《大学英语IB》
一、课程基本信息
英文名称 | College EnglishIB | ||||
课程编号 | 180048 | 课程类型 | 公共基础课 | ||
课程学分 | 3.5 | 课程学时 | 56 | ||
适用专业 | 非英语专业普通本科、3+2专升本 | ||||
先修课程 | 高中英语 | ||||
后修课程 | 跨文化交际英语口语教学理论与实践》、《中国文化英语说》选修 | ||||
开设学期 | 第2学期 | ||||
考核方式 | 形成性评价和课程考试相结合 | ||||
课程负责人 | 陈月霞 | 课程团队 | 贝玉、朱卫华、刘晨、明艳、李艳茹…. | ||
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：
外国语公共外语课程教学方案(2017人才培养方案 学校版) | |||||
课程名称 | 专业、层次、课型 | 开设学期 | 学分 | 课程号 | 说明 |
大学英语IA | 创新班2+X（2节读写+X网络自主） 普通文科2+2（2节读写+1节口语+1节听力） 普本理科3+1（3节读写+1节视听说） | 1 | 2.5 | 180047 | 3+2专升本修读大学英语IC-ID；大学日语、俄语单独编班。 |
大学英语IB | 2 | 3.5 | 180048 | ||
大学英语IC | 3 | 4 | 180049 | ||
大学英语ID | 4 | 2 | 180050 | 第三学期未通过大学英语四级考试的学生修读。 | |
专门用途英语 | 视专业而定 | 4 | 2 | 第三学期通过大学英语四级考试的学生修读。 | |
大学英语IIA | 艺体类3+1 （3节读写+1节视听说） | 1 | 2.5 | 180051 | |
大学英语IIB | 2 | 3.5 | 180052 | ||
大学英语IIC | 3 | 4 | 180053 | ||
大学英语IID | 4 | 2 | 180054 | ||
大学英语IIIA | 春季招生3+1 （3节读写+1节视听说） | 1 | 2.5 | 180055 | 普通专科修读大学英语IIIA-IIIC；中加班参照加方要求。 |
大学英语IIIB | 2 | 3.5 | 180056 | ||
大学英语IIIC | 3 | 4 | 180057 | ||
大学英语IIID | 4 | 2 | 180058 | ||
英语综合素质课 限定选修课 | 普通本科 | 5-8（任选） | 2 | 为保障英语学习四年不断线，普通本科生在大三-大四期间至少选修一门英语综合素质课。 | |
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（College EnglishIB）
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。
能力目标
1)听力理解能力：能听懂内容稍长的对话、短文等，并在其结构较为复杂、观点较为隐含时也能理解要点。能基本听懂英语国家的广播电视节目。能听懂自己专业方面的讲座，并掌握其中心大意，抓住要点。
2)口语表达能力：能就一般或专业性的话题较为流利、准确地进行对话或讨论，能用简练的语言概括较长、语言稍难的文本或讲话。
3)阅读理解能力： 能读懂有一定难度的文章，理解其意义，借助词典能阅读英语原版书籍和英语国家报刊杂志上的文章。能比较顺利地阅读自己专业有关的综述性文献。
4)书面表达能力：能就一般性主题比较自如地表达个人的观点，做到文章结构清晰、内容丰富、逻辑性强。能用英语撰写所学专业的技术报告、论文。能在半小时内写出120词的说明文或议论文，内容完整，文理通顺，思想表达清楚。
5)翻译能力： 能借助词典翻译英美报刊上有一定难度的科普、文化、评论等文章，能翻译反映中国国情或文化介绍性的文章。英汉译速为每小时230英语单词，汉英译速为每小时200个汉字，译文内容准确，基本无误译现象，文字通顺、达意，语言错误较少。
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3500个单词和800个词组，其中2000个单词为积极词汇。
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（College EnglishIB）
(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）、2+2（普本文）课型的班级，平时成绩占总成绩的50%，期末考试成绩占总成绩的50%。平时成绩包括：2+2（普本文）课型的班级，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7.5%，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 An impressive English lesson
Section B The great journey of learning
【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. 正确认识词汇和语法的重要性，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，重视词汇和语法，并找到有效的学习方法。
掌握重点单词：
capture, condense, distress, exceed, downturn, distinctive, complimentary, conplementary, bulk, deficit, dumb, proclaim, scandal, proficiency, evidently, exposure, adequately, competent, jerk, jerky, adjust, destination,precise, beneficial, asset, sour, format, quotation, log, marvelous, successive,horizon, expand,
重点短语：
that was it, distinguish between, thrust sth. upon. Sth., get lost, out of curiosity, function, span, from scratch, look upon sb./sth.,tune up, be equipped with, swell with pride, in a bid to do sth.,launch sb. on sth.,appeal to sb. for sth., leave…behind,
2、句型结构：
__If sb./.sth. do/is sth., then perhaps …
__Sb. fail to do sth…., while sb. should do sth….
__While sth. / sb. is / does…, sth. / sb. else is / does…
__Sb. does sth. without (sb.’s ) even thinking…
3、单元主要内容。
This unit focuses on learning English, with Text A talking about how grammar and vocabulary can be taught efficiently and Text B hoe the langage can be learned successfully. In other words, one is about how to teach and the other how to learn. The writing style between the two texts is also somewhat different: The first one is more relaxed and humorous, a typical style in English discourse,the tone of the second text, however, is more formal and serious.
Students are asked to share their learning experience and find out more effective way to learn English grammar and vocabulary.
【教学设计建议】任务型教学
【讲授内容】
1课堂导入：Task--Talking about your experience of learning English
-Watch the video clip and discuss the following question in pairs.
According to the speaker, in what ways did Chinese students learn English?
Do you agree with what he said about Chinese students learning English? Why or why not.
--Work in groups and make an interview.
Work together to create a question list about one’s knowledge and application of English learning strategies.
One of you will be the interviewer to collect information from others.
The group prepares for a report to the class.
One reporter from each group will report the information to class. Use the table to take notes and compare your group’s opinion with others’.
文化背景：
--Malcolm X
Malcolm X (1925–1965) was an American Muslim minister and human rights activist. To his admirers he was a courageous advocate for the rights of blacks, a man who indicted white America in the harshest terms for its crimes against black Americans; detractors accused him of preaching racism and violence. He has been called one of the greatest and most influential African Americans in history.
