【大学英语IA】

《大学英语IA》课程标准

 一、课程基本信息

二、课程性质与定位

 大学英语课程是高等学校人文教育的一部分，兼有工具性和人文性双重性质。就工具性而言，大学英语课程是在高中英语学习的基础上，进一步充实学生的词汇量，扩大阅读面，提高翻译的准确性，以及拓展写作的深度和宽度。同时，大学英语课程也为大学生的专业英语课程夯实基础，为学生日后在学术或职业领域进行交流做好铺垫。就人文性而言，大学英语课程的重要任务之一是进行跨文化教育。语言是文化的载体，同时也是文化的组成部分，学生学习和掌握英语这一交流工具，除了交流、学习先进的科技信息，还要了解过外的社会和文化，增进对不同文化的理解，对中外文化异同的意识，培养跨文化交际能力。在教学过程中，大学英语精读课程将会分章节展示国外的历史、建筑、音乐、语言、经济、工作、节日和人际关系等。同时，社会主义核心价值观也会有机地融入大学英语精读课程的教学内容当中，充分挖掘大学英语课程丰富的人文内涵，实现工具性和人文性的有机统一。

 大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。而大学英语课是大学外语教学课程体系的核心课程，是我校非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。

三、课程设置指导思想与思路

1、课程设置的指导思想

 大学英语课程是针对泰山学院非英语专业学生开设的一门公共基础必修课程，是我校人才培养的一个重要组成部分；合理设置我校大学英语课程，是我校大学英语教学团队更好服务于我校人才培养的重要前提。课程设置要充分体现“以人为本，因材施教”的教育教学理念，结合本校学生的实际水平，构建合理有效的大学英语校本特色课程体系，促使不同层次、不同水平的学生在英语应用能力方面得到充分的训练和提高，以实现教育部在《大学英语教学指南》提及的大学英语的教学目标，即“培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，使他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要”。

2、课程设置思路

1) 分类指导、因材施教

 该课程突出“分类指导、因材施教”的特点，实行分级、分课型教学，学生必须按要求修满规定的学分方能获得相应的学位。根据我校学生层次、类别和英语水平，我们为普通本科生、艺体类本科生、春季招生和专科分别设置了3个教学模块：大学英语I、大学英语II、大学英语III，每个模块分别含A、B、C、D等4个不同的课程，分别在大学1—4个学期开设；在课型设置上，我们结合分级分层次教学，又分别为创新班（普通本科生中，高考英语成绩排名前10%的学生）、普通（文本）、普通（理本）和其他类别的学生（含3+2专升本、艺体类本科生、春季招生及专科生）设置了2+X（2节读写+X节网络自主学习）、2+2（2节读写+1节口语+1节听力）和3+1（3节读写+1节视听说）的不同课型；到第四学期，针对通过全国大学英语四级考试的创新班的学生开设ESP专门用途英语：《公共英语演讲艺术》、《高级英语写作》、《高级英语阅读》；同时面向全校学生开设《跨文化交际英语口语教学策略与实践》及《中国文化英语说》等综合素质课程；另外中加合作办学旅游管理班是按甲方提供的教学方案和教材授课。具体见下表：

2) 加强实践教学环节，突出大学英语课程的实践性

 实践教学环节的设计思想是：

 利用第二课堂，搞好大学英语实践教学设计，激发学生学习英语、运用英语的兴趣，使其在学中练，练中学，达到练有理论依据，学有方向目的的学习效果，最终达到提高学生英语语言综合应用能力、特别是自主学习能力、合作意识和跨文化的沟通能力。

 实践教学环节的具体做法是：

 （1）教学中采取互动方式-师生、生生互动

 大学英语教师不仅是传统意义上的大学英语知识的传授者，更是大学英语课堂内的指导者(director)、组织者(organizer)、辅助者(facilitator)、参与者(participator)。这种当代大学英语教师的新角色使得教师连同学生真正成为教育教学中的主体。教师、学生共同参与交互活动，实现课堂教学的实效性。

 （2）采取体验式教学方式，突出课程的实践性

 在大学英语课堂教学过程中，我们采用角色扮演、固定话题或自主话题课堂报告等活动，加大学生参与课堂的时间和深度，利用英语角、课外辅导、自主中心学习等活动实现课堂内外学习的互动和延展，让学生在体验中学习英语。

 （3）加强第二课堂活动的组织与指导，有效地发挥第二课堂作用

 为了营造良好的学习氛围，提高学生学习的兴趣，发挥优秀学生的模范引导作用，以英语调频广播电台为依托，充分开发利用第二课堂，进一步推广我校项目化实践教学模式，定期组织全国大学生英语竞赛、全国“外研社杯”英语阅读大赛和写作大赛、“CCTV”杯英语演讲大赛和校级的英文歌曲大赛、英语小品大赛和“外研社”杯英语演讲大赛；利用句酷批改网和外研讯飞FIF口语训练平台积极开展在线竞赛和测试活动；鼓励学生利用手机端等移动设备、数字化语音室和网络语音室进行自主学习，努力做到教学资源的优化和整合，促使学生实现互联网+环境下线上与线下，课内与课外学习的高度融合，。

四、课程目标（大学英语IA）

1.知识目标

1)掌握课文中重点词汇、短语、交际用语；

2)掌握课文中的相关背景知识；

3)理解课文的主旨大意；

4)掌握课文中的重、难点；

5)熟练掌握部分国家（或地区）、语言、籍名；常用地名表；常用英美人名表；常用口语表达用语；

6)掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学语法知识；

7)完成教师布置的听、说、读、写、译的各项任务并从中有所收获。

2. 能力目标

1）听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材讲座，能基本听懂英语国家慢速英语节目，语速为每分钟120词左右，能掌握其中心大意，抓住要点。能运用基本的听力技巧帮助理解。

2）口语表达能力：能在学习过程中用英语交流，并能就某一主题进行讨论。能就日常话题和来自讲英语国家的人士进行交谈。能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。能在交谈中使用基本的会话策略。

3）阅读理解能力： 能够基本读懂一般性题材的英文文章，阅读速度达到每分钟70词，在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟90词，能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节。能读懂工作、生活中常见的应用文体的材料。能在阅读中使用有效的阅读方法。

4）书面表达能力： 能用常见的应用文体完成一般的写作任务，能描述个人经历、事件、观感、情感等，能就一般性话题或提纲在半小时内写出100词的短文，内容基本完整、用词恰当，语篇连贯。能在一般或应用写作中使用恰当的写作技能。

5）翻译能力：能借助词典对题材熟悉的文章进行英汉互译，英汉译速为每小时200英语单词，汉英译速为每小时180个汉字。译文基本流畅，能在翻译时使用适当的翻译技巧。

6）推荐词汇量：词汇的掌握是提高英语综合应用能力的基础，学生掌握的总词汇量应达到2500个单词和600个词组，其中1300个单词为积极词汇，即要求学生能够在认知的基础上学会熟练运用，包括在口头表达以及书面表达两个方面。

