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《新编大学英语》第二册电子教案
《新编大学英语》是按“以学生为中心的主题教学模式”编写的教材。第二册共12个
单元,每单元由4部分组成:(1)准备活动(Preparation);(2)以听力为中心的语言活动
(Listening-CenteredActivities);(3)以阅读为中心的语言活动(Reading-CenteredActivities);
(4)巩固和提高(FurtherDevelopment)。准备活动旨在激发学生对本单元有关内容的兴趣,
开阔他们的思路,使他们进入积极的语言活动状态。以听力和阅读为中心的语言活动旨在让
学生获取大量的可理解的语言输入,提高语言能力,在此基础上展开各项语言活动。课内阅
读文章以活页形式由教师在阅读前发给学生,当场阅读。巩固和提高是在学生学完本单元课
内(1篇)和课外(2至3篇)所有的文章之后进行的。此时,学生对同一个主题的有关内
容、词汇和表达法已有了一定的接触和了解,通过这一部分的综合性语言活动进一步提高应
用能力。每单元围绕一个主题展开读、听、说、写、译等活动,旨在培养学生的语言综合应
用能力。通过多样的课堂活动,是学生在课堂教学的过程中积极思考、自觉参与、获取知识、
了解风情、提高能力。8学时完成一个单元。
UnitOneFood
I.Theoreticalbasis:
CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)
ILTeachingAims:
Inthisunitstudentsarerequiredto:
1)gettoknowsomeusefulinformationconcerningthetopicofthereadingpassages
inthisunitandtoknowmoreaboutEnglishculture;
2)dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheir
spokenskillandcommunicativeskills;
3)graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheir
vocabulary;
4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsand
grammaticalpointsinthein-classreadingpassagetoimprovetheirreading
comprehension;
5)dosomepost-readingexercisesandsomeafter-classreadingtopracticewhatthey
havegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;
6)translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressions
learnedinthereadingpassagestoacquiresometranslatingskillsandbettertheir
translatingabilities.
III.TeachingMethodology
Mainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent
-centeredclassroom
Thewholelearningandteachingproceedistendedtofollowthemodelof
pre-tasktaskcyclepost-task
IV.TimeDistribution
AccordingtoSs'Englishlearningtraitsandregulations,thefocusofthelearning
strategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin
8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&
After-classReading(2periods);FurtherDevelopment&Writing(2periods).
PeriodI&IIlisteningandspeaking
I、TeachingContent
1)T'sbackgroundknowledgeintroductionasrecruitmentandSs'discussionon
theunittopicoffood,andenlargetheirvocabularyonfood.Comparethe
AmericandietswithChineseone.
2)Listeningof2passagesand1tonguetwister
II、Teachingdesign
PartOne:Preparation
1.CheckYouVocabulary
Directions:Workingroupstolistasmanyfoodsanddrinksasyoucanineach
categoryandputthemdowninthetable.
Food
VegetableFruitMeatCerealOthersDrink
cabbage,Apple,pear,Pork,beef,Rice,oat,egg,cake,Tea,coffee,
beet,carrotfig,apricotlamb,wheat,com,cookie,Coke,rum,
lettuce,pineapple,bacon,millet,biscuit,Pepsi,wine,
bean,grape,turkey,barley,etc.cracker,nut,Seven-up,
eggplant,plum,mutton,fish,Sprite,beer,
onion,mango,chicken,shrimp,whisky,
garlic,lemon,sausage,lobster,brandy,
pepper,pea,watermelon,etc.crab,clam,milk,juice,
cucumber,papaya,etc.sodawater,
celery,coconut,lemonade,
mushroomcherry,etc.etc.
pumpkin,
cauliflower
,etc
2.ComparingDiets
Directions:Lookatthedietbelow.Itshowswhata1O-year-oldBritishboyeatsona
typicalday(seepage4).
Workinpairstodecidewhetherthisisahealthydiet.Whatdoyouthinka1O-year-old
boyinChinawouldeatonatypicalday?Whatisthedifferencebetweenthetwodiets?
PartTwo:Listening-CenteredActivities
ListeningI
Newwords:grapefruit,bacon,toast,marmalade,preserves
Exercise1:Listentothedialogueandfillintheorderlistbelowwiththeinformation
yougetfromthetape(seepage5).
1)2262)7:303)orangejuice4)
grapefruitjuice5)bacon,eggs,andtomato6)twosoft-boiledeggs7)toast,
butter8)lemontea
Exercise2:Workingroupsofthree.Onewillbethewaiterorwaitressandtheother
twocustomers.Makeupadialogorderingfoodforbreakfast.