His father was killed when he was six and his mother was placed in a mental hospital when he was thirteen, after which he lived in a series of foster homes. In 1946, at age 20, he went to prison for larceny and breaking and entering. While in prison, he became a member of the Nation of Islam (NOI), changing his birth name Malcolm Little to Malcolm X because, he later wrote, Little was the name that "the white slavemaster ... had imposed upon [his] paternal forebears". After his parole in 1952 he quickly rose to become one of the organization's most influential leaders, serving as the public face of the controversial group for a dozen years. In his autobiography, Malcolm X wrote proudly of some of the social achievements the Nation made while he was a member, particularly its free drug rehabilitation program. The Nation promoted black supremacy, advocated the separation of black and white Americans, and rejected the civil rights movement for its emphasis on integration.
By March 1964, Malcolm X had grown disillusioned with the Nation of Islam and its leader Elijah Muhammad. Expressing many regrets about his time with them, which he had come to regard as largely wasted, he embraced Sunni Islam. After a period of travel in Africa and the Middle East, which included completing the Hajj, he also became known as el-Hajj Malik el-Shabazz.[A] He repudiated the Nation of Islam, disavowed racism and founded Muslim Mosque, Inc. and the Organization of Afro-American Unity. He continued to emphasize Pan-Africanism, black self-determination, and black self-defense.
On February 21, 1965, he was assassinated by three members of the Nation of Islam.
-- Islam
Islam (/ˈɪslɑːm/)[note 1] is an Abrahamic monotheistic religion teaching that there is only one God (Allah)[1] and that Muhammad is the messenger of God.[2][3] It is the world's second-largest religion[4] and the fastest-growing major religion in the world,[5][6][7] with over 1.8 billion followers or 24.1% of the global population,[8] known as Muslims.[9] Muslims make up a majority of the population in 50 countries.[4] Islam teaches that God is merciful, all-powerful, unique[10] and has guided mankind through prophets, revealed scriptures and natural signs.[3][11] The primary scriptures of Islam are the Quran, viewed by Muslims as the verbatim word of God, and the teachings and normative example (called the sunnah, composed of accounts called hadith) of Muhammad (c. 570–8 June 632 CE).
3、语篇分析： Move from paragraph to essay
Introduction
In his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)
He was shocked by his student’s inability to describe properly her excursion to Europe. (Paras. 2-4)
Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)
Body
Explains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)
Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)
Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)
Concluding part
4、学习重点难点：
Reading Skill: Reading for the key ideas in sentence
Writing Skill: move from paragraph to essay
【自学内容】
1、16页汉英翻译
2、15页guided writing
Unit Two
Section A Then humanities: Out of date?
Section B What college brings us?
【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. 正确认识人文学科的重要性，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，正确认识人文学科的重要性，成为一个全面发展的人才。
1.掌握重点单词：
accounting, boost, prospect, applied, defectd, bet, persist, accelerate, liberal, logical, bound, dominant, pillar, vivid, compel, promote, mystery, destruction, unconscious, destructive, architect, philosopher, landscape, fertile, elegant, analysis, spectacular, brand, insight, thereby, undertake, candidate, breakthrough, barrier,
well –rounded humanbeings, reservoir, outstanding,
重点短语：
take accounting, major in, calculate, in succession, stand up for, speculate about, in the from of, the body of sth., invest…with, in favor of, the scope of, prepare…for…, be liable to do sth.,sole, in the comoany of…
2、句型结构：
__Sth. is/are more and more seen as … rather than …
__Once + N., sth. now …
__If sb. only do sth. / If sb. do sth. alone, it’s likely that … / sb. are liable to …
__There has been/is a consensus that sb. should /ought to do…
__There is little/no doubt that…
3、单元主要内容。
This unit address the topic of the value of higher educaton with Text A emphasizing the significance of studying the humanities and TextB questioning the necessity of a college education.The tone of both texts is serious and persuasive, using the development method of argumentation. Though both arguments are supported by many specific fcts, evidence, statistics and examples, the stands of the two texts are different.Text A advocates that by taking courses in the humanities, students are likely to grow into good people. Text B opposes getting a college education only for future career, an extreme thinking driven by the economic downturn.
【教学设计建议】任务型教学
【讲授内容】
1、课堂导入：Task--Knowing about your major
--Name majors in English as many as you know.
--Work in groups and discuss the following questions.
What’s your major? Why did you choose your major?
What’s your ideal job after graduation?
--Describing and comparing pictures
The following pairs of pictures show liberal arts majors and science majors react differently when they are facing the same situations. Look at the pictures and describe how they react differently in these situations.
2、文化背景：
--Humanities
Humanities are academic disciplines that study aspects of human society and culture. In the renaissance, the term contrasted with divinity and referred to what is now called classics, the main area of secular study in universities at the time. Today, the humanities are more frequently contrasted with natural, and sometimes social, sciences as well as professional training.[1]
The humanities use methods that are primarily critical, or speculative, and have a significant historical element[2]—as distinguished from the mainly empirical approaches of the natural sciences,[2] yet, unlike the sciences, it has no central discipline.[3] The humanities include ancient and modern languages, literature, philosophy, geography, history, religion,[4] art, and musicology.
Scholars in the humanities are "humanity scholars" or humanists.[5] The term "humanist" also describes the philosophical position of humanism, which some "antihumanist" scholars in the humanities refuse. The Renaissance scholars and artists were also called humanists. Some secondary schools offer humanities classes usually consisting of English literature, global studies and art.
Human disciplines like history and cultural anthropology study subject matters that the manipulative experimental method does not apply to—and instead mainly use the comparative method[6] and comparative research.
