前景實(shí)用英語(yǔ)二Unit 1教案

A級(jí)班教案編號(hào)1教師王讓課程名稱基礎(chǔ)英語(yǔ)班別造價(jià)G141造價(jià)G142造價(jià)G143造價(jià)G144日期2015.3.3課題Unit1LifelongLearning教材教材名稱《前景實(shí)用英語(yǔ)綜合教程》第一章一節(jié)1-27頁(yè)出版社：復(fù)旦大學(xué)出版社教學(xué)目標(biāo)Inthisunit,studentsaresupposedtomasterthewordsandexpressionsoftenusedtotalkabouteducationandlifelonglearning;learnhowtoexpresshopesanddesires;understandthelisteninginformationaboutlifelonglearning;understandthemainideaofTextA,andmastertheusefulsentencestructuresandwordsandexpressions;masterphoneticskill:liaison;dosomegrammarpractice–AttributiveClause;knowaboutsomewritingstrategiesandlearnhowtowriteanOutlineandfilloutaform;重點(diǎn)tomasterthekeylanguagepointsandgrammaticalstructuresinthetext;toknowhowtowriteanoutlineandfilloutaform;難點(diǎn)tounderstandthemainideaofTextA,masterthekeylanguagepointsandgrammaticalstructuresinthetext;tousetheexpressionslearnttotalkaboutlifelonglearningfreely;toknowhowtoexpresshopesanddesires;教法CommunicativeapproachComputer-AssistedInstruction教具amulti-mediacomputersystem(PPT/CDs)時(shí)間安排Lead-in,listeningandphonetics(2Period)TextA&text-relatedexercises(4Period)Grammar,andWriting(2Period)課程作業(yè)Exercisesintheworkbook.Writeanoutlineforanessayentitled“You’reNeverTooOldtoLearn”.FillthePersonalInformationFormonthetextbook.板書摘要Unit1LifelongLearningCollegeEducation;LifelongLearning;Job,skill,newexperience;教學(xué)過(guò)程及內(nèi)容課后總結(jié)與評(píng)議紀(jì)錄自我分析同事意見(jiàn)領(lǐng)導(dǎo)意見(jiàn)改進(jìn)措施Unit1 LifelongLearningTeachingMaterialForwardEnglishforPracticalPurposes,Book1,Unit1TeachingAims:Inthisunit,studentsaresupposedtomasterthewordsandexpressionsoftenusedtotalkabouteducationandlifelonglearning;learnhowtoexpresshopesanddesires;understandthelisteninginformationaboutlifelonglearning;understandthemainideaofTextA,andmastertheusefulsentencestructuresandwordsandexpressions;masterphoneticskill:liaison;dosomegrammarpractice–attributiveclause;knowaboutsomewritingstrategiesandlearnhowtowriteanOutlineandfilloutaform.TeachingEmphasistomasterthekeylanguagepointsandgrammaticalstructuresinthetext;toknowhowtowriteanoutlineandfilloutaform.TeachingDifficultiestounderstandthemainideaofTextA,masterthekeylanguagepointsandgrammaticalstructuresinthetext.tousetheexpressionslearnttotalkaboutlifelonglearningfreely.toexpressone’shopesanddesires.TeachingApproachesCommunicativeapproachandComputer-AssistedInstructionTeachingAidsaprojectoramulti-mediacomputersystemTeachingProceduresandcontents(8periods)PartA LeadinTask1Studythepicturesanddiscussthequestionsinsmallgroups.Doyouthinkit’stoolateformiddle-agedpeopletogotocollege?Whatdoesthesecondpicturetellus?Whydoyouthinklifelonglearningisimportant? Task2Listentotheshortdialoguesandfillintheblanks.Task4Listentotherecording,andcompletethepassage.Task5Discussthefollowingquestionswithyourpartneraboutyourunderstandingoflifelonglearning.Currently,it’snoteasyforgraduateswithhighereducationdegreestofindanidealjob,sosomepeoplearguethateducationisoflittleuse.What’syourviewonthis?Howdoyouunderstandthesaying“It’snevertoooldtolearn”?TextAWhyWeNeedNewSkillsLanguageandCulturalPointsintheTextPara.1recessionn. ageneralslowdownineconomicactivityNote:“Therecession”herereferstotheworldwidefinancialcrisis