3.素质目标：

1）认识到英语学习的重要性，拥有学习英语的兴趣和信心；

2）养成自主学习的能力和学习策略，发挥创造潜能；

3）能综合运用英语，提高听、说、读、写、译的技能，满足工作需要；

4）能掌握一定的学习方法，具有总结、归纳、分析和解决问题的能力；

5）具有良好的心理素质；

6）具有良好的人际沟通交流能力和以交际能力为核心的英语语言运用素质的能力；

7）具有较强的跨文化意识和人文素养；

8）最大限度地发展和完善自己，使英语学习为自己的全面发展服务。

五、主要内容和要求（大学英语IA）

(课程单元总体要求)（详见附件1和附件2）

 【目的要求】

1、掌握重点单词：

 重点短语：

2、句型结构：

3、单元主要内容。

 【教学设计建议】任务型教学

 【讲授内容】

1、课堂导入：

2、文化背景：

3、语篇分析：

4、学习重点难点：

 【自学内容】

1、汉英翻译

2、guided writing

六、教学条件

 多媒体教室+网络平台

七、课程实施方案

1、教学组织

 本课程采取交际教学法和任务教学法结合的教学方式，以学生为中心，以教师为主导。将学生按6人一组划分学习小组，课前布置具体的预习任务，课堂进行检查和展示；课前导入部分以小组讨论和背景知识介绍为主，引入课文主题；教学重点为Section A，由教师主导进行语篇分析、重点词汇和长难句的学习；PassageB为次重点，主要进行相关文化知识学习和篇章理解；并根据本单元主题布置相应的课后作业，具体为句子翻译和写作。旨在通过各种方式提高学生的阅读、翻译和写作能力，培养学生的批判性思维，以实现课程的教学目标。

2、教材选编

 本课程所选用的大学英语精读教材是外语教学与研究出版社出版的《新视野大学英语读写》第三版。本教材体现了时代特色，紧扣时代脉搏，选材广泛，内容涵盖社会各个层面，版面设计精美，为学生和教师营造了一种轻松、愉快的学习和教学氛围。教材内容上，体现了层级递进的特点，比较符合大学生实际的英语水平，基本满足大学生的英语学习需求；文章题材着眼于对大学生进行人格的培养，提高学生的审美情趣，培养学生的情操，有助于学生形成完善的人格；实用性较强，重视对学生语言运用能力的培养。

3、教学团队

 本课程负责人及主讲教师都具有英语专业本科及硕士以上学历，教学经验丰富，对大学英语教学理论和教学方法有着比较深入的研究，知识结构优化，除精通专业知识以外，还掌握一定的教育学和心理学知识，精通现代化教育技术，年龄结构上老中青相结合，梯队层次比较合理。

4、教学评价

 大学英语评价体系采用多元化评价方法，将形成性评价与终结性评价相结合，将教师评价与学生互评和学生自评相结合，将定量评价与定性评价相结合，将多元化评价内容和评价指标相结合，将传统评价媒介与现代网络技术相结合，实现了评价方式、评价主体、评价内容、评价指标和评价媒介的多元化，充分发挥了以评促学、以评促教的作用。其中3+1课型（普本理）的班级,平时成绩占总成绩的40%，期末考试成绩占总成绩的60%。平时成绩包括：考勤7%，口语10%，作业11%，课堂表现10%，第二课堂2%;2+X（创新班、免师）,平时成绩占总成绩的40%，口语考试10%,期末考试成绩占总成绩的50%。平时成绩包括：平时成绩包括：考勤4%，口语10%，作业6%，自主学习20%,课堂表现8%，第二课堂2%。2+2（普本文）课型的班级，平时成绩占总成绩的40%，口语考试10%,期末考试成绩占总成绩的50%。平时成绩包括：平时成绩包括：考勤7.5%，口语10%，作业11%，课堂表现9.5%，第二课堂2%。

5、教学资源

数字化语言文学实验教学中心整合个出版社数字化外语教学资源并进行网络化改造，形成了全校统一的数字化学习硬件环境；中心加强以网络学习资源库建设为核心的信息化建设，兼容相关学院外语教学软件资源，扩大网络英语学习资源库，建立学生英语自主学习网站。实现教学设备数字化、信息资源数字化和网络管理智能化，形成了支持全校学生英语自主学习、协作学习和探究性学习的数字化软件环境。相关教学资源网站有：外研社大学英语教学管理平台，U校园、高等英语教学网、句酷作文批改网、itest大学英语测试与训练系统等。

 撰写： *** 审核：***

附件1读写教程

Unit One

Section A  Toward a brighter future forall

Section B  What we wish

【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识大学生活，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，制定个人大学生活规划和生涯规划。

1. 掌握重点单词：

triump, pledge,pose routine, attain, finised,resource, caring faculty, facility, explore, pursue, passion, unique,enthusiasm, reap, benefit, overwhelm, sample, challenge, emerge, pair, outweigh, virtually, glow, yield, simply, inherit,

 重点短语：

pledge to do sth. / to make the most of/to reap the benefits/to open the door to sth/to take pleasure in doing sth. open up，take something seriously, sign up for sth.，be bound by sth. or sb.give sb. the benefit of the doubt， evolve to the fullest potential，

2、句型结构：

__As …, sb. is proud /happy/ sorry /sad… to do sth.

__In doing sth, sb. is reminded of sth.

__If sb. could give sb. else     only one piece of advice     about…, it would be this: Do sth.!

__… A wonderful example of this is sb. who…/ sth. that…

3、单元主要内容。

The first unit of the first book meets students who have just entered college or university and are beginning a new phase in their lives. We hope that students will be able oyo talk about their expectation of their college experience,and they will be adware of the expectations their parents and their educators have of them.

Text A is university president’s welcome speech, in which the presidents gives valuable guidance to and expresses expectation of freshman students.

Text B is letter written by a father to his child who is abput to start college, in which the father expresses his expectation of the child. We hope that the two texts will stimulate students to share their own college experience ; and we also hope the two texts will help students look from a new perspective at the expectations their educators and their parents have of them

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task--Getting familiar with college life

-Watch the video clip and answer the following questions.

What were the mom’s expectations of her daughter in university?

-Work in groups and discuss the following question:

A. What are your expectations of your college life?

B. In what way do you think you can meet your expectations?

2. 文化背景：

--Amercan Higher Education

Colleges and universities in the U.S. vary in terms of goals: some may emphasize a vocational, business, engineering, or technical curriculum (like polytechnic universities and land-grant universities) while others may emphasize a liberal arts curriculum. Many combine some or all of the above, being a comprehensive university. In the US, the term "college" refers to either one of three types of education institutions: stand-alone higher level education institutions that are not components of a university, including 1) community colleges, 2) liberal arts colleges, or 3) a college within a university, mostly the undergraduate institution of a university. Unlike colleges versus universities in other portions of the world, a stand-alone college is truly stand-alone and is not part of a university, and is also not affiliated with an affiliating university.

--Vera Wang

Vera Ellen Wang was born and raised in New York City, and is of Chinese descent. Her parents were born in China, and came to the United States in the mid-1940s. Her mother, Florence Wu (Wu Chifang), worked as a translator for the United Nations, while her father, Cheng Ching Wang (Wang Chengqing), a graduate of Yanjing University and MIT, owned a medicine company. Her maternal grandfather is Fengtian clique warlord Wu Junsheng, who was killed by the Empire of Japan in the Huanggutun incident in 1928.^[3] Wang has one younger brother, Kenneth.