-- Self-awareness
Self-awareness is the capacity for introspection and the ability to recognize oneself as an individual separate from the environment and other individuals.[1]It is not to be confused with consciousness in the sense of qualia. While consciousness is being aware of one's environment and body and lifestyle, self-awareness is the recognition of that awareness.[2] Self-awareness is how an individual consciously knows and understands his/her own character, feelings, motives, and desires. There are two broad categories of self-awareness: internal self-awareness and external self-awareness.[3]
3、语篇分析： Introduction-body-conclusion
Background information
Students are moving away from the humanities to “hard skills” to improve their future chance of
landing a job. (Paras. 1-2)
As labor markets continue to shrink, the humanities will continue to be in bad shape. (Para. 3)
It speculates on the inner power of human beings that has driven them to either greatness or destruction, thus forming the basis of study of the humanities. (Paras. 4-5)
Author’s argument
Studying the humanities can improve our ability to read and write and to understand complex ideas. (Para. 6)
Studying the humanities can invest us with great insight and self-awareness. (Para. 7)
The humanities provide the scope of possibilities that are widely open to us. (Para. 8)
Inner insight, combined with technical knowledge, is ideal for the establishment of a good career. (Para. 9)
Concluding part
The humanities help to create well-rounded human beings with inner insight and understanding of the passions, hopes and dreams common to all humanity. (Para. 10)
4、学习重点难点：
Reading Skill: Reading for major details
Writing Skill: focus on advantage/disadvantage essay
【自学内容】
1、45 页 汉英翻译
2、44 页 guided writing
Unit Three
Section A Journey through the odyssey years
Section B Finding my way back home
【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. 正确看待奥德赛岁月，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，准确识别奥德赛岁月的特点，从而顺利度过人生低谷，树立正确的生命观。
1.掌握重点单词：
phase, label, parallel,adolescence, peculiar, previous, induction, sensible, equivalent, so-called, radical, agenda, quit, shift, frame, spouse, static, stability, proportion, saddle, heir, rebel, rebeelious, resent, fluid, distract, allowance, transition, predict, guideline, version, status, stable, boom, implicit, considering, contemporary, witness, resume, uo-to-date, reinforce,
重点短语：
acquaint oneself with…, take breaks from, prior to…, tend to do sth, base upon, saddle sb. with sth., keep a distance from, run away from, get away from, resort to, make allowances for, give way to, apart from, have an effect on, deceive… into…, back off, at/from the outset, wonder at,
2、句型结构：
__absolute structure(with + n./pron.+ v-ing. )
__Recent trends show....
__Apart from anything else, sth. has an effect on
3、单元主要内容。
This unit discusses introduces a new phase of life “adyssey years”,, a recently added life stage the youngsters have to face and go through . Text A mainly talks about what “adyssey years” means and how this particular phase is characterized. Based on Text A, Text B depicts a rebellious young man’s wandering during this peculiar life stage. Though the two readings are theme-related, the writing styles are very different: Text A is expository : its task is to illustrate and inform.Text B is a narrative; it is combined with detailed description such as the elaboration of the young man’ s inner struggle and lively conversations.
【教学设计建议】任务型教学
【讲授内容】
1、课堂导入：Task-- Getting to know different phases of life
--Watch the GIF and discuss the following question in pairs.
What major stages does one’s life include?
-- Work in groups and discuss the following questions.
Which stage are you at now?
What significance do you think this stage have?
2、文化背景：
--The odyssey years
The odyssey years originated from The Odyssey, a long poem by the Greek author Homer, which is a sequel to to the Iliad, and mainly centers on the story of the Greek hero, Odysseus. It describes Odysseus’s long journey trying to return home from adventures and war. For English speakers, as well as for many other cultures, the very name of the poem, the Odyseey, has become a special term for an epic journey or great struggle. The main character in the epic poem , Odysseus, was wandering away from home and loved ones.
During his journey of about 10 years, he encoungtered repeated troubles and challenges. The key insight in The Odyssey is that the essentials of the journey are not only outward sruggles against tremendour difficulties, but, more importantly, inward struggles leading to personal growth.His journey is the one of self-discovery and of combating his own arrogance and pride from his young rebellious heart. Therefore, it makes sense to borrow The Odyssey from Greek mythology to describe the rebellios years young people usually go through. The term Odyssey yearis a metaphor of this special stage for young people.
--Generation gap
A generation gap or generational gap, is a difference of opinions between one generation and another regarding beliefs, politics, or values. In today's usage, "generation gap" often refers to a perceived gap between younger people and their parents or grandparents.
Early sociologists such as Karl Mannheim noted differences across generations in how the youth transits into adulthood. and studied the ways in which generations separate themselves from one another, in the home and in social situations and areas (such as churches, clubs, senior centers, and youth centers).
The sociological theory of a generation gap first came to light in the 1960s, when the younger generation (later known as Baby Boomers) seemed to go against everything their parents had previously believed in terms of music, values, governmental and political views. Sociologists now refer to "generation gap" as "institutional age segregation". Usually, when any of these age groups is engaged in its primary activity, the individual members are physically isolated from people of other generations, with little interaction across age barriers except at the nuclear familylevel.
3、语篇分析：Focus on a comparison/contrast essay
Previous phases in life
There were childhood, adolescence, adulthood, and old age, with each unique phase bringing its own peculiar set of challenges. (Para. 1)
Transition(Para. 2)
A newly added phase in life: the odyssey years
Previously, young people’s induction to adulthood was completed once they graduated from college. (Para. 3)
Today, young people are following a different agenda: the odyssey years. (Para. 4)
Previously, young people would move away from home and start a family; which is different from today. (Para. 5)
Characteristics of the odyssey years
Because of enormous pressure, young people react with rebellious behaviors toward their parents. (Para. 6)
Their parents feel more anxious. (Para. 7)
New guidelines for this particular phase haven’t been established. Every change remains temporary. (Para. 8)
The change in gender status delays the time to get married. However, young people still hold traditional aspiraThe outcome of this new phase will become more noticeable in the coming years. (Para. 10)
Advice to young people
Success will only come to those who know that they must have the strength, capacity and confidence to pass through the odyssey years. (Paras. 11-12)
4、学习重点难点：
Reading Skill: Understanding figurative language
Writing Skill: Focus on a comparison/contrast essay
【自学内容】
1、74 页 汉英翻译
2、73 页 guided writing
Unit Four
Section A College sweethearts
Section B Saving the date
【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. 正确理解大学生恋爱，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，能够树立正确的婚恋观，拥有幸福人生。
1.掌握重点单词：
Romance, classic, cute, weird, dynamic, charm, tempt, charm, cautious, reputation superior, semester, stale, component, ambitious, sexual, superb, immune, consequently, disgust, proceed, lodge, approve, grant, coordinate, core, deserve, display, disapprove, weave, blur, peopose, marriage, confess, pessimistic, faithful, honeymoon, commence, bloom
重点短语：
head for, gaze at, stare at, pretend to do sth., by accident, come over, go along with sb., expel sb. from sth., proceed to do sth., on one’s behalf, take the liberty of doing sth., take sb. by surprise, kneel down, tie the knot, be filled with, be pessimistic about, be resigned to