ListeningII
Newwords:passion,counter,McDonald's,cardboard,plastic,container,tight-fitting,
drive-in,Mexican,Italian,menu,microphone,trash,Debbie
Exercise1:Listentothefirstpartofthepassageandcompletethefollowingbyfilling
intheblanks(seepage6).
1)totakeout,cardboard,plastic,plastic,tight-fitting
2)board,menu,order,microphone,twentyyards
3)knives,forks,everything,tray
Exercise2:Listentothesecondpartofthepassageandanswerthefollowing
questions.
1)WhatissaidaboutserviceinrestaurantsandcoffeeshopsinAmerica?
Efficientandfriendly.
2)Whatimpressiondowaitersandwaitressesgivecustomerswhentheyintroduce
themselves?
Theirfriendlinessisnaturalandisn'tentirelybecausetheyhopetogetahightip.
3)Whatisanappropriateamountforatrip?
15%ofthecheck.
4)Whatisoneofthemostpleasantthingsaboutwaitersandwaitresses?
Theyrefillacustomer'scoffeecupseveraltimesfornoextracharge.
ListeningIII
Exercise:Listentothetonguetwistersandfillintheblankswiththewordsyouhear.
Listenagaintocheckyouranswers.Thenpracticesayingthesetonguetwistersas
quicklyaspossible.
1)Thebigbakerbakesblackbread.
2)“Thebunisbetterbuttered/9
3)cheapchipshopsellscheapchips
4)friedfreshfish,fishfriedfresh,freshfriedfish,freshfishfried,fishfreshfried
5)propercupofcoffee,propercoffeepot,acupofcoffee,propercoffeepot,coffeepots,
Ironcoffeepots,Propercupofcoffee,propercoppercoffeepot,cupoftea
PartThree:Assignment
topreparethenewwordsonthetextbook.
Period3&4Reading
I、TeachingContent
ThetitleofthetextisFoodandCulture(intensivereading).Languagepoints
explanation,exercise.
II、TeachingObjects
1)Understandandmasternewwords:anthropologist,apparently,appropriate,bark,
calorie,disgusting,fertilize,forbid,protection,protein,sacred,sufficiently,nomad,
bark,nutritious
Phrases:besickof,inaddition,pickup,regard...as,relatedto,asaresult,etc.
2)ImproveSsmicro-readingskillsandtheabilityofthinking,inferenceandjudgein
English.
HI、TeachingDesign
A.Greeting
B.Checktheassignment:newwordsdictation
C.Pre-Reading
Discussthefollowingquestionsinpairs.
a)Whatdoyoueatandwhatdon'tyoueat?
b)Whydoyoueatcertainfoodsandwhydon'tyoueatcertainfoods?
c)Isthereanythingyoufindstrangeaboutpeople'seatinghabits?Whatisitand
why?
D.PassageReading
a)Readthepassage“FoodandCulture55ontheirown.Ssshouldfinishitwithin13
minutes.
b)Designsomeexercisetoseethatstudentshaveunderstoodthepassage.
☆FindingFoodTaboos:Fillinthetableaboutfoodtaboosincertaincultures
withtheinformationyougetfromthepassage.
☆UnderstandingtheDetails:Fillintheblankstocompletethesesentencesor
paragraphswiththeinformationyougetfromthepassage.
c)Discussion:Workingroupsandanswerthefollowingquestions.
1)Whatdoyouthinkfoodlikesanddislikesarerelatedto?
2)Whatareyourfoodslikesanddislikes?Whatdoyouthinkyour
foodlikesanddislikesarerelatedto?
E.FocalPointsandDifficulties
1)anthropologist——anthropology——anthropological
suffix:-logymeans"学”
e.g.biology-biologist—biological
sociology一一sociologist---sociological
geology——geologist——geological
2)appropriateto/forsth.
Sportsclothesarenotappropriateforaformalwedding.
Hisformalstyleofspeakingwasappropriatetotheoccasion.
3)forbid(forbad,forbidden)todosth.
stop/prevent/prohibit/hinder+object+fromdoingsth.
4)raise
a)liftormovesth.Tohigherlevel
raiseone'shand;raiseone'seyes
b)cause(sth.)toappear
Themeasureraisedalotofproblems.
c)bringupachild;breadfarmeranimals;groworproducecrops.
raisepigs;raisecrops;raiseachild
5)besick,vomit,nauseate
“besick“canmean“feelillasifoneisgoingtovomit”.
e.g.Shewassickaftersheatetoomuchchocolte.