Wang was hired to be an editor at Vogue immediately upon graduation from Sarah Lawrence College, making her the youngest editor at that magazine. She stayed at Vogue for 17 years, leaving in 1987 to join Ralph Lauren, for whom she worked for 2 years. At 40 she resigned and became an independent bridal wear designer.^[8]

3. 语篇分析： Struture of a Speech

Opening  part of the welcome speech

The president congratulates college freshmen for entering a new phase in life. (Para. 1)

The president recalls an event when he graduated from high school. (Para. 2)

The president reminds students that their future success is built on a solid foundation of the past. (Para. 3)

Advice

Make the best  of what you have. (Para. 4)

Challenge yourself. (Para. 5)

Meet new experiences. (Para. 6)

Carry your responsibilities. (Para. 7)

Students are called upon to cherish the opportunities, and to keep in mind their responsibilities. (Para. 8)

Concluding part

4. 学习重点难点：

Reading Skill: Previewing

Writing  Skill: Structure of a speech

【自学内容】

1、15页汉英翻译

2、14页guided writing

Unit Two

Section A  A Child’s Clutter awaits an adult’s return

Section B  Time slows down

【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识父母与孩子的关系，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，体会父母之爱，学会感恩。

1.掌握重点单词：

await, embarrassment, dump, curb, clutter, rust, past, match, print, match, content,fiction, romantic, stuff, beloved, stack, plague, clumsy, curl, strain, donation, ridiculous, toss, comforter, strip, craft, clip, emotional, item, reverse, tighten, token, limp, complain, bundle, migration, wrao, peak, overtake, suspiciously, pinch, stretch, slope, scape, stoop, grip, awkward, beams,

 重点短语：

reverse oneself      make it        straighten up         keep back, make it, free of/from,

catch oneself doing sth.,  hang up,  be supposed to do sth.

2、句型结构：

__1. Sb. catch oneself doing sth

__The more …, the more ….

__. Sb. do sth. So/Neither will/do/does/did sb. else.

__Absolute structure

• It is not that /Not that sb. do sth., but that sb. do sth.

3、单元主要内容。

This unit concerns the relationship between parents and children from two different perspective: the parent’s perspective an in texA， and the children’s perspective as in Text B. Text A depicts a mother’s reponse to her daughter’s fight for independence through detailed description of the mess left behind by the daughter. The mother feels angry, sad, and frustrated at her daughter’s leaving for independence; but at the same time, out of love, she believes that her daughter will finally come back to no matter how rebellious she is now. Text B demonstrates the orofound love between father and daughter. The daughter recalls the walks with her father when she is little,and remembers how her father loves her. Then she depicts the walks with her father when he is old, sitting in a wheelchair, hands shilvering and voice murmuring. All the details show the love between the father and daughter. After reading the two texts, students are expected to have better understanding of their parent’s love.

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task--Recollecting your experience

-Watch the video clip and answer the following questions.

Why is there a conflict between the mother and the daughter?

--Have you had similar experience? What happened?
Work in pairs and share your experience with your partner.

2、文化背景：

-- Nursing homes 

Nursing homes are a type of residential care that provide around-the-clock nursing care for elderly people.^[1] Twenty-four-hour nursing care is available. Nursing homes will provide short-term rehabilitative stays following a surgery, illness or injury which may require physical therapy, occupational therapy or speech-language therapy. Nursing homes offer other services such as planned activities and daily housekeeping services. Nursing homes may also be referred to as convalescent care, skilled nursing or a long-term facility. Nursing homes may offer memory careservices or have a separate area specified for memory care.^[2]

--Swiss Army Knife

The Swiss Army knife[1] is a pocketknife or multi-tool manufactured by Victorinox AG (and up to 2005 also by Wenger SA). The term "Swiss Army knife" was coined by American soldiers after World War II due to the difficulty they had in pronouncing "Offiziersmesser", the German name.[2]

The Swiss Army knife generally has a main spearpoint blade, as well as various tools, such as screwdrivers, a can opener, and many others. These attachments are stowed inside the handle of the knife through a pivot point mechanism. The handle is usually in its stereotypical red color, and features a Victorinox or Wenger "cross" logo or, for Swiss military issue knives, the coat of arms of Switzerland.

Originating in Ibach, Switzerland, the Swiss Army knife was first produced in 1891 after the company, Karl Elsener, which later became Victorinox, won the contract to produce the Swiss Army's Modell 1890 knife from the previous German manufacturer. In 1893, the Swiss cutlery company Paul Boéchat & Cie, which later became Wenger, received its first contract from the Swiss military to produce model 1890 knives; the two companies split the contract for provision of the knives from 1908 until Victorinox acquired Wenger in 2005. A cultural icon of Switzerland, the design of the knife and its versatility have both led to worldwide recognition.[3]

3、语篇分析： Struture of a Speech

General situation & my responses(Paras. 1 - 4)

My daughter is gone in her large and expensive truck, declaring that she is an adult.

I’m glad she’s gone and I’m free from years of responsibilities for her.

The mess left by the daughter and my responses (Paras.5-12)

She leaves a mess in her bathroom. (Para.5)

The bedroom is in a mess, too and desk drawers are filled with school papers. (Para.6)

There are various unsorted books on her desk. (Para.7)

Clothes and other things are everywhere in the bedroom. (Paras.8-11)

I will turn her room into a crafts room or guest room. (Para.12

Concluding part (Paras. 13 - 22)

4、学习重点难点：

Reading Skill: Previewing

Writing  Skill: A paragraph of problem-solution pattern

【自学内容】

1、44页 汉英翻译

2、43 页guided writing

Unit Three

Section A  College Life in the Internet age

Section B  Too much of a good thing- A real addiction

【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确网络技术的利弊，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，正确对待网络，避免网络成瘾。

1.掌握重点单词：

campus， scholarship， frontier, transform, electronic, fleet, typical, access,text, fingertip, boundless, reaponse, means, engineering, major, dialect, script, sense, tape, post, device, non-stop, adopt, indispensible, outline, network, regulate, wire,  buuble, budget, estimate, assignment, inferiority, complex, compensate, lease, focus, bandwidth, competitive , at a disadvantage, peers , strain, pitch, portable, mode, loan, amazing, solve, addiction, unmatched, media, altenative, aspect, epidemic, impact, agony, risk, plunge, essential, sustain,spoil, interact, moderate, multiple

 重点短语：

less than interesting/honest/helpful, be tied to sth,       visit with sb., take the lead, account for , fire off,

catch oneself doing sth.,  hang up,  be supposed to do sth., keep up with,  stand out,

2、句型结构：

__Sth., long a … of …, is being transformed into …, and …

__A recent study/ research/ experiment found/ discovered/ indicated that …  

__With the widespread application of …/   With the fast/rapid development of …

3、单元主要内容。

This unit discusses the pros and cons of the use of new technology in young people’s lives. Young people are the most eager group to use new electronic gadgets. They are also more likely to develop addiction to the Internet and electronic, wehich may lead to many undesirable consequences. We hope that students can understand the benefits of the Internet and electronics gadgets and at the samen time realize the possible negative effects of abession with them.

Text A emphasizes the positive effects of the electronic gadgets on student’s studies and lives. We hope students, after reading the text, can answer such questions as why some universities have spent so much money establishing easy access to the Internet, what electronic gadgets are popular on campus, and how these gadgets facilitate study. We expect students to discuss how the Internet is promoting or hindering their learning, and which teaching method is betterm the traditional approach or the multimedia approach..

Text B depicts the severe consequences caused by Internet addiction. Through comparison and contrast , students are expected to be fully aware of both thepros and cons of the use of new technology. We would also like them to ask themselves whether they are or were cyber addicts, discuss what causes a person to become  a cyber addict, and how they can prevent themselves from becoming Internet-addicted. Meanwhile, studnts should be encouraged to be masters of science and technology rather than be controlled by them.