2、句型结构：
__. “would / should / could / might have done …”
__Sth.(a feeling) comes over sb. when sb. does sth.
__True, …, but sb. does sth. /the truth is…
__Despite sth., at one’s core, sb./sth. is…
3、单元主要内容。
This unit is designed to let students navigate their college romance. Text A tells a love story about two college sweethearts, while Text B presents an image of a college girl who is in love and wants to initiate the first step to date a boy. The two texts have the same theme, but the dating practices are somewhat different: One is more traditioanal and the other more modern. Though the rhetoric modes used in both texts are narrative, Text B, however, is also more like an exposition, with the girls’s opinion about dating being cleatrly stated: what kind of date is most beneficial, who should initiate , and whou should pay.
【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 discuss the following question in pairs.
Why does the girl think that she and her boyfriend should go separate ways after they graduate?
-- Work in groups and discuss the following questions.
Do you think it’s a good idea to date someone at college? Why or why not?
Do you think college romance can last long through the ups and downs in life?
2、文化背景：
-- Save the date
The idiom is a notice stating the dateof a significant event such as a wedding. It is typically sent to those likely to be interested or affected by the event and states the planned date of the occasion so that recipients who wish to attend know to keep that date free. For weddings, a save-the-date notice usually takes the form of a card. It is generally sent out at least 6 to 12 months before the wedding date, and is usually followed by a formal wedding invitation. While “save the date” started as a wedding-related custom, it is now used by individuals, businesses, and organizations to announce the date of any formal event, ranging from wedding anniversaries to grand opening ceremonies.For example, John is graduating, so be sure to SAVE THE DATE. Text B used this idiom for the title because it’s a pun (a phrase with 2 meanings). In this case, the young woman in the story has been preparing for this exact “date” to speak to the young man (She has “saved the date”.) to ask the young man out for a date.
-- Campus romance in the 1960s in the United States
The 1960s in the United States are often perceived today as a period of profound societal change. Attitudes to a variety of issues changed, sometimes radically, throughout the decade. The urge to “find oneself”, the activism of the 1960s, and the quest for autonomy were characterized by changes toward sexual attitudes and practices, particularly among the young. These changes to sexual attitudes and behavior during the periodare often referred to as the “sexual revolution”. The sexual revolution was often seen to have been centered on the university campus, among students. While the term “revolution” implies radical and widespread change, this was not necessarily in the case. Even in the “liberal” 1960s, conservative and traditionalist views were widely held. The love story in Text A coincides with what happened in that particular historical period of time in the United States. From the story students can see the main characters, college sweethearts back then, were actually following a more traditional pattern of dating, romantic but conservative, a clear stream on campus in the 1960s.
3、语篇分析：paragraphs ofquestion-example-conclusion pattern
Introduction
My two grown-up daughters wonder when they will meet their great love. They thought their father Butch and I had a classic fairy tale romance heading for marriage from the outset. In fact, love just happened when I least expected it. (Para. 1)
Body: a long journey of love (in time sequence)
We had the first date, and I was curious.
Though I was cautious, I began to fall in love.
Butch announced I was his girlfriend and promised to marry me.
Butch failed in studies and I helped him out.
I realized Butch was perfect and we had a pure, responsible relationship for 7 years
Butch proposed to me and we got married five yearslater.
Conclusion
Our journey of love underwent ups and downs and finally took us on smooth easy-going highways. It was a love story that sums up a 29-year long honeymoon. Our love started with a casual attraction but bloomed into a mature love and rich life together. (Para. 11)
4、学习重点难点：
Reading Skill: understanind idiomatic expressions
Writing Skill: focus on a narrative essay
【自学内容】
1、102 页汉英翻译
2、101 页guided writing
Unit Five
Section A Spend or Save-The students’ dilemma
Section B A $3000 dictionary
【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. 掌握金融知识，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，能够正确的消费观，顺利完成学业，获得成功人生。
1.掌握重点单词： manipualte, defy, contradict, recession, unless, grave, nasty, tone， resume， depiction, gap, odds, perspective, upringht, urge, suspend, appetite, disguise, utmost, shortage, nourish, compact, echo, scatter, retain, well-being, ingredient, hinder,input, option, administration, ego, urgently, legal, tackle, choppy,
2. 重点短语：
refer to, do one’s utmost, cement into, put off, derive…from, take in, take stock of , consult with, on track,
3、句型结构：
__祈使句+or/and+陈述句
__Here’s another familiar example:…
__It’s been calculated that…
__As sb. learn to do sth., sb. will do sth.
4、单元主要内容。
This unit addresses the topic of “saving or spending”. Text A talks about the paradox of messages that surround people:the “permissive” messages that persuade to indulge and spend money Vs. the “upright” messages that advise people to suepend desires and save money. Text B tells a story about hoe a college student was seduced to start using a credit card but, in return, ended up with $3000in debt.
This unit aims at letting students be alert to the temptation of commercial ads and the hadrmful consequences of excessive spending habits, becoming a smart consumer.
【教学设计建议】任务型教学
【讲授内容】
1、课堂导入：Task-- Talking about spending habits
--Watch the video clip and discuss the following questions in pairs.
What are people’s views on money? Spend it or save it? Why?
Do you agree with the speakers? Why?
2、文化背景：
--Spend or save
Spend or save? It was once a fairly straightforward question: You spent money for what you needed and saved the rest. However, nowadays many individuals overstep the limits of their income and accumulate debt. When there is an economic recession, the topic of saving or spending will again be brought to the table. During recessions, production, as measured by gross domestic product (GDP), employment, investment spending, capacityutilization, household incomes, business profits, and inflation all fall, whilebankruptcies and the unemployment rate rise. Recessions generally occur when there is a widespread drop in spending, often following the bursting of an economic bubble. Governments usually respond to recessions by adopting macroeconomic policies, such as increasing money supply, increasing government spending and reducing taxation. Generally speaking, if the economy expands, causing consumer confidence to be higher, consumers will be making more purchases. On the other hand, if the economy contracts or is in bad shape, confidence is lower, and consumers tend to spend less. The text focuses on the paradox of saving or spending, up which an in-depth discussion is launched.
