发布时间 : 星期日 文章新编英语教程1 李观仪 unit 4更新完毕开始阅读139102970342a8956bec0975f46527d3250ca67a
A NEW ENGLISH COURSE
Book I
Unit 4 (10 periods)
Unit 4
1．教学基本要求 （1）掌握 Dialogue
（2） 理解Text I ; 了解Text II 2．教学具体内容 Language structures: (1) It may/might be… (2) He should/ought to… (3) I would rather …
(4) He must be…//He can’t be… Dialogue: A Trip to China
Role-play: Talking About Eating Habits Reading I: Human Needs Reading II: Bread Guided Writing:
Connectives and Attitude Words Note of Declining an Invitation Interaction Activities: Guess Which and Who 重点: Dialogue: A Trip to China
Reading I: Human Needs
难点: Guided Writing: Connectives and Attitude Words
Note of Declining an Invitation
3. Teaching aims and requirements: 1. Doing Oral Work
2. Practicing the grammar points in this unit
3. Learning and memorizing the new words and phrases in this unit 4. Reading Text I intensively 5. Reading Text II extensively
1
6. Practicing writing a note of declining an invitation 4. Teaching Content and Procedures 1. Language Structure Practice I 练习重点：
(1). It may/might be fine tomorrow.
(2). He should/ought to get up early and take some exercise every day. (3). I would rather do some reading.
(4) He must be in the gym. // He can’t be there. Description of LSP
LSP I: 1. Inquiring how certain somebody is of something;
2. Expressing how certain/uncertain one is of something LSP II:1. Asking for advice on somebody’s behalf;
2. Giving advice
LSP III: Inquiring about and expressing one’s preference LSP Ⅳ: 1. Expressing strong probability 2. Expressing impossibility
2. Reading Dialogue I by acting different roles: A Trip to China (1) Leading in
Question1: Where did A visit in China? (He visited Lots of places... world-renowned places like the capital Beijing, prosperous Shanghai, the historic city4 Xi’an, scenic Guilin, and “hot and spicy” Chengdu. He also visited many other places of historical interest and many famous mountains and great rivers, too.)
Question2: Which of those visited places impressed A the most? (The two-thousand-year-old terracotta warriors and horses in Xi’an impressed A most.)
Question 3: Does B know the terracotta warriors and horses in Xi’an? (Yes, he read about them and has seen the pictures in National Geographic.)
Question 4: According to A, what’s the most prominent feature of the warriors? (No two warriors look alike. Each wears his own facial expression and has his own personality.) (2) Explaining Languages Points
? the historic city — the city that is important in history (历史名城); historical interest —
interest that is connected with history (有历史性趣味的) Distinguish between historic and historical, their Chinese equivalents being“历史上有名的, 有历史意义的”and “历史的, 有关历史的”respectively, e.g.:
a historic event历史事件 historic times 历史时期
historical figures 历史人物 historical novels 历史题材的小说 ? National Geographic — a well-known magazine published in the U.S.A. ? Tell you what. — Let me tell you this. ? Mapo Doufu — 麻婆豆腐 ?
I'll ask for your company. — I’ll ask you to go with me.
(3) Retelling the conversation in a story Sample outline:
1. Ted tells Bob about his trip to China.
2. Ted introduces many world-famous places he has visited.
2
3. Ted describes Xi’an’s terracotta warriors and horses.
4. Ted describes Chinese food and cooking styles, the spicy-hot Sichuan dishes in particular. Sample story:
Ted and Bob occasionally met each other one day. Ted told Bob he had just finished his trip to China after visiting many world-renowned places like the capital Beijing, prosperous Shanghai, the historic city Xi’an, the scenic Guilin, “hot and spicy” Chengdu and many other places. Of those innumerable attractions, the place impressed Ted most is the two-thousand-year-old terracotta warriors and horses in Xi’an. The warriors and horses are all of life-size and each warrior wears his own facial expression and has his own personality. It was such an extraordinary trip. But what’s even more fascinating, Ted thought, was the Chinese food. He told Bob there’s no such thing as the so-called “Chinese food” because China is such a large country that there are numerous cooking styles that are vastly different from each other. So, when ordering food in Chinese restaurant, he suggested ordering Chinese food by the names of famous dishes rather than by any prevailing style, for example, Mapo Doufu. 3. Reading I (intensively): Human Needs (1) Pre-reading questions
? How much do you know about the ancient ways of living?