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task-- Talking about the development of teaching technology

-- Watch the video clip and try to describe the development of teaching technology.

-- Look at the following pictures and discuss the question in pairs.

Which way of teaching and learning do you prefer? Why?

-- Should university provide Internet access anywhere and anytime on campus?

2、文化背景：

--Smartphone 

A smartphone is a handheld personal computer. It possesses extensive computing capabilities, including high-speed access to the Internet using both Wi-Fi and mobile broadband. Most, if not all, smartphones are also built with support for Bluetooth and satellite navigation. Modern smartphones have a touchscreen color display with a graphical user interface that covers the front surface and enables the user to use a virtual keyboard to type and press onscreen icons. Interaction is mostly done using touch, besides a few physical buttons. Smartphones are typically pocket-sized, with somewhat larger sizes being called phablets; they are generally smaller than tablet computers. Smartphones function using a rechargeable lithium-ion or lithium-polymer battery.

Smartphones use a mobile operating system and are able to process a variety of software components, known as "apps". Most basic apps (e.g. event calendar, camera, web browser) come pre-installed with the system, while others are available for download, either for free or charging money to one's balance, from official sources like the Google Play Store or Apple App Store. One may purchase apps by either adding and using valid credit card account information to the smartphone or by buying a gift card for exclusive use of the balance of the card on its specified app store. Apps, and the operating system itself, can receive bug fixes and gain additional functionality through updates.

3、语篇分析：A paragraph of cause and effect

Introduction

The college today is being transformed into a new age of electronics by a fleet of laptops, smartphones and Internet connection 24 hours a day. (Para. 1)

How the transformation influences student’s campus life

How students use new technologies in and out of class. (Para. 2).

Colleges have become the most Internet-accessible spots in the world. (Para. 3)

How students feel about wireless Internet access. (Para. 4)

How the transformation influences college

Some universities try their best to maintain competitive advantage. (Para. 9)

To attract students, colleges are competing with the best Internet services, and another example of how colleges help students.  (Para. 10-11)

Conclusion

The anywhere-anytime access has yielded amazing benefits. With the widespread application of laptops and computer sciences, we’re going to produce a generation of problem-solvers and intelligent thinkers, which is indispensable for the future of the world.  (Para. 12)

4、学习重点难点：

Reading Skill: Distinguishing between facts and opinions

Writing  Skill: A paragraph ofcause and effect

   【自学内容】

1、73页汉英翻译

2、72页guided writing

Unit Four

Section A  Heroes among us

Section B  A hero’s aspiration

 【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 树立正确的英雄观，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，能够识别真正的英雄，同时明白凡人也可以是英雄。

1.掌握重点单词：

heighten, survivor, victim, tragedy, subsequent, associate, tender, sympathy, ring out, shield, hail, memorial, remarkable, humanity, remarkable, civilian, instinctively, grace, circumstance, respond, commitment, solemn, snowplow, distinct, military, personnel, larger-than –life, jail, confined, solitary, chamber, establish, harmony, reconcile, conflict, make sense of stn., advocate, off-duty, grief rage, advocate, intense, involve, fulfilment, heroidc,

 重点短语：

give one’s life to…, shield sb./sth. from sb./sth., with a good grace, be/get caught up in sth, in the words of sb, reserve sth. for sb/sth., relate to sb./sth., give authority to, sum up, count on,

2、句型结构：

__. It used to be that …

__Sb./Sth. is …. So is sb./sth. else/So are some other people/some other things.

__Sb. do sth., especially when….

__Sb. do sth. by…. Perhaps, even more importantly, sb. do sth. by…

3、单元主要内容。

This unit concerns peole’s views on heroic people and heroic deeds. Text A mainly discusses what kind of people can be called heroes, In the past, the word hero was reserved for great leaders or for those who performed acts of distinct courage beyond the call of duty. But today heroes can be average people like us. Text A points put that both civilians and first responders, such as police officers and firefighters, can be counted as heroes when they answer the call to rush danger with unusual courage and even sacrifice  themselves for others. Texr B is a story about a heroic deed of a policewoman . IN the story, the policewoman healed her own suffering by saving another person’s life.

After reading the texts, we hope that students will think about what kind of people can be called heroes.

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task-- Thinking about what makes a hero

--Watch the video clip and discuss the following questions in pairs.

What story does this video tell?

Why did Forrest Gump save so many soldiers by himself?

-- Work in groups and discuss the following questions.

Do you think Forrest in this video is a hero?   Why or why not?

How do you define a hero?   

2、文化背景：

--  2011 Tucson shooting

On January 8, 2011, U.S. Representative Gabrielle Giffords and eighteen others were shot during a constituent meeting held in a supermarket parking lot in Casas Adobes, Arizona, in the Tucson metropolitan area. Six people died, including federal District Court Chief Judge John Roll; Gabe Zimmerman, one of Rep. Giffords' staffers; and a nine-year-old girl, Christina-Taylor Green Giffords was holding the meeting, called "Congress on Your Corner", in the parking lot of a Safeway store when Jared Lee Loughner drew a pistol and shot her in the head before proceeding to  fire on other people. One additional person was injured in the immediate aftermath of the shooting.^[12] News reports identified the target of the attack to be Giffords, a Democrat representing Arizona's 8th congressional district.^[8] She was shot through the head at point-blank range, and her medical condition was initially described as "critical".^[8][9]being

--Nelson Rolihlahla Mandela

Nelson Rolihlahla Mandela (18 July 1918 – 5 December 2013) was a South African anti-apartheidrevolutionary, political leader, and philanthropist who served as President of South Africa from 1994 to 1999. He was the country's first black head of state and the first elected in a fully representative democratic election. His government focused on dismantling the legacy of apartheid by tackling institutionalised racism and fostering racial reconciliation. Ideologically an African nationalist and socialist, he served as President of the African National Congress (ANC) party from 1991 to 1997.

3、语篇分析：paragraphs ofquestion-example-conclusion pattern

Question

Example 1 (civilian heroes)

1.Daniel Hernardez saved his boss and friend.

2.Dory Stoddard saved his wife.

Conclusion: Both Daniel and Dory are civilian heroes as they acted instinctively with courage and grace when situations call for.

Example 2 (First responder heroes)

First responders are also honored as heroes as can be seen from the example of Sergeant. Ryan Russell.

Heroes in the past were those who performed acts of extraordinary courage while today heroes are average men and women.

We expect first responders to rush toward danger. So when they die doing that, we should recognize their heroic efforts.

Conclusion

The encouraging stories of heroes, both civilian heroes and first responders, show that ordinary people can do heroic things. We should not only honor them, but also change the situations that may lead to their death. We should try to act heroically if circumstances call on us.