since2008anditsaftermath.erasev.toremovealltracesofsomethinge.g.Heerasedthepencilmarkstokeepthebookclean.為保持書的整潔，他擦去了鉛筆痕跡。Shehadtoeraseallthoughtsoffailurefromhermind.她必須抹去腦海里所有關(guān)于失敗的記憶。Para.2Devaluev.togivealowervaluetosomethinge.g.devaluethedollar/pound/mark使美元/英鎊/馬克貶值Let’snotdevaluehisworksunjustly.我們不要不公正地貶低他的作品。springuptoappear,develop,growquicklyorsuddenlye.g.Weedsarespringingupeverywhere.很快到處都長(zhǎng)滿了雜草。Newhouseswerespringingupalloverthetown.全鎮(zhèn)各處很快蓋起了新房子。stingya.spending,usingorgivingunwillingly;meane.g.Don’tbesostingywiththesugar!別那么吝惜糖!Itisstrangethatsucharichmanshouldbesostingy.說(shuō)來(lái)真怪，這么有錢的人居然那么小氣。Para.3healthreformNote:Here“healthreform”referstoU.S.PresidentObama’stopdomesticprioritysince2009,whichmakeshealthcaremoreaffordable,holdsinsurersmoreaccountable,expandscoveragetoallAmericansandmakeshealthsystemsustainable.Upgradev.toraisesb./sth.toahighergradeorranke.g.Shewasupgradedtosalesdirector.她被提升為銷售總監(jiān)。Themoneywillenableustoupgradethetown’sleisurefacilities.我們可以用這筆錢來(lái)更新鎮(zhèn)上的休閑設(shè)施。Cautionv.towarn(sb.)tobecarefule.g.Wewerecautionednottodrivetoofast.有人提醒我們不要把車開得太快。Imustcautionyouagainstthedanger.我必須告誡你要謹(jǐn)防危險(xiǎn)。Transferablea.abletobemovedfromoneplace,personoruseto

anothere.g.I’dliketoremindyouthatthisticketisnottransferable.我想提醒您，該票不可以轉(zhuǎn)讓。Weaimtoprovideourstudentswithtransferableskills.我們旨在培養(yǎng)學(xué)生掌握靈活的技能。Consultv.togoto(aperson,book,etc.)forinformation,advice,etc.e.g.consultone’slawyer/amap/adictionary請(qǐng)教律師/查看地圖/查閱詞典Youhadbetterconsultadoctorsoon.你最好快點(diǎn)去看醫(yī)生McKinseyNote:Aglobalmanagementconsultingfirmthatfocusesonsolvingissuesofconcerntoseniormanagement.McKinseyservesasanadvisertomanybusinesses,governments,andinstitutions.Itisrecognizedasoneofthemostprestigiousfirmsinthemanagementconsultingindustry.Iroducingorusingnewideas,waysofdoing

something,etc.e.g.Iworkedinaveryinnovativecompany.我在一家極富創(chuàng)新精神的公司工作。Therewillbeaprizeforthemostinnovativedesign.最富有創(chuàng)意的設(shè)計(jì)將會(huì)獲獎(jiǎng)。Para.4branchouttoexpande.g.Thecompanybeganbyspecializinginradiosbuthasnowdecidedtobranchout intocomputers.該公司一開始專營(yíng)無(wú)線電器材，現(xiàn)在已決定擴(kuò)展業(yè)務(wù)經(jīng)營(yíng)計(jì)算機(jī)了。ThatChicagobusinessmantriedtobranchoutbyopeningseveralrestaurantsin thesuburbs.那個(gè)芝加哥商人想在效區(qū)開幾家餐館以擴(kuò)大他的業(yè)務(wù)。hitadeadendtobeintrouble;togowithnoprogressorchangee.g.Thenegotiationhashitadeadend.談判陷入了僵局。Maryseemedtohitadeadendinherdetectivework.瑪麗的偵探工作似乎陷入了僵局。supplychainmanagementNote:Themanagementofanetworkofinterconnectedbusinessesinvolvedintheultimateprovisionofproductandservicepackagesrequiredbyendcustomers.Supplychainmanagementspansallmovementandstorageofrawmaterials,work-in-processinventory,andfinishedgoodsfrompointoforigintopointofconsumption.Para.5enrollv.tobecomeormake(sb.)amember(ofsth.)e.g.Weenrolledhimasamemberofthesociety.我們已吸收他為會(huì)員。IenrolledattheUniversityofVienna.我報(bào)名就讀維也納大學(xué)。KauffmanFoundationanon-profitfoundationbasedinKansasCity,USAtofocusonentrepreneurshipPara.6in-housetrainingthetrainingofstaffinacompanytoimproveproductivityandskillstohandlechangesinthebusinessofthecompany.mentorn.anexperiencedpersonwhoadvisesandhelpsalessexperiencedperson e.g.Thekeytomasteringanynewjobisfindingtherightmentor.對(duì)新工作盡快上手的竅門，就是找對(duì)導(dǎo)師。seekouttofindout;toselecte.g.Howcanweseekoutsomereallygoodbooksforthestudentstoreadduringthe summervacation?我們?nèi)绾文苷页鲆恍┖脮寣W(xué)生們暑假讀讀？Asalesman’sjobistoseekoutcustomers.推銷員的工作就是尋找客源。getusedtohavinglearnedtoacceptsomething;accustomedtosomethinge.g.Itisdifficulttogetusedtoanothercountry’scustoms.要適應(yīng)另一國(guó)家的風(fēng)俗習(xí)慣是很困難的。Infootballyouhavetogetusedtohardknocks.踢足球就要經(jīng)得起激烈碰撞。Assetn.valuableorusefulqualityorskille.g.Goodhealthisagreatasset.健康就是莫大的財(cái)富。Thetennisplayer’sspeedishisgreatasset.那個(gè)網(wǎng)球運(yùn)動(dòng)員動(dòng)作迅速，這是他的一大優(yōu)勢(shì)。PartBTextBWhatIsLifelongLearning(homereading)PartCPhonetics,FunctionsandNotionsPhonetics:Liaison連貫地說(shuō)話或朗讀時(shí)，在同一個(gè)意群（即短語(yǔ)或從句）中相鄰的兩個(gè)詞，如果前一個(gè)詞的末尾音與后一個(gè)詞的起首音緊密連接在一起，構(gòu)成一個(gè)音節(jié)，這就是連音。連音時(shí)的音節(jié)一般不重讀，只需順其自然地一帶而過(guò)，不可以加音，也不可以讀得太重。如notatall這個(gè)短語(yǔ)，連音時(shí)聽(tīng)起來(lái)就像是一個(gè)單詞。注意:連音只發(fā)生在句子中的同一個(gè)意群中。在兩個(gè)意群之間即使有兩個(gè)相鄰的輔音和元音出現(xiàn)，也不可連音。如:Pleasetakealookatit。這個(gè)句子中takealookatit是同一個(gè)意群，那么take與a可連音，look與at可連音，at與it可連音。在Thereisabookinit。一句中book與in往往不連音，因?yàn)閎ook與in分別在兩個(gè)不同的意群中。二、連音的三種形式1.輔音（除了[r]，[w]和[j]+元音外，單詞末尾的輔音同元音開頭的單詞連音。