-- Financial literacy
It refers to the ability to understand financial matters. More specifically, it refers to the set of skills and knowledge that allows an individual to make informedand effective decisions through their understanding of finances. Financial literacy classes that cover topics such as budgeting, saving, investing, borrowing and fraud prevention teach people about responsible money management.
--Credit card debt
A credit card is issued to users as a system of payment. It allows its holder to buy goods and services based on the holder’s promise to pay for these goods and services. The issuer of the card creates an account and grants a line of credit to the user. The user then can borrow money for payment to a merchant or withdraw cash from the account. Debt results when a credit card holder purchases an item or service through the cardsystem. Debt accumulates and its sum increases via interest and penalties when the holder does not pay the company for the money he has spent. The results of not paying this debt on time are that the company will charge a late payment penalty (generally in the US from $10 to $40). It is then likely that the consumer’s interest rate will increase. To keep from paying penalties andany interest rates at all, credit card holders should only use their cards for as many purchases as they can afford to pay for in a timely manner. This way, consumers can build up good credit ratings and enjoy the convenience of paying by credit card.
3、语篇分析：focus more on comparison/contrast
An introduction of general situation. (Para. 1)
We’re confused and manipulated by two contradictory messages - spend or save? (Para. 1)
Example of contradictory messages: a failing consumer or a valued customer? (Para. 2)
Body: paradox of the two sets of messages (Paras. 3-6)
The “upright” message urges us to work hard and save, suspend our desires, avoid luxuries, and control our appetite for more than we truly need. This message comes to us from many sources such as school, parents, and even politicians. (Para. 3)
The opposite permissive messages to spend are everywhere around us: on TV, road signs, etc. The essential message is cemented into our consciousness from ads: It’s good to satisfy our desires; we deserve what we want and the best we want. (Paras. 4-5)
The psychological and social consequences of the contradictory message (Para. 6)
Conclusion (Paras. 7-9)
Successfully manage your finances so that you can focus on your primary goal. (Para. 7)
Advice: attend financial literacy classes, consult with someone to help set up a budget, find a partner to stay on track and get pleasure from administrating your own financial affairs. Most importantly, seek help before your financial problem becomes worse. (Para. 8)
It is important to learn how to balance spending and saving to make your life better. (Para. 9)
4、学习重点难点：
Reading Skill: understanding denotation and connotation
Writing Skill: focus more on comparison and contrast
【自学内容】
1、130 页 汉英翻译
2、129 页guided writing
Unit Six
Section A Door closer, are you?
Section B When enough is enough
【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“取、舍” “多、少”，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，能够正确理解多少的观念，树立正确的幸福观，懂得取舍。
1、掌握重点单词：
rival, secondary, imperial, raid, territory, opponent, loyal, motivate, genius, convicition, validate, exception, veteran, conquest, summit, publication, irratioanal, investigate, marshal,behavorial, profit, preserve, session, fluctualte, modify, visiual, lesser, protest, cling, factor, underneath, temporary, restore, overlook, delegate, prune, discard, outward, prejudice,dose, respective,
重点短语：
impose.. upon.., go up in flames, an exception to…, be featured in…, enlightenment, profit from, revolve around, , come in hand,. be exhausted from, be attatched to sth. Apy a big price, be measured in sth.,
2、句型结构：
__The next time sb. is doing sth, ask oneself the question: …
__Sb. or sth. is a rare exception to sb.else, who / that…
__Sb. would probably protest that…, but according to sb. else, that isn’t the true factor.
3、单元主要内容。
This unit provokes an interesting topic: Is more always better than less? Revolving around this topic. Text A point out a weakness of human beings. As is evidenced by an experiment conducted by Dr. Ariely, it is hard for people to bear to see their options vanish. Text B supports this assumption:people feel less happy and more depressed when given an overabundance of choice. The two texts are similar not only in the theme but also in the way they unfold the topic, using a dramatic entrance to present the issue, with Text A introducing a Chinese historical mode of narration and Text B narrating an amusing anecdote about shopping . Just as both texts use the rhetoric mode of narration to give comments, both authors intend to send out the same message: More is not necessarily better than less.
【教学设计建议】任务型教学
【讲授内容】
1、课堂导入：Task-- Talking about online shopping
--Watch the video clip and discuss the following questions in pairs.
What is the main idea of this video clip?
What advantages of online shopping are mentioned in the video?
What tips are offered to ensure a safe and enjoyable shopping experience online?
-- List advantages and disadvantages of online shopping.
-- Work in groups and discuss the following questions
Why is online shopping both efficient and inefficient?
Do you think the diversity online shopping offers reduces efficiency to some extent?
2、文化背景：
-- The Battle of Julu
The battle was fought in Julu primarily between forces of the Qin Dynasty and the insurgent (谋叛的) state of Chu. The Battle of Julu marked the decline of Qin’s military power. In 207 BC, Xiang Yu’s army advanced toward Julu and successfully crossed the Zhang River(漳河), which separated them from Julu, to attack the Qin forces. After crossing the Zhang River, Xiang Yu ordered his men to sink all their boats and break their cooking pots, leaving only a three-day supply of food for each soldier. He warned them that there was no way to retreat; the only thing they could do to survive was to advance and fight. Xiang Yu’s boat burning strategy gave his men no choice but to go forward to fight with skill and passion. After nine long fierce battles, the Qin army was finally defeated. The Battle of Julu was of crucial importance in overthrowing the Qin Dynasty, and it has been known as the battle of “Smashing the Cauldrons and Sinking the Boats” ( 破釜沉舟). This idiom is now used to indicate one’s firm determination to achieve one’s goal at any cost.
--Behavioral economics
Behavioral economics is an interdisciplinary school subject of economics and psychology, which studies the effects of social, cognitive and emotional factors on the economic decisions of individuals and Institutions, and the consequences for market prices, returns and resource allocation.