4、学习重点难点：

Reading Skill: Scanning

Writing  Skill: paragraphs ofquestion-example-conclusion pattern

   【自学内容】

1、103 页 汉英翻译

2、102页guided writing

Unit Five

Section A  Cliff Young，an unlikely hero

Section B  shaping young lives with sports

【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 理解运动的积极作用和重要性，踊跃参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，能够培养热爱运动的激情，身心健康。

掌握重点单词：

annual， route， endurance, regardless, harsh, contract, sponsor, finance, furnish, substantial, mechanism, contest, challenge, distinction, ametour, attendance, odd, invisible, assemble, assert, apparent, publicity, crush, gear, outrun, smash, award, insist, raise, despite,give away, dim, stroke, legend, magnificent, brilliant, individual, inherently, critical, mutual,  participation, considerable, exclusive, competitive,

 重点短语：

under contract,, up to, in attendance, might  just as well, at a time, a wide lead, in that instant, endear sb. to sb.,

come to prominence, pass away, the here and now, early on, place emphasis on …,

2、句型结构：

__When sb. asserted his intention to do sth., other people reacted with …

__To this day, sb. remains + adj. + example of how ….

__With sth. we can ….

__There is no greater responsibility / joy / than doing sth. …

__… not without …

__Sth. does much more than…

3、单元主要内容。

We hope our students become sound in mind and body.Because of its various benefits, playing aports should become an indispensable part of young people’s llives. This unit intends to inspire students’ passion for sports and make them realize the importance of olaying sports. Out of this consideration, the moving story of Cliff Young is selected as Texa A. We hope can dis cover the qualities in Cliff Young, a farmer and amateur marathon athlete. They will learn how an ordinarty person made such a big difference by playing a sport. They will also learn that dreams can be fulfilled if they have faith and perseverance. Text B tells students what young people can benefit from playing sports. We hope students, after reading this text, are able to understand the benefits o fsports and realize what can be learned from sports. They may ask themselves how their previous sports activities have helped them develop their own qualities.

Meanwhile, they will learn about the downside in playing sports and find out how to avoid them.

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task-- Talking about Marathon and other Olympics

--Watch the video clip entitled “Spirit of the Marathon”, and note down the reasons why common people join it.

-- What other information do you know about Marathon?

--Work in groups and share your knowledge of an Olympic event that you play or enjoy watching.

2、文化背景：

--  Cliff Young

Albert Ernest Clifford Young, OAM (8 February 1922^[1] – 2 November 2003^[2]) was an Australian potato farmer^[2] and athlete from Beech Forest, Victoria, best known for his unexpected win of the inaugural Sydney to Melbourne Ultramarathon in 1983 at 61 years of age.

Young was a vegetarian from 1973 until his death.^[11] He lived in the family home with his mother and brother Sid. Young had remained single throughout his life, but after the 1983 race, at 62 years of age, he married 23-year-old Mary Howell, 39 years his junior. The race sponsor, Westfield, hosted the wedding for the entertainment of shoppers.^[4] Young and Howell divorced five years later.^[10] Renowned for his ungainly running style, Young ran more than 20,000 kilometres during his competitive career.^[10] After five years of illness, and several strokes, he died of cancer at the age of 81 on 2 November 2003 at his home in Queensland.^[2]

A memorial in the shape of a gumboot in Beech Forest is dedicated to Young, and the Cliff Young Drive and Cliff Young Park there are named after him.

-- Sydney to Melbourne Ultramarathon

In 1983, the 61-year-old potato farmer won the inaugural Westfield Sydney to Melbourne Ultramarathon, a distance of 875 kilometres (544 mi). The race was run between what were then Australia's two largest Westfield shopping centres: Westfield Parramatta, in Sydney, and Westfield Doncaster, in Melbourne.^[4] Young showed up to compete in overalls and work boots, without his dentures (later claiming they rattled when he ran).^[5] He ran at a slow, loping pace, and trailed the pack by a large margin at the end of the first day. While the other competitors stopped to sleep for 6 hours however, Young kept running. He ran continuously for five days, taking the lead during the first night, and eventually winning by ten hours. Before running the race, he had told the press that he had previously run for two to three days straight rounding up sheep in gumboots.^[6] He claimed afterwards that during the race, he imagined that he was running after sheep, trying to outrun a storm. The Westfield run took him five days, 15 hours and four minutes,^[1] almost two days faster than the previous record for any run between Sydney and Melbourne. All six competitors who finished the race broke the old record. Upon being awarded the prize of $10,000, Young said he did not know that there was a prize, and that he felt bad accepting it as each of the other five runners who finished had worked as hard as he did - so he split the money equally between them, keeping none.^[7]

He became very popular after this "tortoise and hare" feat, so much so that in Colac, Victoria, the Cliff Young Australian Six-Day Race was established that same year. In 1984 he was awarded the Medal of the Order of Australia "for long distance running".^[8]

Despite attempting the event again in later years, Young was unable to repeat this performance or claim victory again.^[4]

In 1997 at age 76, he made an attempt to beat Ron Grant's around Australia record and completed 6,520 kilometres of the 16,000-kilometre run, but he had to pull out because his only crew member became ill.^[9]

In 2000, he achieved a world age record in a six-day race in Victoria.^[10]

3、语篇分析：paragraph of time order

Cliff Young took part in the Australian marathon in 1983 and finally won it.

An introduction of general situation. (Para. 1)

Cliff Young’s appearance and people’s reaction. (Para. 2)

The conversations between the press and Cliff Young. (Para. 3)

An account of how Cliff Young overcome the difficulties and won the race. (Para. 4-10)

Cliff Young’s life after the race of 1983

The year of 1997. (Para. 11)

The rest of his life. (Para. 12)

The year of 2000. (Para. 13)

Conclusion:

To this day, Cliff Young remains a magnificent reminder and brilliant example of how ordinary individuals can inherently achieve remarkable results. (Para. 14)

4、学习重点难点：

Reading Skill:  Skimming

Writing Skill: paragraph of time order

  【自学内容】

1、132页汉英翻译

2、131 页guided writing

Unit Six

Section A  To work or not to work-That is the question

Section B  Earn an you learn?

【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 理解兼职工作的利弊，踊跃参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，能够平衡兼职和学习的时间，学会选择。

1. 掌握重点单词：

numerous， reliable， contrast，indicate, indicator, additionally, engagement, decrease, alter, assess, stake,academic, undermine, significant, interfere, overall, proof, comparable, modest, approximately, consistent, seemingly, toll, indication, compromise, freshman, whereas, junior,  disengaged, marginal, commit, withdraw, striking, generate, anew, permanent, undesirable, eroded, long-term, recreation, surplus, depress, convention, controversial, abandon, appealing, resolve, claim, startle, luxury, straight, prioritize, cite dropour, abuse, exhaustconcede, mature

 重点短语：

interfere with, cut class, on the other hand, take its toll on, at risk of, in other words, cut back on, owing to, cut corners, bit by bit, burning the midnight oil, characteristic, rush, drop out, accustomed to, in turn, to one’s surprise, relieve sb.of sth.

2、句型结构：

__In other words, the more sb. do, the less sb. become / do.

__Nevertheless, given that …,  indications / proofs / investigations are that sb. is at risk of doing sth.__With sth. we can ….

__According to sb.’s studies / surveys / investigations, sth., in turn, may be linked to sth., and therefore,

is likely to do sth.__… not without …

__As sth. has soared / increased / declined / dropped / changed over…, a frank and vigorous / heated debate is emerging over sth. else.

__Sb. claims that … Sb. else thinks / argues / asserts / believes / holds it’s more a matter of sb. simply not doing sth.

__The study shows / indicates / suggests / illustrates …, the study also gives evidence / proves that …

3、单元主要内容。

This unit concerns the advantage and disadvantages of students doing part-time jobs. This is a topic closely related to many students, who take part-time jobs either to meet their financial needs or to accumulate experience for their future career. However, according to some researches, part-time employment may undermine students’ commintment to study..