如:Heisastudent.(is與a要連音)Thatisarightanswer.(That與is,is和a,right和answer 都可以連音)I’llbebackinhalfanhour.(back和in,half和an,an與 hour都可以連音)2.元音+元音:前一個(gè)詞的末尾元音和后一個(gè)詞的起首元音連讀，使它們中

間不出現(xiàn)停頓。在這種情況下，我們一般在兩音之間加上輕讀的[w]和輕

讀的[j]。如:doit,heatesome。在朗讀這一類的連音時(shí)，注意不要后 加的[w]和[j]音念得很重，很完整，以至于讀成[du-wit]和[hi'jets?m]，

而要輕輕滑到下一個(gè)元音上。3.[r]+元音:這一類的連音分為詞末連接音[r]和外加音[r]與元音的連音。（1）單詞末尾的r在英式英語(yǔ)中是不發(fā)音的，但在連貫言語(yǔ)里，如果這個(gè)單

詞后面緊跟著一個(gè)以元音開頭的詞，而且兩個(gè)詞在意義上密切相關(guān)且

中間無(wú)停頓隔開時(shí)，那么就可能使原來(lái)不發(fā)音的字母r讀為[r]，并同 后一個(gè)單詞的元音字首相連:thereis.（2）為了避免兩個(gè)意義相關(guān)的毗鄰詞的末首元音分立而讀，一般我們?cè)谇?/p>