3、语篇分析：focus on a cause-and-effect essay
Introduction to Xiang Yu’s story of closing doors to open windows of opportunity
When facing choices of rival options, think about what Xiang Yu would do. (Para. 1)
Xiang Yu ordered his troops' cooking pots crushed and their sailing ships burned after taking his troops across a river to raid the enemy. (Para. 2)
Xiang Yu explained that his decision was a necessity to attain the victory. But his unusual decision would be validated on his battlefield and in modern social science research. (Para. 3)
Transitional paragraph
This example from ancient times leads to the experiment at MIT where Dr. Ariely teaches behavioral economics. The experiment showed that students couldn’t bear to see their options vanish, even though it was clear they would profit from doing so. (Para. 4)
Body: the experiment by Dr. Ariel
It’s an experiment about computer game which eliminated the excuses for letting go. (Para. 5)
The rule of the game was the more money they earned, the better player they were. (Para. 6)
How they lost money because of the irrational efforts to keep the vanishing doors open. (Para. 7)
Dr. Ariely points out the real cause of the students’ irrational behavior. (Paras. 8-9)
Dr. Ariely’s suggestions
Implement more prohibitions on overbooking and reduce options on our own. (Para. 10)
Reduce the load and remember the lessons of door closers like Xiang Yu. (Para. 11)
Only keep the choices that actually enrich our lives. (Para. 12)
Conclusion of the research
We should close certain doors in order to allow the right windows of opportunity and happiness to open. (Paras. 13-14)
4、学习重点难点：
Reading Skill: reading between the lines
Writing Skill: a cause-and-effect analysis
【自学内容】
1、159 页 汉英翻译
2、158 页 guided writing
Unit Seven
Section A Women at the management level
Section B A proud home maker
【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. 认识性别差异及各自的优势，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，能够正确认识性别的不同特点及差异,消除性别歧视。
掌握重点单词：
administrative, employee, accommodation, segment, tolerance , dispose, sector,precede, harness, flourish, plausible, hierarchical, diplomatical, symbolic, discrimination, export, auction, concession, marine, businesslike, infer, violate, valid, offense, veil, compose, headquarters, identical, cooperative, context, scan, dispute, consultant, vague,
重点短语：
be disposed to do sth., dispose sb. to sth., on both counts, take over, erect, take aliberty with sb., feel at ease with sb., make a concession(s) to sb., to some extent, come down to, burst into, take exception to sth., be composed of , stem from,
2、句型结构：
__ would rather ….
__sb. do sth., by contrast, sb. else do sth. else.
__ Some proclaim / announce / reveal / state / propose / indicate / post / declare…
__There is no dispute that…
3、单元主要内容。
This unit aims at exploring a current social issue:gender roles,a topic that could spark a lot of debates and arguments. Text A gives students a big picture of a how women have played an important role at the management level, along with their challenges and frustrations. Text B portrays a happy full-time housewife who considers her job at home absolutely important . The implication of it is that the job of a housewife should be respected. The two articles are theme-bound since both relate the topic of the role played by women, though one is at work and the other at home.The writinhg style of the texts is very different as well. One is a featured article on female working styles by way of presenting various scenarios at work, blended with many direct speeches and present verb tenses such as says, reports, agrees, proclaims, feels, when referring to the past; the other is a narrative about the author’s personal experience of being a housewife.Thou the language used in both texts is somewhat casual, the tone of the first one is more serious and in a report style.Women’s working style and way of thinking are clearly depicted, which will surely provoke an interesting debate on gender issues among students.
【教学设计建议】任务型教学
【讲授内容】
1、课堂导入：Task-- Talking about your expectation of your mom
--Watch the video clip and discuss the following questions in pairs.
What does the mom do in this busy morning?
When you were a little child, did your mom spend enough time accompanying you?
What is your expectation of your mom? Do you expect her to be successful in workplace like the one in the video or take care of the whole family?
2、文化背景：
-- Hillary Diane Rodham Clinton
Hillary Diane Rodham Clinton (born October 26, 1947) is a former United States Secretary of State, U.S. Senator, and First Lady of the United States. From 2009 to 2013, she was the 67th Secretary of State, serving under President Barack Obama. She previously represented New York in the U.S. Senate from 2001 to 2009. Before that, as the wife of the 42nd President of the United States, Bill Clinton, she was First Lady from 1993 to 2001. In the 2008 election, Clinton was a leading candidate for the Democratic presidential nomination. Hillary Rodham was the first student commencement speaker at Wellesley College in 1969 and earned a J.D. from Yale Law School in 1973. After a brief stint a Congressional legal counsel, She moved to Arkansas and married Bill Clinton in 1975. In 1978, she became the first female chair of the Legal Services Corporation, and in 1979, the first female partner at Rose Law Firm. The National Law Journal twice listed her as one of the hundred most influential lawyers in America. As First Lady of Arkansas from 1979 to 1981 and 1983 to 1992 with her husband as Governor, she led a task force that reformedArkansas’s education system. Selected to serve as Secretary of State by Obama, Clinton was confirmed by the Senate in January 2009, and served until February 2013. She was at the forefront of the U.S. response to the Arab Spring and advocated the U.S. military intervention in Libya. As Secretary of State, she took responsibility for security lapses related to the 2012 Benghazi attack, which resulted in the deaths of American consulate personnel, but defended her personal actions in regard to the matter. Clinton visited more countries than any other Secretary of State. She viewed “smart power” as the strategy for asserting U.S. leadership and values, by combining military power with diplomacy and American capabilities in economics, technology, and other areas. She encouraged empowerment of women everywhere and used social media to communicate the U.S. message abroad.
3、语篇分析：Focus on example essay
Part I- Introduction: Female bosses in the workplace
Monica’s story: 20 years later, she changed her preference from working for a male boss to a female boss. (Para. 1)
Raise the question: Do men and women manage differently? (Para. 2)
Part II — (Paras. 3) How female bosses manage? (Para. 3)
Part III — (Paras. 4-5) differences in working styles between male and female bosses
Part IV— (Paras. 6-8) Why male and female bosses manage differently? (Paras. 6-8)
Part V—(Para.9) What are the obstacles for female bosses? (Para. 9)
Part VI—(Para. 10)The day when the best management styles are composed of both male and female will come soon.