Text A is a report of research on the relationship between part-time employment and students’ commitment to study. It focues on some undesirable effects that part-time jobs may have on students’ performance of academic and provides esplanations for these negative effects:working students may spend less time on doing school assignments, get too tired of from work to study, view school less rewarding, and increase alcohol and drug use because they have more spare money. The author then suggest that students should work more than 10 hours a week to ensure academic success. Text B stresses the benefits of working part-time jobs through the author’s own exoerience.

Both texts aim to urge students to think about whether they need to take a part-time jib and how then can strike a balance between work and study if they do. The key issue ia not whether students should work or not , but hoe much time shey should soend on working.

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task-- Talking about part-time jobs

--Watch the video clip and discuss the following questions in pairs.

. What work did Paige and Eddie do?
Why did Eddie want to get the job?

-- Work in groups and discuss the following questions

If you are going to work part-time, what job would you like to  take? Why?

Do you think taking part-time jobs while learning is good or bad? Explain your reasons.

2、文化背景：

--  Credit Hour 
The credit hour is the basic unit of measure for college credit. Most courses at Dallas Baptist University are offered for three semester hours of college credit. This means that the student invests the equivalent of three hours per week in the formal instruction process for each three-hour course. The student should invest much more actual time than this for each three-hour course in order to complete the necessary library and preparatory work for formal instruction periods. Laboratory classes are exceptions to this example as are certain music classes and other classes that require the development of various skills.

--Academic Load 
A student must be registered for a minimum of 12 hours to be designated as a full-time student. The normal course load for a full-time student during any long semester (spring or fall) is considered to range from 12-18 credit hours which will include all residential courses for credit, correspondence courses (if permitted and approved), noncredit or audit courses and approved courses taken at other institutions. Any load exceeding 18 credit hours must be approved by the dean of the college in which the student has declared a major. No student may register for more than 21 hours in a fall or spring term. Any load exceeding nine credit hours for students working more than 30 hours per week must be approved by the dean of the college in which the student has declared a major. Students in the Adult Education Degree Program should seek approval from the dean of the College of Professional Studies.

The normal course load for a full-time student during a summer or long winter term is considered to be three to seven credit hours which will include all residential courses for credit, correspondence courses (if permitted and approved), noncredit or audit courses and approved courses taken at other institutions. Any load exceeding seven credit hours in a specific summer or winter term, must be approved by the dean of the college in which the student has declared a major prior to completion of enrollment. Any load exceeding 18 credit hours, including all summer terms, all mini-terms and all intramesters, must be approved by the dean of the college in which the student has declared a major. Any load exceeding nine credit hours for Summers I, II, and Long Summer for students working more than 30 hours per week must be approved by the dean of the college in which the student has declared a major. Students in the Adult Education Degree Program should seek approval from the dean of the College of Professional Studies.

The normal course load for a full-time student during a short winter term is considered to be three credit hours, which will include all residential courses for credit, correspondence courses (if permitted and approved), and noncredit or audit courses. Any load exceeding three credit hours must be approved by the dean of the college in which the student has declared a major prior to completion of enrollment. The maximum allowable load for mini-terms is three credit hours. 
NOTE: Students may not register for both day and evening classes in any mini-term.

--Academic Advisement 
Upon acceptance to DBU, each student is assigned an advisor who guides in arranging a schedule of studies and in making progress in educational and professional development until the student has selected a major field. When the major field of study is determined, the student is assigned an advisor in the chosen field of study. Students may be granted an interview and secure academic advisement prior to making final plans for enrolling. Although academic advisors strive to advise students as accurately as possible, the student bears ultimate responsibility for fulfilling all requirements for graduation, certification, and/or licensure.

3、语篇分析：paragraph of listing

Research methods

Comparing grades of students working a lot with those working much less or not at all

Contrasting workers with non-workers in terms of commitment to education

Following students as they increased or decreased working hours and assessing the effects

Research findings

Working heavily may significantly affect school achievement and commitment.  (Para. 2)

Working for approximately 10 hours per week or less does not seem to affect school performance much. (Para. 3)

More disengaged students are more likely to work long hours, and working makes them less committed to school. (Para. 4)

Explanations for the negative effects

The excitement of earning large sums of spending money makes school seem less rewarding and interesting. (Para. 7)

Working students take drugs and use alcohol more often than non-working students. (Para. 8)

Conclusion of the research

Sudents should work no more than 10 hours a week to ensure academic success.

4、学习重点难点：

Reading Skill:  understanding signal words

Writing Skill: paragraph of listing

【自学内容】

1、160页汉英翻译

2、159 页 guided writing

Unit Seven

Section A  When honesty disappears

Section B  Rays of hope in rising rudeness

【目的要求】

   通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 理解伦理的重要性，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，能够意识到作弊、抄袭等欺骗行为的危害，坚定诚信的信念，拥有更加光明美好的未来。

2. 掌握重点单词：

fraud，crowd,corruption, well-being, expel, purchase, treasure, layer, exemplify, bribe, accurate, exaggerate, alarmed, principle, morality, entensive, facilitate, means, ultimate, nerve, frustrate, illegal, fake, browse, lacate, appropriate, cost-conscious, plagiarism, launch, campaign, eliminate, file, monitor, produce, attached, satisfactory, confront, reveal, applaud, awareness, imply, overcharged, absolute, induce, chaos, affirmative, affirmative, durable

 重点短语：

turn in, not to mention, rip off, the best/biggest/worst,etc(sth)yet, cope with, all but, the good old days, ill effect, be confined to sb./sth., descend into,

2、句型结构：

__If this/that is the case,…

__especially troubling / surprising / annoying are the reports/facts that….

__.sth. , once hailed as sth., could become sth

__Whether discovered or not (whether conscious or unconscious) , sth. will have an effect on sth.__Sb. Claims that … Sb. else thinks / argues / asserts / believes / holds it’s more a matter of sb. simply not doing sth.

__The study shows / indicates / suggests / illustrates …, the study also gives evidence / proves that …

3、单元主要内容。

This unit discusses the issue of ethics and etiquette, and the seriousness of the issue. Seemingly, newspapers and TV news are telling us that some virtues are vanishing, honeaty is going out of style, especially in the academic community, and people are under and more insensitive to others in many aspects. Is honesty really out of date?What forms of dishonesty exist on campus? Is the phenomenon on the rise?What other ethical and etiquette problems are there on and off campus?

Text A Shows how honesty is not valued as much as before across all layers of society。There are also different kinds of dishonesty behaviors in school, for example, cheating and plagiarism. Students should realize those acts are totally wrong and unethical and they should not do so. Text B discusses various forms of poor etiquette and the reasons behind them. It also calls on us to practice kindness and strive for a better, brighter world for us all.

【教学设计建议】任务型教学

【讲授内容】

1、课堂导入：Task-- Talking about bad campus behaviors

--Before class, you were assigned the task to make a micro film about the bad behaviors on campus. Watch the video clip made by some students and discuss the following question in pairs.

What are the common bad behaviors in our school?

-- Work in groups and describe the most common bad behavior.

Develop your ideas by answering the following questions.

1. What is the most common bad behavior?

2. When, where does it usually happen?

3. Give examples to illustrate it.  

2、文化背景：

--  Abraham Lincoln

Abraham Lincoln (February 12, 1809 – April 15, 1865) was an American statesman and lawyer who served as the 16th President of the United Statesfrom March 1861 until his assassination in April 1865. Lincoln led the United States through the American Civil War—its bloodiest war and perhaps its greatest moral, constitutional, and political crisis.^[2][3] In doing so, he preserved the Union, abolished slavery, strengthened the federal government, and modernized the economy.