Lucyfeltsick(=feltlikelytovomit)themorningaftertheparty.
Otherusesinclude:airsick,carsick,seasick
“nauseate”comesfromtheword“nausea“whichmeans“afeelingofillnessin
thestomach,oftenmakingonefeelasifoneisgoingtovomit”.It'saformal
wordandoftenusedinpassiveform.
e.g.Heisnauseatedbythesmellofmeatcooking.
“vomit“meansto“bringfoodordrinkupfromone'smouth,becauseoneis
sick”.
6)Asaresult,peoplefromonecultureoftenthinkthefoodsthatpeople
Theword"make”inthissentence(L.8)means“begoodenoughtobeor
become…(宜成为).
e.g.I)Thatwillmakeagoodendingofthebook.
II)It'sastorythatwouldmakeagreatfilm.
7)Thetermuscaredcow(1.23)isalsousedderogatorilytorefertoanidea,
practice,etc.thatissomuchacceptedthatnoteventheslightestdoubtsabout
itareallowed.
e.g.Theneedforsecrecyhasbecomeakindofsacredcow.
Theydidnotdaretochallengethesacredcowofparliamentarydemocracy.
8)...butonehundredgramsoftermitescontainmorethantwiceasmanycalories
andalmosttwiceasmuchasproteinasonehundredgramsofcooked
hamburger.(L9〜11)
Inthissentence“twiceasmany...”and"twiceasmuch…”的意思是“是…的
两倍:用many或much的依据是后面所跟的名词是可数还是不可数的。
e.g.Ihavetwiceasmanybooksasyou.
ShespendshalfasmuchmoneyonclothingasIdo.
后半句的意思是:然而,如果拿100克的白蚁和100克制作好的汉堡包相
比,前者所含的热量是后者的两倍多,其所含的蛋白质也儿乎是后者的两
1口O
9)"movearound”相当于“movefromplacetoplace"。Around在此处是副词,
表示hereandthere,inmanydirectionso
10)Oneexplanationforthepig-eatingtabooisthatporkthatisnotcooked
sufficientlymayspreadadiseasecalledtrichinosis.吃猪肉是一大禁忌的一
种解释是,没煮好的猪肉会传播旋毛虫病。
☆止匕句中“thatporkthatisnotcookedsufficientlymayspreadadisease
calledtrichinosis^是表语从句。
☆表语从句中“thatisnotcookedsufficiently”是定语从句,修饰的先
行词是porko
☆是过去分词短语做“calledtrichinosis”的后置定语。
F.Exercise1.2.3(seepage11):toreviewandconsolidatethenewwordsandthe
usage.
G..Homework:previewandmemorizenewwordsinafter-classreading;doquiz.
Period5&6After-classReadingandExercise
I.TeachingContent
TwopiecesofAfter-classReading:TheMenu,ThenutrientsinFood,
(extensivereadingapproach).Checktheanswerstoquiz
ILTeachingObjects
ToencourageSs'getusefulinformationfromthereadingmaterialassoonas
possible,toencouragereadingfluency,sostudentsshouldnotbestopping
frequentlybecausetheydonotunderstandapassage.
III.TeachingDesign
A.PassageI
1)Ssaregivenfiveminutestoreadthepassage“TheMenu”,gettheuseful
informationfromthepassage,andpickoutthedevelopmenthistoryof
themenu.
2)Readagain(sevenminutes)andanswerthefollowingquestions:
a)Whatarethefunctionsofthemenu?(nameatleastfive)
b)Figureouttheperiodswhenrestaurantweredoingwell:
c)Figureouttheperiodswhenrestaurantweredoingbadly:
B.PassageII
Tgivestenminutestoreadthispassage,theninstructsSstosummarizethe
passage.
C.Quiz(pre-task)ChecktheanswerswithSs,Givetheexplanationtothe
difficulties.
D.RelaxedTime(pre-task)Ask3—5studentstosharetheirexciting/good
newsintheirdailylifeortellaninterestingstory/joke.
Period7&8FurtherDevelopment&Writing
LTeachingContent
Warming-up,oneintegratedactivity:preparingfood,andwriting.
ILTeachingObjects
After6periodsexposuretolanguageinput,readingmaterial,andlanguage
skillstrainingonthetopic"food”,Sshavebeenfamiliarwiththerelevant
content,vocabularyandlanguageexpressiononthesametopic.Through
this2periods,TareexpectedtoorganizesomeintegratedactivitiestogetSs
haveanincreaseintheabilityoflanguageuse.