一個(gè)單詞的結(jié)尾元音和后面單詞的起首元音之間加上[r]音，這就是外

加音[r]。如:ideaofit.B.FunctionsandNotions:HopesandDesiresThefollowingaresomecommonexpressionsforexpressinghopesanddesires.一般程度表達(dá):Let’shope...Myhopeisthat...Idon’tmind...I’dbehappytodo...It’soursincerehopethat...Aslongaswe/Ican...IfonlyIcould...I’vegottohave...Wouldn’titbemarvelousto...WhatIneedis...Ifeellike...I’dloveyoutowouldjustsuitme.Iwouldn’tsaynoto...強(qiáng)烈程度表達(dá):Hehasastrongdesireto...I’vealwaysdreamedof...I’vebeenwantingto...I’mreallylongingfor...I’mdyingto...Heiseagerto...Iratherfancysomethingto...WhatIreallywishis...Theyarereallykeenon...Heisitchingfor...to...Iparticularlywish...I’dgiveanythingtodo/for...PartDGrammarandWritingGrammar:AttributiveClause一、引導(dǎo)定語(yǔ)從句的各種關(guān)系詞定語(yǔ)從句是指在復(fù)合句中充當(dāng)定語(yǔ)的從句，定語(yǔ)從句由關(guān)系代詞或關(guān)系副詞來(lái)引導(dǎo)。關(guān)系詞除了引導(dǎo)定語(yǔ)從句外，還在從句中指代被其修飾的先行詞，在從句中充當(dāng)一定的成分?！Y(jié)構(gòu)：先行詞+關(guān)系詞+定語(yǔ)從句Themanwhoissittingthereisadoctor.先行詞關(guān)系詞關(guān)系詞作用：1、連接先行詞和定語(yǔ)從句；2、意義與先行詞一致，即代替先行詞在從句中充當(dāng)句子成分?！拗菩远ㄕZ(yǔ)從句和非限制性定語(yǔ)從句1、限制性定語(yǔ)從句：從句與主句關(guān)系密切，去掉從句，主句意義不完整，甚至不合邏輯。 e.g.Iwastheonlypersoninourofficewhowasinvited.（去掉定語(yǔ)從句，意思就不完整） 2、非限制性定語(yǔ)從句：從句對(duì)先行詞關(guān)系不密切，去掉定從句，意思仍然完整。形式上用逗號(hào)隔開，不能that用引導(dǎo)。 e.g.Tom’sfather,whoisoversixty,stillworksharddayandnight.（who引導(dǎo)非限制性定語(yǔ)從句，整個(gè)句子可分成兩句來(lái)翻譯）▲怎樣判斷是限制性定語(yǔ)從句還是非限制性定語(yǔ)從句？答：非限制性定語(yǔ)從句的先行詞和關(guān)系詞中間有逗號(hào)。▲引導(dǎo)定語(yǔ)從句的關(guān)系詞關(guān)系代詞先行詞從句成分例句who人主語(yǔ)賓語(yǔ)ThemanwhoImettodaytoldmetocomeback.Thereporterwhoistalkingtotheworkerisfamouswhom人賓語(yǔ)ThegirlwhomImetlookslikeLily.that人；物主語(yǔ)賓語(yǔ)SheisthepersonthatIwanttosee.Theboythathasjustlefthereismybrother.which物主語(yǔ)賓語(yǔ)ThisisabookwhichwaswrittenbyHemingway.Thepenwhichyoulentmeislost.whose人；物定語(yǔ)Theroomwhosewindowisredismine.ThisisthescientistwhosenameisJohnNash.▲怎樣判斷用什么關(guān)系詞？看先行詞是人還是物；看關(guān)系詞（也就是先行詞）在定語(yǔ)從句中做什么句子成分?！厥馇闆r一、只用that的情況先行詞為all,much,little,everything,anything,nothing,none,few,theone等不定代詞時(shí)：ThisistheonethatIboughtyesterday.這是我昨天買的那個(gè)。2.先行詞被形容詞最高級(jí)或only,any,few,little,no,all,oneof等修飾時(shí)：Itisthemostimportantthingthatweshouldfinishsoon.先行詞為數(shù)詞或被序數(shù)詞（含last）修飾時(shí)：Lookattheflowers.Youcanseethetwothatyougaveme.先行詞既有人又有物時(shí)：IwillneverforgetthepeopleandplacesIvisitedthissummer.先行詞在主句中作表語(yǔ)或關(guān)系詞在從句中作表語(yǔ)。Itisabookthatwillhelpyoualot.不用that的情況關(guān)系代詞前有介詞時(shí)Thisistheroominwhichhelived.非限制性定語(yǔ)從句中Hehasadaughter,whoworksinahospital.先行詞本身是thatTheclockisthatwhichtellsthetime.關(guān)系副詞：1.定語(yǔ)從句中關(guān)系副詞有：when,where,why2.關(guān)系副詞在定語(yǔ)從句中所作的成份：關(guān)系副詞在定語(yǔ)從句中都作狀語(yǔ)。when作時(shí)間狀語(yǔ)；where作地點(diǎn)狀語(yǔ)；why作原因狀語(yǔ)。when指時(shí)間，在從句中作時(shí)間狀語(yǔ)，它的先行詞為time,day,morning,night,week,year,moment,period,age等，亦可用“介詞+which”替代。IstillrememberthetimewhenIfirsttraveledbyplane.where指地點(diǎn)，在從句中作地點(diǎn)狀語(yǔ)。它的先行詞通常為place,spot,street,house,room,city,town,country等，亦可用“介詞+which”替代。Canyoutellmethecompanywhereheworks?3.where引導(dǎo)的定語(yǔ)從句還可以修飾表示抽象空間概念的名詞，如case(情況),point(地步)，situation(情形),position(位置),stage(階段)…4.關(guān)系副詞when,where和why也可用“介詞+which”來(lái)代替，要注意其先行詞(名詞）與介詞的合理搭配，介詞根據(jù)先行詞或定語(yǔ)從句的謂語(yǔ)動(dòng)詞來(lái)確定。when相當(dāng)于“at/in/on/during+which”where相當(dāng)于“in/at/on+which”why相當(dāng)于“for+which”Writing:WritingforGeneralPurposes:HowtowriteanoutlineWritingStrategyAnoutlineisagreatwaytoorganizeyourthoughtsaswellasorganizeinformationfromwhatyou’veread.Ithelpsyousortandclassifyyourmaterialssystematically.Trytotakethefollowingstepstowriteanoutline:1.Decideuponsomegeneraltopics.2.Gatherresearchmaterials:obtainnewspapers,magazines,booksorhelpful websites.3.Organizeyouroutline:numbermajorideasinalogicalorder,putsupportiveideas undereachmajorideaandusebriefwordsorphrasesratherthanfullsentences.4.Decideuponyourmajorideas:createanintroduction,argumentswithevidence, andaconclusion.5.Recordinformationtosupporteachmajorideaandcutoffirrelevantinformation.6.Connecteachmajorideawithalogicalflowandcreateyourfinaldraft.2.WritingforSpecificPurposes:Form-FillingInourdailylife,weareoftenrequiredtofillindifferentformsfordifferentpurposes.Ifyouaregoingtoattendalearningprogramorganizedbyaforeign教案編號(hào)2教師王讓課程名稱基礎(chǔ)英語(yǔ)班別日期課題Unit2FoodCulture教材教材名稱前景實(shí)用英語(yǔ)（第二冊(cè)）第二章一節(jié)出版社：復(fù)旦大學(xué)出版社教學(xué)目標(biāo)Inthisunit,studentsaresupposedtoknowhowtotalkaboutfoodandfoodculture;masterthebasiclanguagetoexpressgivingviewsandopinions;understandthemainideaofTextA,andmastertheusefulsentencestructuresandwordsandexpressions;masterthephoneticskill:strongandweakforms;knowadverbialconjunctionsinadverbialclause;knowhowtowrite“certificate”.