4、学习重点难点：
Reading Skill: predicting the author’s idea
Writing Skill: paragraph of examples
【自学内容】
1、188 页汉英翻译
2、187 页guided writing
Unit Eight
Section A Animals or children?-A scientists’ choice
Section B The right to live-a dog’s account
【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. 意识到动物的权利及动物作为医学研究的合理性，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，能够以理性态度对待众生，尊重生命。
掌握重点单词：
rumor, sting, evil, supreme, residency, bloodshed, surgical, transplantation, scale, twist, compass, relevance, fable, devil, lobby, creep, frame, hatred, consent, approve, slogan, external, forum, volume, flung, germ, gang, eternal, optional, oit, imitate, arrest, infection, diagonostic, well-meaning, resolution, unapppreciate, combat, surgery, defective genes, infinite, minute, creature, , hence,
重点短语：
tip the scales of, cast sb. as, have relevance to, persis in, make much of, in our defense, be free of /from,
in question, be occupied with, as is the case with, isolate sb./sth.from, make a contribution to, of, bring about,
in the name of, creep in, be/become aware
2、句型结构：
__When sth. is in question, as is the case with …, sth. is of little value.
__There is the danger that …, while …
__The question is whether… but …
__There has been a time/ I remember a time when sb. or sth. did sth. …
__Sb. or sth. be as +形容词短语+ as …
3、单元主要内容。
This unit will provide a platform for students to debate another social controversy:animal rights protection. In Text A, the author , a physician engaged in doing anmal research , expresses his growing frustration with the animal rights movements and justifies animal research with many reasons including how medical advances benefited from the experiments on animals. Text B is a touching story that describes the painful experience and feelings from the perspective of a dog, using the method of personification. Through this story, the author is trying to remind people that animals deserve the right to be cared for and treated well. Even though these two articles are tit-for-tat regarding animal rights, they both are well written . To be specific, Text A is an argumentation that provides many convincing examples and evidence to defend the author’s rightfulness in doing animal research. Text B, however, uses a completele different writing style :dramatized as a dog, she narrates her unfair treatmeng by her master, from the time when she was a puppy to the time whenshe was getting older,from tender care to cold indifference.The common question provoked from the two articles is “Should animals enjoy equal rights as human beings?”
【讲授内容】
课堂导入：Task-- Talking about animal testing
--Watch the video clip and discuss the following question in pairs.
What are the benefits of animal testing according to the video clip?
-- Work in groups and discuss the following question
Are you for or against animal testing? Why?
2、文化背景：
-- Animal Research
Animal research is the use of animals in experiments, such as mice, rats, birds, fish, and frogs but also monkeys, primates, horses, etc. Most animals are killed in a painless way after being used in an experiment. Sources of laboratory animals vary between countries; most animals are purpose-bred, while others are caught in the wild or supplied by dealers. The research is usually conducted inside universities, medical schools, and the companies that produce drugs and medicine. Supporters of the use of animals in experiments argue that every medical achievement relied on the use of animals in some way and even sophisticated computers are unable to model interactions between cells, tissues, organs, organisms, and the environment, making animal research necessary in many areas. However, animal rights organizations question the legitimacy of the practice, arguing that it is
cruel and poor scientific modeling because medical progress is being held back by misleading evidence collected from animals, and some of the tests are outdated and cannot reliably predict effects in humans. It is further argued that the costs outweigh the benefits and animals have the right not to be used for experimentation.
-- Animal Rights Beliefs
Animal rights activism has been prominent, especially in the UK, since the 1960s. However, more recently there has been a growth of animal rights groups in the US, and with it a growth in the distortions and half-truthsthey propagate. At any animal rights demonstration you are likely to see placards depicting age-old experiments carried out in far-away countries where animal welfarestandards were considerably lower. It is these distortions of the truth which help animal rights groups to gain funding, and grow their movement. Whereas, once, the animal rights groupsjustified their activities purely from a moralstandpoint, nowadays they have tacked on a scientific angle – claiming that animal research doesn’t work.
--Organizations / Groups for Animal Rights
Americans for Medical Advancement (AFMA): An American organization founded by Drs Ray and Jean Greek. The organization appears to exist only to give credibility to its President and Spokesman, Ray Greek.
Anti-vivisection Coalition (AVC): A British group formed in August 2013 to protest animals used in research.
British Union for the Abolition of Vivisection (BUAV): A British organization, founded over 100 years ago, which has campaigned to ban all animal research. They have been behind a number of high profile laboratory infiltrations in the UK. They are currently focused on campaigns to ban the use of cats, dogs and primates in research.People for the Ethical Treatment of Animal (PETA): A global animal rights group founded by Ingrid Newkirk which receives almost $30 million every year (US organization). It has organizations in 10 countries, though its largest base remains in the US. It makes regular use of celebrities and stunts involving naked women.
3、语篇分析：focus on argumentative essay
Introduction
I am wrongly accused of doing animal research since my top desire is only to keep children healthy with medical advances based on animal research. (Para. 1)
Current situation of the animal-rights movement (Paras. 2-3)
Reasons to justify the necessity of animal research
To relieve the eternal suffering of human among the possible three reasons. (para.4)
The optional 4th choice from animal activists is using computer model, but it’s of no value (Para. 5)
The terrifying effects of arresting animal research will only be felt years or decades later. (Para. 6)
Our current combat abilities against sickness are mostly based on previous animal research. (Para. 7)
Conclusion: (Paras. 8-9)The author’s appeal
4、学习重点难点：
Reading Skill: Identifying the writer’s purpose
Writing Skill: essay of argumentive
【自学内容】
1、217页 汉英翻译
2、216 页guided writing
附件2 视听说教程
Unit One Life is a learning curve
一. Learning objectives
talk about learning experiences
listen for signal words for listing
give and respond to advice
talk about learning / teaching methods
二. Opening –up : Read the following quotes about learning. Do you agree with them? Why or why not?
三. listening to the world
1. sharing Video podcast : the things people are learning
2. Listening practice
Listen to radio program about English Learing
listen for signal words for listing
3.viewing :IQ
四.Speaking for communication
1.Role-play
A. Read the statements. Then listen to a conversation and check the true statements
B. Read the table. Then listen to the conversation and write G for giving advice and R for responding to advice in the right column.