III.TeachingDesign
A.Warming-up
JokesandRiddlesaboutFood
1)Whatroomcanpeoplenotlivein?
2)Whatdoyoucallachickenrunningdowntheroad?
3)Whatkindofvegetablegetsintoalotoffights?
4)Whatsciencedoyoulearnwhenyoushakeaanofpop?
FoodProverbs:Matchthetwohalvesofeachproverbcorrectlyand
explaintheproverbs(seepage26).
B.PreparingFood
Supposeyouanivelateatafriend'sholidayhouse.Alltheshopsare
shutandyouwouldliketomakeanicemealforyourselfandthe
personyouarewith.Youarebothhungry.Youlookinthecupboard
andinthefridgeandbesidesthebasicssuchassalt,pepper,spices,oil
andsugar,youfind:afewonionsandtomatoes,onechickenleg,atin
oftuna,ajarofstrawberryjam,atinofpineapple,apacketofrice,a
tinofyogurt,fourpotatoes,atinofdriedmilk,atinofbakedbeans,six
eggs,fiveapples.Workinpairstoplanamealfortwowhichasmany
ofheingredientsaspossible.Whenyouareready,telltheclasswhat
youintendtomakeandbepreparedtoexplainhowtomakeanyofthe
dishesifnecessary.Whenyouhaveheardeveryone'smenu,decideasa
classwhichisthebest.
C.Writing
a)Asksomequestionsabouteatinghabits
1)Howmuchtimedoyouspendeatinginanormalweek?
2)What'syourfavoritefood?
3)Whatdoyouusuallyeatforbreakfast,lunchandsupper?
4)Howoftendoyoueatinrestaurantsinsteadofstudents'cafeterias?
b)Compareyouranswerswithinyourgroupandfindoutthe
similaritiesanddifferencebetweenthemembersofyourgroup.
Thinkoftwoquestions:
1)Arethereanybigdifferencesbetweenyourgroupmembers?
Whatarethey?
2)Havefoundanyoftheresultssurprising?Why?
c)Writeanarticleaboutyourclassmates9eatinghabitsusingthe
resultsofyourdiscussion.Thecompositionshouldincludeboth
thesimilaritiesandthedifferences.Writenolessthan120words.
d)Sswritethecompositioninclass.Afterthat,Tpickuponestudent's
articletoanalyzeandgiveacommentonit.
Conclusion
Thenewwordsandreadingmaterialofthisunitaremoderate.The
topicisfamiliartoSs,soSsaremotivatedtolearnEnglishinahigh
spirit,Sscandigestthekeypointsanddifficultieseasily.Five
languageskillsarecovered.Teachingaimsareachieved.ThelpsSs
withtheabilitiesofself-study,effectivecommunication,information
analysis,andthinkinginEnglish.SsaregoingtoprocessEnglish
materialandattempttoexpresstheirownopinions;tastethejoyand
successofEnglishcommunication;andcultivateSs'team-working
spirits.
UnitTwoPersonality
I.Theoreticalbasis:
CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)
ILTeachingAims:
Inthisunitstudentsarerequiredto:
1)gettoknowsomeusefulinformationconcerningthetopicofthereadingpassages
inthisunitandtoknowmoreaboutEnglishculture;
2)dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheir
spokenskillandcommunicativeskills;
3)graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheir
vocabulary;
4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsand
grammaticalpointsinthein-classreadingpassagetoimprovetheirreading
comprehension;
5)dosomepost-readingexercisesandsomeafter-classreadingtopracticewhatthey
havegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;
6)translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressions
learnedinthereadingpassagestoacquiresometranslatingskillsandbettertheir
translatingabilities.
III.TeachingMethodology
Mainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent
-centeredclassroom
Thewholelearningandteachingproceedistendedtofollowthemodelof
pre-tasktaskcyclepost-task
IV.TimeDistribution
AccordingtoSs'Englishlearningtraitsandregulations,thefocusofthelearning
strategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin
8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&
After-classReading(2periods);FurtherDevelopment&Writing(2periods).
PeriodI&IIlisteningandspeaking
I、TeachingContent
1)T'sbackgroundknowledgeintroductionasrecruitmentandSs'discussionon
thetopicofpersonality,andenlargetheirvocabularyonthisunit.Describea
person'spersonality.