重點(diǎn)masterthekeylanguagepointsandgrammaticalstructuresinthetext;knowhowtowriteacertificate.難點(diǎn)writeacertaincertificate.masterthestrongandweakformsinphoneticsknowadverbialclause教法PresentationandpracticeTask-basedteaching教具PPT/CDs時(shí)間安排ListeningandSpeaking(2Period)TextA&text-relatedexercises(2Period)GrammarReviewandPracticalWriting(2Period)Workbook(2Period)課程作業(yè)P35-P37Task3-Task7板書摘要LearningKnowledgeandSkill:releaseAftertheirrelease,theprisonerscamehome.教學(xué)課后總結(jié)與評(píng)議紀(jì)錄自我分析同事意見(jiàn)領(lǐng)導(dǎo)意見(jiàn)改進(jìn)措施Unit2FoodCultureTeachingaims:Inthisunit,studentsaresupposedtoknowhowtotalkaboutfoodandfoodculture;masterthebasiclanguagetoexpressgivingviewsandopinions;understandthemainideaofTextA,andmastertheusefulsentencestructuresandwordsandexpressions;masterthephoneticskill:strongandweakforms;knowadverbialconjunctionsinadverbialclause;knowhowtowrite“certificate”.Teachingprocedures:IListeningandSpeaking(2Period)IITextA&text-relatedexercises(2Period)IIIWorkbook&text-relatedexercises(2Period)IVGrammarReviewandPracticalWriting(2Period)PartALeadinTask1Studythepicturesanddiscussthequestionsbelowinsmallgroups.Usethewordsgivenbelowifnecessary.Doyoulikevegetables?Why?Cues:delicious,balance,healthy,tastelessWhatdoyouthinkofthefoodinMcDonald’s?Cues:tasty,healthproblems,gettingfatHowmuchdoyouknowaboutthecookingpotinthethirdpicture?Cues:earthenpot(砂鍋),soup,delicious,takealongtimeTask2Listentothefollowingshortdialoguesandfillintheblanks.Task3Discussthefollowingquestions.1.Whatdoyouthinkisa“balanceddiet”?Abalanceddietcanhelpmaintainorimprovehealth.Itinvolvesconsumingappropriateamountsofallessentialnutrientsandanadequateamountofwater.Differentnutrientscanbeobtainedfromdifferentfoods.Thatmeansourdailyfoodsshouldbevarious.Haveyouheardoftheconceptsofyinandyang?Howmuchdoyouknowaboutthem?Canyougivesomeexamples?AsfarasIknow,yinandyangareoftenusedtodescribehowopposingforcesareinterconnectedandinterdependentinthenaturalworld.Manyopposingthingsorevents,suchasdarkandlight,femaleandmale,lowandhigh,coldandhot,areconsideredyinandyangrespectively.TheseconceptsarewidelyusedintraditionalChinesemedicine,martialartsandexercises,suchastaijiquan(taichi),qigong(chikung),etc.PartBTextASolvingtheAmericanHealthCrisiswithChineseDietMethodologyLanguagepoints:releasen.(news,filmsetc.)tobemadeknown;theactofsettingfreeorbeingsetfreee.g. Thereleaseofhernewalbumgainedgreatfameforher. 新專輯的發(fā)行使她一舉成名。 Aftertheirrelease,theprisonerscamehome. 犯人們被釋放后回了家。turntosomebody/somethingtogotosb./sth.forhelp,advice,etc.e.g. Shehasnobodyshecanturnto. 她求助無(wú)門。 Thechildturnedtohismotherforcomfort. 那孩子向母親尋求安慰。yinandyangOriginallytheChinesecharactersforyinrepresentedthemoonandyangrepresentedthesun.Chinesephilosophyusesyinandyangtorepresentawiderrangeofoppositepropertiesintheuniverse:coldandhot,slowandfast,stillandmoving,masculineandfeminine,lowerandupper,etc.Thefunctionofyinandyangisguidedbythelawofunityoftheopposites.Inotherwords,yinandyangareinconflictbutatthesametimemutuallydependent.Thenatureofyinandyangisrelative,withneitherbeingabletoexistinisolation.Without“cold”therewouldbeno“hot”;without“moving”therewouldbeno“still”;without“dark”,therewouldbeno“l(fā)ight”.swirln. themovementofcausing(air,water,etc.)tomoveorflowwithtwistsandturnsandwithvaryingspeede.g. Swirlsofsmokerosethroughthetrees.樹林中升起裊裊青煙。Shetoppedthecakewithaswirlofcream.她給蛋糕澆上旋渦狀的奶油。harmoniouslyad.inawaythatthepartsofsth.gowellandarein

