传染病源,却难以摆脱非接触传染.Step7Summary:thekeywordsandphraseneededtomasterinthistextStep8Assignments1.Previewthewholetextandtrytodividethetextintoseveralparts.2.Recitethewordswehavelearned.3.Dothevocabularyexcisesrelatedtothewordswehavelearned.课程名称：基础英语授课教师:李红霞授课时间2007年10月10日第6周本单元第3~4节课时安排2课时授课题目（教学章、节）：Unit2TextAWhateverHappenedtoManners?教学目的、要求（分掌握、熟悉、了解三个层次）：MasterthekeylanguagepointsandgrammaticalstructuresinthetextUnderstandhowthewholeessayisorganizedandgraspthemainideaofthetext3.Understandsomeculturalnotesinthistext教学内容（包括基本内容、重点、难点）：WhileReadingDifficultPoints&Sentences…wecan’tbetrulystylish…manners.(Para.2,L4)…Ithinkofgoodmanners...hiddenbeautysecret(Para.3,L1)…becomeCaryGrantorLaurenBacall…oureyes(Para.3,L3)(P19,He,Notes)…thefactthat…(Para.5,L3-5)…shouldhavedone…(Para.6,L4-6)BriefrevisionofwhathasbeenlearntSomevocabularymeaningandusagewhichdiscussedlasttime.ReviewofthewordsofpartII,IIIandIV(setanexample-routine)CulturalNotesCaryGrantLaurenBacall教学步骤：见后续页讨论、思考题、作业：1.Reviewthetextandtrytosummarizethetextinyourownwords.2.Dotheexercisesrelatedtothewordswediscussed.3.Reciteoneoftheparagraphswehavediscussed.参考资料（含参考书等）：《星火英语综合教程》课文辅导、《综合教程》教师用书授课类型（请打√）：理论课□√讨论课□实验课□其他□√教学方式（请打√）：讲授□√讨论□√其他□√教学资源（请打√）：多媒体□√挂图□音像□√其他□Unit2TextAWhateverHappenedtoManners?教学步骤(TeachingProcedure):Step1DailyDuty(2students);Step2CheckingtherecitingpartofUnit1-TextA(1students),Unit2-TextA(2students)andUnit3-TextA(2students);Step3.Reviewingcheckingthelanguagepointslearnedlastlecturethroughdictatingnewwordsandphrases;Step4Listeningthetapeofwordsandwholetexttopayattentiontothesense-group,liaison,sentencestressetc.Step5Lettingstudentsdividethewholetextintoseveralparts:Introduction,Body,Conclusion.Step6TeacherandStudentsworkoutthegeneralstructureofthewholetextbyaskingstudentssomequestionsofthetext;Thegeneralstructureofthetext:PartI(Paras1)mainideaTheauthorbringsuptheproblemthattheworldhassomehowgottenawayfromgoodmanners.IntroductionPartII(Paras2to4)mainideaTheauthorgivesthereasonsandhisunderstandingofgoodmanners.PartIII(Paras5to10)mainideaThreeaspectsofgoodmanners.PartIV(Para11)mainideaTheauthortellsusgoodmannersisinfectious.ConclusionStep6TextAnalysisandLanguagePointsPartI(Paras1)mainideaTheauthorbringsuptheproblemthattheworldhassomehowgottenawayfromgoodmanners.IntroductionQ1:Whichsentecesinthefirstparagraphimplythatinageneralsense,peopleinpresentagearelessgentle,lessfriendlyorlesspolitethanpeopleinthepast?Q2:WhatimpoliteexamplesdoesthewritergivetoshowthatmanypeopleinNewYorkarenotfriendlyorpolitewithoneanother?Languagepoints1.manner2.getaway3.appreciation4.pulloutPartII(Paras2to4)mainideaTheauthorgivesthereasonsandhisunderstandingofgoodmanners.Q3:Accordingtotheauthor,howdogoodmannersbuildupyourimage?Q4:Howdoyouunderstandthat“wecan’tbetrulystylishwithoutgoodmanners”?Languagepoints5.stylish6.thinkof…as7.CaryCrant8.LaurenBacall9.graciousPartIII(Paras5to10)mainideaThreeaspectsofgoodmanners.Q5:Whatgoodmannersdoesthewritersuggestthatweshoulddisplay?Q6:Doyouagreewiththatgoodmannerswithourfamiliescountmost?Languagepoints8.mood9.putoff10.Ibet