2)Listeningof2passages
II、Teachingdesign
PartOne:Preparation
1.Wordthatcanbeusedtodescribeaperson'spersonality
•kind,generous,patient,warm-hearted,humorous,intelligent,independent,
sensitive,frank,thoughtful,
•gentle,careful,clever,modest,easy-going,friendly
•moody,lazy,sinister,selfish
2.WhatpersonalitytraitsdoyouthinkareassociatedwiththeChineseculture?
•hardworking,honest,well-organized,careful,intelligent
•determined,realistic.Sensitive,friendly,generous,polite,patient,
3.Jobandpersonality
1)salesmanorsaleswoman
•shrewd,hardworking,boastful,tricky
2)teacher
•humorous,bossy,patient,tolerant,talkative.
3)doctor
•patient,calm,independent,careful,sympathetic.
4)policeman
•brave,alert,independent.
5)accountant
•careful,honest,cautious
6)lawyer
•persuasive,expressive,eloquent,serious.
7)tourguide
•enthusiastic,talkative,expressive,energetic
8)hostorhostessofashow
•emotional,expressive,optimistic,easy-going
9)reporter
•curious,extrovert,open-minded,adventurous.
10)secretary
■easy-going,tolerant,sensitive,frank,thorough
11)spokesman
•intelligent,talkative,diplomatic
PartTwo:Listening-CenteredActivities(Seepage33,bookII)
ListeningI
1)Explainnewwords(sensitive,gothrough,independent,appreciate,
owe,caring,understanding,aware)
2)Listentothepassageandnotedownthefourcharacteristicsofthe
speaker.
3)Listenagainandcompletewithdetailsofhefourcharacteristics.
ListeningII
1)Explainnewwords
2)Listentothedialogueanddecidewhetherthefollowingstatements
aretrueorfalse,(seepage34)
3)Playthetapeagain,helpstudentsrepeatthispassagesentenceby
sentenceandexplainsomedifficultpoints,sentences.
4)Listentothedialogueagainandcompletethetable.
5)Discussthefollowingquestionsingroups.
a)Towhatextentdoyouthinkcultureaffectspersonality?
b)Whatpersonalitytraitsdoyouthinkareassociatedwiththe
Chineseculture?
PartThree:Assignment
topreparethenewwordsonthetextbook.
Period3&4Reading
I、TeachingContent
Thetitleofthetextis“TheMiseryofShyness^^(intensivereading).Languagepoints
explanation,exercise.
II>TeachingObjects
1)Understandandmasternewwords:eliminate,acquaintance,inferior,etc.;
prefix:over-,self-
2)Phrases:dwellon,concentrateon,speakup,profitfrom,comealong,havesth
atheart,setaside,liveupto,etc.
3)ImproveSsmicro-readingskillsandtheabilityofthinking,inferenceand
judgeinEnglish.
III>TeachingDesign
A.Greeting
B.Checktheassignment:newwordsdictation
C.Pre-ReadingActivities
1.Discussthefollowingquestionsingroups
1)Whenyouarrivedattheuniversity,didyoufindithardtotalkwithyournew
classmate?Ifso,explainwhy.
2)Doyoufeeluncomfortablewhenotherpeoplesaynicethingstoyou?For
example,howwouldyoufeelifaclassmatesaid"That'sareallynicejacket
you9rewearing9?Explainyourfeelings.
2.Wordsandphrasesinthein-classreadingpassage
1)acquaintance
Knowledgeofapersonacquiredbyarelationshiplessintimatethan
friendship.
•Apersonwhomoneknows.
•Knowledgeorinformationaboutsomethingorsomeone
>Phrases
•apassingacquaintancewith对...的浮浅的了解
•drop/cutsb*sacquaintance(=cutanacquaintancewithsb)和某人绝交
•haveanodding/bowingacquaintancewithsb与某人有点头之交;(对某学科)
略知一二
•havenoacquaintancewith不来(悉,不了JW
•maketheacquaintanceofsb.(=makesb/sacquaintance)结识某人
•pickacquaintancewith偶然结识/认识
•upon(further)acquaintance经过一段(较长)时期的熟悉/了解
2)eliminate,elimination,eliminative
3)inferior&superior
•beinferiorto在….之下;次于;不如
•besb.'sinferiorin在.…方面不及某人
•inferiorbycomparison相形见细
4)Self—
•self-helpself-importance
•self-indulgenceself-interest
•self-madeself-respect
•self-styleself-pity
5)Over
•toomuch
overpopulation,overwork,overweight,overdo
•additional
overcomeovertime
•across,above
overhead
•outer,covering
overcoat
D.In-ClassReadingActivities
1.Givethestudentsabout20minutestofinishthepassage.