proportiontoeachothere.g. Inthegarden,therearestonepathsthatblendharmoniouslywiththescenery.

花園里的石子路和周圍的景色很協(xié)調(diào)。Thegroupofbuildingsstandsharmoniouslywiththe

surroundings. 這組建筑群與周圍的環(huán)境很協(xié)調(diào)。philosophyn.abelief(orsystemofbeliefs)acceptedasauthoritativebysomegrouporschoole.g. HebelievedinthephilosophyofRussell. 他信奉羅素的哲學(xué)。 Heisquiteinterestedinpre-Qinphilosophy. 他對(duì)先秦哲學(xué)很感興趣。femininea.oforlikewomen;havingthequalitiesorappearance

consideredcharacteristicofwomene.g. That’safemininereaction. 這是女性特有的反應(yīng)。 Thatdressmakesyoulookveryfeminine. 那條裙子讓你看起來(lái)很有女人味。masculinea.havingthequalitiesorappearancethoughttobetypical

ofmene.g. masculinelooks,attitudes 男子漢的容貌、姿態(tài) Shelooksrathermasculineinthatsuit. 她穿著那套衣服看上去有些男性化。classifyv.toarrange(sth.)systematicallyinclassesorgroupse.g. Thebooksinthelibraryareclassifiedby/accordingto

subject.圖書館的書是按照科目分類的。Wouldyouclassifyhernovelsasseriousliteratureor

other?你認(rèn)為她的小說(shuō)屬于嚴(yán)肅文學(xué)類，還是其他類?associatev.tojoin(peopleorthings)together;toconnect(ideas,