Born in Hodgenville, Kentucky, Lincoln grew up on the western frontier in Kentucky and Indiana. Largely self-educated, he became a lawyer in Illinois, a Whig Party leader, and was elected to the Illinois House of Representatives, in which he served for eight years. Elected to the United States House of Representatives in 1846, Lincoln promoted rapid modernization of the economy and opposed the Mexican–American War. After a single term, he returned to Illinois and resumed his successful law practice. Reentering politics in 1854, he became a leader in building the new Republican Party, which had a statewide majority in Illinois. As part of the 1858 campaign for US Senator from Illinois, Lincoln took part in a series of highly publicized debates with his opponent and rival, Democrat Stephen A. Douglas; Lincoln spoke out against the expansion of slavery, but lost the race to Douglas. In 1860, Lincoln secured the Republican Party presidential nomination as a moderate from a swing state, though most delegates originally favored other candidates. Though he gained very little support in the slaveholding states of the South, he swept the North and was elected president in 1860.

--Gettysburg Address (1863)

The only confirmed photo of Abraham Lincoln at Gettysburg, some three hours before the speech

With the great Union victory at the Battle of Gettysburg in July 1863, and the defeat of the Copperheads in the Ohio election in the fall, Lincoln maintained a strong base of party support and was in a strong position to redefine the war effort, despite the New York City draft riots. The stage was set for his address at the Gettysburg battlefield cemetery on November 19, 1863.[267] Defying Lincoln's prediction that "the world will little note, nor long remember what we say here", the Address became the most quoted speech in American history.[268]

In 272 words, and three minutes, Lincoln asserted the nation was born not in 1789, but in 1776, "conceived in Liberty, and dedicated to the proposition that all men are created equal". He defined the war as an effort dedicated to these principles of liberty and equality for all. The emancipation of slaves was now part of the national war effort. He declared that the deaths of so many brave soldiers would not be in vain, that slavery would end as a result of the losses, and the future of democracy in the world would be assured, that "government of the people, by the people, for the people, shall not perish from the earth". Lincoln concluded that the Civil War had a profound objective: a new birth of freedom in the nation.

3、语篇分析：paragraph of listing

Part I (Para.1)

The phenomenon of widespread corruption and dishonesty at all layers of society.

Part II — (Paras. 2-4)

The rising academic cheating and plagiarism in college and university and the measures being taken to curb the phenomenon.

Part III — (Para. 5-6)

Every society has stories stressing the absolute value of honesty without mutual trust, our society will descend into chaos, we all lose the affirmative, durable bond among us.

Evaluation

The future of our society deoends on nutual trust.

4、学习重点难点：

Reading Skill:  finding out word meanings

Writing Skill: paragraph of examples

  【自学内容】

1、189 页汉英翻译

2、188页guided writing

Unit Eight

Section A  Gender variables in friendship: Contradicton or not?

Section B  Similarities and differences: Friendship across cuktures

【目的要求】

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 理解男女对待友谊的不同态度，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，能够学会用不同的方式对待男女朋友，尊重不同的文化，提高交际能力。

3. 掌握重点单词：

gender，variable,contradiction， cinematic， intimate, magnetic, deliberate, sensitive, comparison, ritual, motion, sequence, deficiency, narrative, retreats, steer, intact, drama, rigid, farewell, abruptly, conductor, panic, irresplaceable, scare, spontaneously, transparent, curse, determined, process, nurture, masculine, genetic, feminine, restrain,

 重点短语：

in… terms, in comparison, make up for, at the time, on amission, mission of mercy, inseparable, evident, utter, elaborate, spill (out of/from), pull away, in a new/bad/ different.etc.light, splash about/around, look sb. In the eye, to one’s relief, be born with,

2、句型结构：

__ Statement of one thing. In comparison, sth. else is (in an) entirely different (film altogether).

__A recent occurrence / accident, etc. made one rexamine / rethink / reflect on sth. in a new light.

__.  According to sb.’s studies / surveys / investigations, sth., in turn, may be linked to sth., and therefore, is likely to do sth.__… not without …

__With sb., one be / do … With sb. else, it seemes impossible to be / do … (one be / do …).

__Sb. or sth. does not so much … as … much … as …

__Just because A clause doesn’t guarantee / mean  B clause.

3、单元主要内容。

This unit is about friendship. Friendship is a channel through which human beings experience dedication, loyalty and security. It may vary in many ways. The two texts are selected to show gender differences and cultural differences in friendship. Text A focuses on the differences between the author’s friendships with men and with women shile Text B compares friendships in different cultures. By rreading Text A, students nay learn that it is fne if they treat male friends and female in different ways. By reding Text B , students may learn to accept and respect different kiands of friendships with an open mind. They may be prompted to reflect on the differences and thus enhance their communication skills and awareness of cultural diversity. Most importantly, students may get to know what friendship means to hunman beings and valuae their own friendship even more.

After reading these two texts, we hope students will reflect on the importance of friendship, whether gender-based or cultural-based.

【讲授内容】

1. 课堂导入：Task-- Talking about friendship

--Work in pairs and discuss the following questions.

How do you understand friendship? Some people define it as TRAVEL, each letter standing for a word that is closely related to friendship. Can you figure out what the six letters refer to respectively?  

How do you choose a friend? What qualities are your friends supposed to have?

-- Watch the video clip and then work in groups to answer the following questions.

What happened in the video clip?

What are the differences of the two friends’ personality?

--What caused such differences?

-- Do you have more friends of the same gender than friends of the opposite gender? What do you think are the differences between male friends and female friends?   

2、文化背景：

--  John Gray and his book Men Are from Mars, Women are from Venus

Men Are from Mars, Women Are from Venus (1992^[1]) is a book written by American author and relationship counselor John Gray, after he had earned degrees in meditation and taken a correspondence course in psychology. The book states that most common relationship problems between men and women are a result of fundamental psychological differences between the sexes, which the author exemplifies by means of its eponymousmetaphor: that men and women are from distinct planets—men from Mars and women from Venus—and that each sex is acclimated to its own planet's society and customs, but not to those of the other. One example is men's complaint that if they offer solutions to problems that women bring up in conversation, the women are not necessarily interested in solving those problems, but mainly want to talk about them. The book asserts each sex can be understood in terms of distinct ways they respond to stress and stressful situations.

The book has sold more than 50 million copies and, according to CNN, it was the "highest ranked work of non-fiction" of the 1990s,^[2] spending 121 weeks on the bestseller list. The book and its central metaphor have become a part of popular culture and the foundation for the author's subsequent books, recordings, seminars, theme vacations, one-man Broadway show, TV sitcom, workout videos, a podcast, men's and ladies' apparel lines, fragrances, travel guides and his-and-hers salad dressings.

3、语篇分析：paragraph of contrast

Introduction: The “movie” memories I have of my female friends and male friends are completely different.

My female friends are open and close. We are attracted to each other and like to share our feelings. (Para. 1)

My male friends and I do adventurous things together instead of chatting and sharing feelings with each other. (Para. 1)

Examples

Donald and I never expressed our deep feelings for each other, not even on the day I had to  leave for America. (Paras. 2-3)

Conclusion: gender differences in my communication styles and the explanation

My communication styles are gender-based and I was determined to find out the reason. (Para. 5)

Explanation: Men and women have different emotional and rational processes: Men tend to be reserved while women tend to be more open. (Para. 6)

4、学习重点难点：

Reading Skill:  finding the main idea of a paragraph

Writing Skill: paragraph of contrast

【自学内容】

1、219页汉英翻译

2、218 页guided writing

附件2 视听说程

Unit One  Traces of the Past

 一. Learning objectives

talk about past events and their impacts on the present

listen for specific information

keep a conversation going

conduct an interview

二. Opening –up : Add more activities to each word web below

三. listening to the world

1. sharing Video podcast : Do you go out?