? Do you know Maslow's hierarchy of human needs? Share with us your understanding. ? Do you think human beings nowadays want more than they need? (2) Explaining Language points ?
something which is necessary to life, something that we cannot possibly do without do without means “manage without”, e.g.,
A lot of people think that a TV set is a necessity, but I can do without it.
? Without it we would starve to death. We could manage on a diet of one kind of meat, but how monotonous it would become! The above two sentences are both implied conditionals in which the conjunction “if” does not appear in the clause. The assumed condition in the first sentence is shown by the prepositional phrase “without it” while the assumed condition in the second one is implied in the context. ?
In primitive countries man's food needs...
We can agree with primitive man that...
Man in both the above sentences refer to “men in general” or “the human race”; no article is used before the word.
?
although their needs are like our own their wants are different. — Try to tell the difference between the words needs and wants from the context.
? the wide variety of food we have available — the wide variety of food we have that is
available to us
? Take fruit, for example.
? This is an imperative sentence, so a full stop should be used at the end of it; otherwise,
it would become a run-on sentence. More examples:
A dangling modifier is a related but slightly different error. Take for example the last
sentence.
Take my parents for example. They are both senior managers and have to work long hours.
3
Take, for example, the architecture in the Tudor period. (4) Comprehension Questions
1. Why is food a basic need? ( Because without food we would starve to death.) 2. How can we avoid malnutrition? (To have different varieties of food.)
3. Why did primitive people eat only the food that could be grown near their homes? (Because the method of transportation and food preservation was poor then. )
4. What is the difference between needs and wants? (Needs are something necessary to life, and wants are things that we'd like to have.)
5. How do we differ from primitive men in our food wants? (With the wide variety of food available, we have a wider choice.)
6. Name three things that a modern house contains but an ancient palace did not. (air conditioner, TV and refrigerator)
4. Reading II (extensively): Bread (1) Comprehension Questions
What were probably the first crops that were grown for food? (It is probable that the first crops that were grown for food were grains, such as wheat, barley, rye, oats, and rice.) ? Why is wheat the most important grain in many countries?
(Because wheat is the most important grain from which flour can be made.) ? Name some of the countries that consider wheat as their major crop. (France, England, Pakistan, India and China, etc.)
? Explain the process by which bread is made.
(First the land must be ploughed, and then seed planted in the ground. In some places irrigating is needed before harvest. The first step in harvesting is cutting off the head, thresh the wheat and make them into flour. After the flour is made, it is mixed with water, yeast and salt, and then it is baked.) 5. Guided Writing:
1.Finishing the cloze work on the book to practice using some conjunctions and adverbs 2.Put the sentences into right order to learn the writing of a note declining an invitation. 6. Exercises of Workbook
Finishing all exercises on workbook. Additional Exercise: Translation
Many primitive peoples believed that by eating an animal they could get some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast as the deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies. Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty.
许多原始时代的人都相信，若是吃了某种动物就能得到那种动物所具备的某些优良特性。例如，他们认为，若是吃鹿肉就能跑得跟鹿一样快。某些野蛮部落的人相信，若把在战斗中表现得很勇敢的敌人的肉吃掉了，那就会使自己变得勇敢。因为那些人很想使自己变得像敌人一样地强壮和勇敢，这才开始有了人吃人的做法。在开化了的人们当中，一度认为生姜的根有种魔力，可以改善人的记忆力，而认为蛋类的食品能使人的嗓音变得甜美。
III. Reflection
4