2. Speaking skills: Giving and responding to advice
Expressions for giving advice
Expressions for responding to advice
3. speaking practice
Situation 1 What should I do about my son?
Situation 2 My flatmate is driving me crazy!
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Two Journey into the unknown
一. Learning objectives
talk about your own traveling experiences
understand the problem-solution pattern
ask for and give directions
make a plan for a dream journey
二. Opening –up :
What does each of the following quotes mean? Do you agree with them? Why or why not?
三. listening to the world
1. sharing Video podcast : traveling experiences
2. Listening practice
A. Discuss the questions: What do you know about Venice?
B. Listening skill：Understanding the problem-solution pattern
3.viewing : favorite places to visit
四.Speaking for communication
1.Role-play
A. Listen to three conversations and check the true statements
B. Read the table. Then listen to the conversation and complete the table.
2. Speaking skills: Asking for and giving directions
Asking for directions
Giving directions
3. speaking practice
Situation 1 I can’t find my way!
Situation 2 Can you show me the direction
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Three Time out
一. Learning objectives
Talk about leisure activities
Listen for information about plans
Manage phone problems
plan a perfect day
二. Opening –up :
Look at the pictures and read the activities. Then match the activities 1-6 to the pictures A-F
Work in pairs and discuss the question:
Have you ever tried the following leisure activities in your spare time?
Check (✔) the ones you have never done but long to have a try and give your reasons.
三. listening to the world
1. sharing Video podcast : leisure time
2. Listening practice
A. Listen to materials about plan
B. Listening skill：Listen for information about plans
3. Viewing：GBarcelona in Spain
四.Speaking for communication
1.Role-play
A. Listen to four people making phone calls and complete the notes.
B.Listen to the conversations again and write down the expressions used in these situations in the conversations.
C .Listen to the talk again and answer the questions
2. Speaking skills
Managing phone problems
3. speaking practice
Situation 1 Inviting a friend to a movie
Situation 2 Changing a reservation
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Four Life under the spotlight
一. Learning objectives
talk about fame and celebrities
understand cause and effect
make requests and offers
debate on whether we should hold on to our dreams
二. Opening –up :
Work in pairs and discuss the questions
1 What are the positive and negative things about being famous?
2 What would you do if you were famous?
3 What is the difference between becoming famous in the past and now?
三. listening to the world
1. sharing Video podcast : people’s attitudes toward being famous
2. Listening practice
A. Listen to materials about changes in life
Listening skill：Understanding cause and effect
3. Viewing：Lewis Hamilton
四.Speaking for communication
1.Role-play
A. Listen to four conversations and complete the notes.
B.Listen to the conversations again and write R for requests and O for offers.
C .Listen to the talk again and answer the questions
2. Speaking skills
Making requests and offers
3. speaking practice
Situation 1 Booking tickets for the theater
Situation 2 Going to a restaurant
Situation 3 Shopping for clothes
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Five Urban pulse
一. Learning objectives
talk about city life
understand pros and cons
make and respond to complaints
recommend the best city to live in
二. Opening –up :
Look at the pictures. Work in pairs and discuss. Which city is the best city for living in your mind? Why?
三. listening to the world
1. sharing Video podcast : whether people enjoy city life
2. Listening practice
Listening Listen to three interviews
Listening skill：Understanding pros and cons
3. Viewing：The Zimmers
四.Speaking for communication
1.Role-play
A.Read the questions. Then listen to three conversations and answer the questions.
B. Read the table. Then listen to the conversation and write C for complaints and R for responses in the right column.
2. Speaking skills
Making and responding to complaints
3. speaking practice
Situation 1 The fridge doesn’t work.
Situation 2 You served me the wrong dish!
Situation 3 What’s wrong with the school facilities?
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Six Climbing the career ladder
一. Learning objectives
talk about jobs and working experiences
identify examples in speeches and conversations
express likes or dislikes
come up with a money-making idea
二. Opening –up :
Look at the pictures and match A-J to the jobs 1-10.
三. listening to the world
1. sharing Video podcast : different kinds ofjobs people do
2. Listening practice
A. listen to conversation and complete exercises
B. Listening skill：listening for examples
3. Viewing：Britain’s dream commuters
四.Speaking for communication
1.Role-play
A.Read the statements. Then listen to a talk and check the true statements.
B. Read the statements and fill in the blanks.
2. Speaking skills
Expressing likes or dislikes
3. speaking practice
Situation 1 Talking about hobbies
Situation 2 Talking about movies
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Seven Time of technology: A blessing or a curse?
一. Learning objectives
talk about technology around as
listen for agreement and disagreement
express essentiality
talk about experiences and feelings of playing computer games
二. Opening –up :
Work in pairs and discuss the questions:
How often do you and your partner do these things? Write O for often, S for sometimes or N for never.
Then discuss your answers with your partner.
三. listening to the world
1. sharing Video podcast : people’s attitudes toward technology,
2. Listening practice
A. Listening for environmental problems
Listening skill：listen for agreement and disagreement
3. Viewing： life without TV
四.Speaking for communication
1.Role-play
A.Listen to the conversation and complete the table.
B. Listen to the conversations again and match the statements.
2. Speaking skills
Expressing essentiality
3. speaking practice
Situation 1 What electronic gadgets should we buy?
Situation 2 What stationery items should we buy?
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
Unit Eight Discovering your true identity
一. Learning objectives
talk about your family
take notes in a T-chart
introduce an opinion
create a new identity in a computer game
二 Opening –up :
Look at the words in the box and answer the questions
三. listening to the world
1. sharing Video podcast : family
2. Listening practice
Listening for people’s opinion on different side of a family
Listening skill：Taking notes in a T-chart
3. Viewing： Second Life
四.Speaking for communication
1.Role-play
A.Read the questions. Then listen to three conversations and answer the questions.
B. Listen to the three conversations again and write down the expressions that are used to introduce an opinion.
2. Speaking skills
Expressions of introducing an opinion
3. speaking practice
Situation 1: An interview at a business school
Situation 2: Shall we get an air conditioner?
五. Further practice in listening
1. Short conversations
2. Long conversations
3. passages (1&2)
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