etc.)inone’sminde.g. WhiskyisusuallyassociatedwithScotland.人們常把威士忌同蘇格蘭聯(lián)系起來(lái)。Ialwaysassociatehimwithfastcars.我總是由他聯(lián)想到高速汽車。categorizetoputpeopleorthingsintogroupsaccordingtowhattypetheyaree.g. Participantswerecategorizedaccordingtoageandsex.參加者按年齡和性別進(jìn)行分類。Hislatestworkcannotbecategorizedaseitheranoveloranautobiography.他的新作既不屬于小說(shuō)也不屬于自傳。essentialnecessary;indispensable;mostimportante.g. Ismoneyessentialtohappiness? 金錢對(duì)于幸福是必不可少的嗎? It’sessentialthatyouattendallthemeetings. 你務(wù)必要參加所有的會(huì)議。tracebacktotofindtheoriginofsth.e.g. Herfearofwatercanbetracedbacktoachildhoodaccident.她很怕水,起因可追溯到兒時(shí)的一次事故。ThestorycanbetracedbacktoanoldNormanfamily.這個(gè)故事可以追溯至一個(gè)古老的諾曼家族。consumehabittouse(sth.)up;toeatordrink(sth.)e.g. Thecarconsumesalotoffuel.這輛汽車很費(fèi)汽油。Hesoonconsumedhisfortune.他很快就把財(cái)產(chǎn)揮霍殆盡。heatinessAsinnature,heatcausesexpansionandincreasedactivity.Whenoutofbalance,heatcanleadtoirritability,fever,andinflammatoryconditions.Byitsnature,heatrises,appearingasaredfaceandeyes,sorethroat,anddizziness.feedsomethingtosomebody/somethingtogive(apersonorananimal)sth.asfoode.g. Pleasefeedsomemorestewedappletothebaby. 請(qǐng)給嬰兒多喂些燉蘋果。 Shefeedsfishtothecat. 她喂魚給貓吃。prescribetoadviseorordertheuseof(esp.amedicine,remedy,etc.)e.g. Askthedoctortoprescribesomethingforthatcough. 請(qǐng)醫(yī)生開點(diǎn)咳嗽藥。 Thedoctorprescribedaholidayasthebestcureforhisdepression. 醫(yī)生認(rèn)為治療他的抑郁癥的最好方法是去度假。PartCPhoneticsStrongandWeakForms單詞在句中可以強(qiáng)讀，也可以弱讀，主要取決于上下文所表達(dá)的意思。有些英語(yǔ)單詞本身具有兩種或兩種以上的不同發(fā)音。單詞的強(qiáng)讀式和弱讀式的區(qū)別主要反映在元音的音質(zhì)、音量和音長(zhǎng)等方面。單詞的弱讀式一般是把強(qiáng)讀式的元音弱化成[?]或[i]。以單詞some為例，該詞在重讀或單獨(dú)出現(xiàn)時(shí)，其元音的發(fā)音與單詞sum完全一樣。但是，當(dāng)some在句子中作為非重讀單詞時(shí)，其元音就顯得短而模糊。弱讀音節(jié)中最常見(jiàn)的音是元音[?]。當(dāng)一個(gè)單詞的強(qiáng)讀和弱讀具有不同（兩種或兩種以上）發(fā)音時(shí)，這些不同的形式就被稱為詞的強(qiáng)讀式或弱讀式。英語(yǔ)單詞中兼有強(qiáng)讀式和弱讀式的單詞大約有50多個(gè)，它們多出現(xiàn)在句子的非重讀音節(jié)里。從詞性來(lái)看，它們大多為單音節(jié)的限定詞、助動(dòng)詞、be動(dòng)詞、介詞、關(guān)聯(lián)詞或人稱代詞等。【常見(jiàn)錯(cuò)誤】1.在英語(yǔ)口語(yǔ)中，我們常用到單詞的弱讀式。有些學(xué)生以為弱讀就是讀得含糊不清。弱讀式應(yīng)讀得既“輕”又“清”，并要遵循一定的規(guī)則。2.在聽(tīng)力方面，很多學(xué)生因?yàn)闆](méi)有掌握單詞的弱讀式，常常在聽(tīng)快速的生活會(huì)話時(shí)，感到力不從心，實(shí)際上這些平時(shí)常見(jiàn)的單詞只是以不同的發(fā)音形式出現(xiàn)而已。所以掌握單詞的弱讀式有助于聽(tīng)力理解能力的PartD Grammar狀語(yǔ)從句的關(guān)聯(lián)詞一、狀語(yǔ)從句的種類狀語(yǔ)從句在復(fù)合句中充當(dāng)狀語(yǔ)，修飾主句中的謂語(yǔ)、定語(yǔ)或狀語(yǔ)，甚至是整個(gè)句子。狀語(yǔ)從句可以用來(lái)表達(dá)時(shí)間、地點(diǎn)、原因、目的、結(jié)果、條件、讓步、方式、比較等意義，不同功能的狀語(yǔ)從句分別由不同的關(guān)聯(lián)詞來(lái)引導(dǎo)。時(shí)間狀語(yǔ)從句:由when,as,while,until,since,nosoonerthan,assoonas等引導(dǎo)結(jié)果狀語(yǔ)從句:由so...that,such...that等引導(dǎo)讓步狀語(yǔ)從句:由though,although,evenif,eventhough,while,however等引導(dǎo)地點(diǎn)狀語(yǔ)從句:由where,wherever,everywhere,anywhere等引導(dǎo)目的狀語(yǔ)從句:由sothat,inorderthat,lest,forfearthat,incase等引導(dǎo)方式狀語(yǔ)從句:由as,justas,asif,asthough,theway等引導(dǎo)原因狀語(yǔ)從句:由because,since,as,for,nowthat,consideringthat等引導(dǎo)條件狀語(yǔ)從句:由if,unless,onlyif,ifonly,solongas,provided等引導(dǎo)比較狀語(yǔ)從句:由as...as,than等引導(dǎo)PartEWritingWritingforGeneralPurposes:TheBeginningoftheCompositionWritingStrategyAgoodcompositionshouldhave3basicparts:1.Beginning—Introduction2.Middle—Body3.End—ConclusionInthisunit,we’lllearnhowtobeginyourcomposition,i.e.,howtowriteanintroduction.Theintroductionisintendedtodrawthereaderintothebodyofmaterialtofollow.Itshouldbeginwithageneralstatementorquestion,sometimescalledthe“thesisstatement”or“thesisquestion”,followedbyaquicknarrowingdowntothemainthemetobedevelopedinthebody.Setthestagequickly,giveappropriatebackground,thenmoverightintoatransitionsentencethatwillsetupthereaderforthebody.Example:SpendMoneyonExploringOuterSpaceOronBasicNeedsonEarth?