2.Askseveralstudentstopointoutthemainideaofthepassage,andiftheydon't
agreewiththeopinion,thenhaveadiscussionabouttheirownopinionandfind
outthedifferencebetweentheirownopinionandtheideainthepassage.
3.LanguagePoints
1)todwellon:towrite,speakorthinkalotabout
•Youdwellonasubjectifyoukeepthinkingortalkingaboutit
•Donotdwellsomuchonyourpast.
•Donotdwelltoomuchonyourpainfulmemories.
•Donotletyourminddwellonthesetroubles.
•Heexpressedfromresolve,butdwellondifficulties
>todwell:live
•Youdwellsomewhereifyoulivethere.
•Hedwellsinthecountryduringmostoftheyear
2)toconcentrateon:tokeepordirect(allone'sthoughts,efforts,attention
etc)集中精力/思想,聚精会神
•Don'ttalk,justconcentrateonyourdriving.
•SheisconcentrateongettingagradeforherFrench
3)tospeakup:speakboldly,freelyandplainly;speakout
•Ifyouthoughtthatwasnotfair,whydidnotyouspeakup?
•Ifyoudonotapproveofwhatyourfriendisdoing,whydon'tyouspeakup?
>tospeakup:tospeakmoreloudly说大声点
•Thejudgeaskedthewitnesstospeakup.
•Pleasespeakup;wecan'thearyou.
4)profitby;learnorgainadvantagefrom从...得至U好处
•Heprofitedfromhismistakes.
•Areyougoingtoprofitfromyourownexperiences?
•Ihopeyou'llbeabletoprofitbymistakesandavoidthemyourself.
5)tocomealong:tohappen;arrivebychance突然出现
•Iwillwaittillsomethingcomesalong.
•Takeeverychancethatcomesalong.
•HewenttoLondonwheneverthechancecamealong.
•Whentherightopportunitycomesalong,he'lltakeit.
>tocomealong:toadvance;improve进展,进行
•Howisyourworkcomingalong?
>tocomealong:improveinhealth有时指身体情况
•Shewascomingalongwellaftertheoperation.
>tocomealong:follow总艮着去
•Yousay6comealong9whenyouwantsomeonetohurryup,ordosthyouwant
someonetodo.
•Comealong,eatupyourvegetables.
•Yougonow,mcomealonglater.
•Comealong,Tilshowyouyourroommyself.
6)tohavesth.atheart:tohavesth.inone'scare关心、;想至U
•Hehasthewelfareofthepooratheart
sth.breaksone'sheart
•Somethingthatbreaksyourheartmakesyousad.
toloseone'sheartto
•Youloseyourhearttosomeoneorsomethingwhenyoufallinlovewiththem
withallone'sheart
•Youdosomethingwithallyourheartwhenyoudoitwithwarmandsincerity.
7)tosetaside:tosaveforaspecialpurpose留出;储蓄,拨出
•Everyweekhetriedtosetasideafewdollarsofhissalary.
•Healwayssetssometimeasideeverydaytotellstoriestohischild.
•Setasidealittletime/moneyeachweek
>tosetaside:paynoattentionto不理会:不接受
•Iwarnedthemnottodoit,butmyobjectionsweresetaside.
•Thejudgesetasidethedecisionofthelowercourt.
>tosetaside:todeclaretobeofnoeffect取消:宣布无效
•Hetriedtosetcontractasidebecauseconditionshadchanged.
8)toliveupto:tokeeptothehighstandardsof...按...行事;达至U(某标准'高度等);
使行为和…相等
Someoneorsomethinglivesuptoyourexpectationsiftheyareasgoodas
youexpectedthemtobe
•Shecouldn'tliveuptoherparents,expectations
•We'llcontinuetoliveuptoourpromises.
>toliveuptoonesposition/one^beliefs/one^professions/one^
income.
E.Exercisel.2.3(seepage11):toreviewandconsolidatethenewwordsandthe
usage.
F.Homework:previewandmemorizenewwordsinafter-classreading;doquiz.
Period5&6After-classReadingandExercise
I.TeachingContent
TwopiecesofAfter-classReading:TwowaysofLookingatLife,Youare
WhatYouThink(extensivereadingapproach).Checktheanswerstoquiz.
ILTeachingObjects
ToencourageSs'getusefulinformationfromthereadingmaterialassoonas
possible,toencouragereadingfluency,sostudentsshouldnotbestop
frequentlybecausetheydonotunderstanda
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