2. Listening practice

Listen to materials about the confusion that can arise when people from different cultures around the world, with different views about time, interact with each other.

3.viewing

四.Speaking for communication

1.Role-play

A. Listen to a conversation and answer the question B. Learn to make comparisons and contrasts and master the usage of relevant expressions.

B. Listen to Part 1 and fill in the blanks.

C. Listen to Part 2 and check the answers

2. Speaking skills

Keeping a conversation going

Asking questions is one of the important ways to keep a conversation going, which shows that genuinely interested in what the other says. Here are some different kinds of questions that you can ask.

A.-what

What did you do last weekend?

 •What is your plan for this weekend?

 •What do you think about the new movie?

B. who

 •Who did you spend your last weekend with?

 •Who else went to your party?

C. where

Where did you go last weekend?

 •Where do you recommend me to go for this weekend?

3. speaking practice

Situation 1  Seeing a movie

Situation 2   Going out for dinner

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

Unit Two  A break for fun

 一. Learning objectives

talk about various leisure activities

identify words and expressions for describing people’s appearance

ask for and give recommendations

describe an event

二. Opening –up :

Read the statements. Then underline the alternatives which are true for you or fill in the blanks according to your own experiences.

三. listening to the world

1. sharing Video podcast : films

2. Listening practice

A. Listen to materials about the ideas of beauty.

Listening skill：Identifying words and expressions for describing people’s appearance

face，clothes, facial expressions, manners, personality, intelligence

3.viewing : Bestival

四.Speaking for communication

1.Role-play

A. Listen to a conversation and answer the question

B. Learn to make comparisons and contrasts and master the usage of relevant expressions.

2. Speaking skills

Asking for and giving recommendations        

3. speaking practice

Situation 1    Finding a place for a birthday dinner

Situation 2    Looking for a part-time job on campus

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

Unit Three Life moments

 一. Learning objectives

talk about unusual experience

listen for time-order signal words and expressions

make phone calls

describe an event

make a radio program on unusual experiences

二. Opening –up :

Think of two types of transportation.

三. listening to the world

1. sharing Video podcast : commute

2. Listening practice

A. Listen to materials about a frightening experience

B. Listening skill：Asking yourself information questions before listening

Prepositional phrases，expressions can signal the order of events in specific situations,

3. Viewing： Greek wedding

四.Speaking for communication

1.Role-play

A. Listen to three phone conversations and complete the table.  

B.Listen to the conversations and fill in the blanks

C .Listen to the talk again and answer the questions

2. Speaking skills

Making phone calls

3. speaking practice

Situation 1    Calling a friend

Situation 2    Calling customer services

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

Unit Four Getting From A to B

 一. Learning objectives

talk aboutdifferent types of transportation

ask yourself information questions before listening

make and respond to apologies

deal with problems when traveling

二. Opening –up :

Read the questions and add three more questions.

三. listening to the world

1. sharing Video podcast : London

2. Listening practice

A. Listen to materials about a frightening experience

Listening skill：Asking yourself information questions before listening

3. Viewing： transportation

四.Speaking for communication

1.Role-play

A. Listen to three phone conversations and complete the table.  

B.Listen to the conversations and fill in the blanks

C .Listen to the talk again and answer the questions

2. Speaking skills

When you have to leave someone for a short period of timeWhen you make a mistake in what you’re saying, or use the wrong word:

 •The town is situated in the southeast – excuse me – southwest corner of England.

 •We are leaving on Monday – I beg your pardon – Tuesday.

3. speaking practice

Situation 1   finding a lace for birthday dinner

Situation 2    Being late for job interview

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

Unit Five Relax and explore

 一. Learning objectives

talk about different kinds of holidays and interesting places

listen for people’s preferences by identifying comparatives

make and take orders in a restaurant

introduce a town / city in China

二. Opening –up :

Which kind of holidays do you like most? Why?

三. listening to the world

1. sharing Video podcast : holidays

2. Listening practice

A. Listening for people’s preferences by identifying comparatives

Listening skill：Asking yourself information questions before listening

Prepositional phrases， expressions can signal the order of events in specific situations,

3. Viewing： Diego Maradona

四.Speaking for communication

1.Role-play

A.Listen and choose the ones you hear.  

B.  Listen again and fill in the blanks

B.Listen to the conversations and fill in the blanks

C .Listen to the talk again and answer the questions

2. Speaking skills

Making and taking orders in a restaurant

3. speaking practice

Situation 1    Making orders based on Menu A

Situation 2    Making orders based on Menu B

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

2. Supplementary listening tasks.  

Unit Six  Wit and fit

一. Learning objectives

talk about your lifestyle

predict a change of thought

talk about health problems

report on a sports survey

二. Opening –up :

Look at the list and check (✔) the good habits and bad habits you have

三. listening to the world

1. sharing Video podcast : how to keep fit and healthy

2. Listening practice

A. Look at the pictures and read the statements about food. Do you think they will be true in the future?

B. Listening skill：Predicting a change of thought

3. Viewing：  a program

四.Speaking for communication

1.Role-play

A.Listen to two conversations and match the doctor’s questions to the patients’ answers  

B.  Listen again and fill in the blanks

2. Speaking skills

Talking about health problems

3. speaking practice

Situation 1    Having a backache

Situation 2    Having a bad cough

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

Unit  Seven   Weird, wild and wonderful

 一. Learning objectives

talk about nature and environmental issues

use numbers, symbols and abbreviations in note-taking

make guesses

talk about a well-preserved amazing place

二. Opening –up :

Work in pairs and do the nature quiz.

三. listening to the world

1. sharing Video podcast : city or countryside

2. Listening practice

A. Listening for environmental problems

Listening skill：Note-taking: using numbers, symbols and abbreviation

3. Viewing： life of Joanna Lumley

四.Speaking for communication

1.Role-play

A.Listen and do the quiz.

B.  Listen to Part 1 of the recording. Then number the expressions in the order you hear them.

C .Listen to the talk again and answer the questions

2. Speaking skills

Making guesses

3. speaking practice

Work in pairs and take turns to make guesses.(picture A，B, C)

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

Unit Eight Money Matters

 一. Learning objectives

talk about shopping hobbies and money-making ideas

use a table to organize notes

buy things in shops

discuss which profession should get the highest / lowest pay

二. Opening –up :

Read the money questionnaire and answer the questions.

三. listening to the world

1. sharing Video podcast : shopping

2. Listening practice

A. Listening for people’s preferences by identifying comparatives

Listening skill：Note-taking: using a table to organize notes

Prepositional phrases， expressions can signal the order of events in specific situations,

3. Viewing： Diego Maradona

四.Speaking for communication

1.Role-play

A.Listen and choose the ones you hear.  

B.  Listen again and fill in the blanks

B.Listen to the conversations and fill in the blanks

C .Listen to the talk again and answer the questions

2. Speaking skills

Making and taking orders in a restaurant

3. speaking practice

Situation 1    In a clothes shop

Situation 2    In a electronics shop

五. Further practice in listening

1. Short conversations

2. Long conversations

3. passages (1&2)

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