(Beginning)Inmanydifferentcountries,theamountofmoneyspentonspaceprogramsisincreasingeveryyear.Recently,however,whetherornottospendmoneyinthisareahasbecomeahotdebate.Somepeoplethinkthegovernmentshouldbeusingthoseresourcestohelpsolveworldproblemsratherthanontheadvancementofspacetravel.IagreewiththisopinionbecausetheEarth’senvironmentisinalotoftrouble,andstarvationisaworldwideproblemthatdoesnotseemtobegettinganybetter.Writeanintroductionofabout50to60wordsonthetopic:”TheImportanceofKeepingaGoodMood”.SuggestedAnswer:AstheChinesesayinggoes,“Alittlesmilecanmakeyoulooktenyearsyounger.”Maybeitisalittleexaggerating,butittellsusthatagoodmoodreallybenefitsusalot.Everybodywantsagoodmood.Why?Ithinkwehaveatleastthefollowingthreereasons.WritingforSpecificPurposes:CertificateSample2教案編號(hào)3教師王讓課程名稱基礎(chǔ)英語(yǔ)班別日期課題Unit3knowledgeandskills教材教材名稱《前景實(shí)用英語(yǔ)綜合教程》第三章一節(jié)出版社：復(fù)旦大學(xué)出版社教學(xué)目標(biāo)Inthisunit,studentsaresupposedtomasterthewordsandexpressionsoftenusedtotalkaboutknowledgeandskillslearnhowtoexpresshopesanddesires;understandthelisteninginformationaboutknowledgeandskills;understandthemainideaofTextA,andmastertheusefulsentencestructuresandwordsandexpressions;masterphoneticskill:liaison;dosomegrammarpractice–AttributiveClause;knowaboutsomewritingstrategiesandlearnhowtowriteanOutlineandfilloutaform;重點(diǎn)tomasterthekeylanguagepointsandgrammaticalstructuresinthetext;toknowhowtowriteanoutlineandfilloutaform;難點(diǎn)tounderstandthemainideaofTextA,masterthekeylanguagepointsandgrammaticalstructuresinthetext;tousetheexpressionslearnttotalkaboutlifelonglearningfreely;toknowhowtoexpresshopesanddesires;教法CommunicativeapproachComputer-AssistedInstruction教具amulti-mediacomputersystem(PPT/CDs)時(shí)間安排Lead-in,listeningandphonetics(2Period)TextA&text-relatedexercises(4Period)Grammar,andWriting(2Period)課程作業(yè)Exercisesintheworkbook.Writeanoutlineforanessayentitled“You’reNeverTooOldtoLearn”.FillthePersonalInformationFormonthetextbook.板書摘要Unit3knowledgeandskillsCollegeEducation;LifelongLearning;Job,skill,newexperience;教學(xué)過(guò)程及內(nèi)容課后總結(jié)與評(píng)議紀(jì)錄自我分析同事意見(jiàn)領(lǐng)導(dǎo)意見(jiàn)改進(jìn)措施Unit3KnowledgeandskillsTeachingMaterialForwardEnglishforPracticalPurposes,Book2,Unit3TeachingAims:Inthisunit,studentsaresupposedtomasterthewordsandexpressionsoftenusedtotalkaboutknowledgeandskills;learnhowtoexpresshopesanddesires;understandthelisteninginformationaboutknowledgeandskills;;understandthemainideaofTextA,andmastertheusefulsentencestructuresandwordsandexpressions;masterphoneticskill:liaison;dosomegrammarpractice–attributiveclause;knowaboutsomewritingstrategiesandlearnhowtowriteanOutlineandfilloutaform.TeachingEmphasistomasterthekeylanguagepointsandgrammaticalstructuresinthetext;toknowhowtowriteanoutlineandfilloutaform.TeachingDifficultiestounderstandthemainideaofTextA,masterthekeylanguagepointsandgrammaticalstructuresinthetext.tousetheexpressionslearnttotalkaboutlifelonglearningfreely.toexpressone’shopesanddesires.TeachingApproachesCommunicativeapproachandComputer-AssistedInstructionTeachingAidsaprojectoramulti-mediacomputersystemTeachingProceduresandcontents(8periods)PartA LeadinTask1Studythepicturesanddiscussthequestionsbelowinsmallgroups.Usethewordsgivenbelowifnecessary.Whatarethepeopleinthefirstpicturedoing?Howdoyouunderstandthewordsinthesecondpicture?Whatis“stagefright”? Task2Listentotheshortdialoguesandfillintheblanks.Task4Listentotherecording,andcompletethepassage.Task5Discussthefollowingquestionswithyourpartneraboutyour