《新编英语教程第四册》课文注释.docx

《新编英语教程第四册》课文注释.docx

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《新编英语教程第四册》课文注释

基础英语教案

新编英语教程4

（ANEWENGLISHCOURSE4）

张颖

外国语学院英语系

武汉理工大学

INTRODUCTION

ThemaintaskofLevel4OfANewEnglishCourseis,togetherwithLevel1,2and3,tohavestudentslayasolidfoundationinEnglish.Butitisquitedifferentfromtheprecedingtwolevelsinformatandinlanguagerequirements.Inbrief,it’stext-basedandemphasisissupposedtobelaidonreadingandwritingskills;however,adequateattentionisstillgiventolisteningandspeakingskills.Especiallyinreading,readingstrategiessuchaspredictingandanticipatingthecontentofthetext,skimmingforthemainideas,guessingthemeaningsofwordsandphrasesfromthecontextofthetextaretobepracticed.Inaddition,studentsshouldgraduallylearnhowtoappreciatedifferenttypesofwritinganddolotsofpracticeaccordingly.

Unit1

（6hours）

TEXTI

ThisYearIt’sGoingtoBeDifferent

I.Pre-readingQuestions

WhenapersonmakesNewYear’sresolutions,hemakesuphismindtodoornottodocertainthingsinthecomingyear.Ofcourse,differentpeoplemakedifferentNewYear’sresolutions.Forexample,astudentmaydecidetoworkharderathisstudiesandnotgotothecinemasooften;ateachermaydecidetoimprovehis/herteaching;aheavysmokermaydecidetostopsmokingaltogether.SomepeoplemaybeabletocarryouttheirNewYear’sresolutions,butsomemaynot.FormostPeople,it’softeneasiertomakeNewYear’sresolutionsthantocarrythemout.

Itissuggestedthatthestudentsshouldfirstguesswithoutbeinggivenanypartofthestory.

II.TheMainIdea

Thestatementthatbestsumsupthemainideais（3）:

“ThewritercarriedouthisNewYear’sresolutionfaithfullytoimprovehimself,buttheresultsallwentcontrarytohisexpectations.”

III.TeachingPointsforReference

1.Abriefsummaryofthewaystoexpressfuturity

1）Theneutralfutureisformedbyusingtheauxiliarieswill/shallandinfinitive.

Examples:

TomorrowwillbehisSunday.（Level3,Unit3）

Isitpossibletomakeanatomicenginethatwillbereallysafeineverycircumstance?

（Level3,Unit6）

2）Theconstructiontobegoingtoisusedtoexpressfutureintention.

Examples:

Thisyearitisgoingtobedifferent.

Iknowwhatthekidsaregoingtodo.

Note:

Thisconstructioncannotbeusedforneutralfuturity,whichdoesnotdependonanyperson’swillorintention.ForExample,boththefollowingsentencesarewrong.

*TomorrowisgoingtobehisSunday.

*IfyougototheU.S.A.,youaregoingtocomeacrosstheremarkable,almostlegendaryhospitalityoftheAmericanoftheWest.

3）Theconstructionbetodo（something）isusedtoexpressarrangementorcommand.

Examples:

Nowletallmenknowthatcropsaretobeplantedasusual.（Level3,Unit11）

Shakaordered:

“Allwomenwhoarefoundwithchildaretobeputtodeathwiththeirhusbands.”

4）Theconstructionbeabouttoisusedtoexpressnearfuture.

Examples:

RoyandSammywereabouttoperformopen-heartsurgeryonMrs.Robinsonwithascoutknife.=RoyandSammywerejustgoingtodoanopen-heartoperationonMrs.Robinsonwithascoutknife.

Shewasabouttotellusthetruthwhenyouenteredthebuilding.

2.Theuseofoverinthetext

1）Itiptoedoverandkissedheronthebackoftheneck.

Overadv.：

acrossadistanceoropenspace,eithertowardsorawayfromsomeone/something.

Moreexamples:

WeaskedKate’stwosailorfriendsovertohelpusgainourpointindirectly.

GoovertoyourGrandmother,mydear.She’sbeckoningtoyou.

2）“Whatdidyoudoovertheholidays?

”

overprep.—during,inthecourseof（aperiodoranevent）

Moreexamples:

Shelikestolistentosomelightmusicovertheweekend.

Paulhasbecomemorematureovertheyears.

3）Toeasethesituation,Ipickedupherbrand-newsweaterfromthefloorandputitoverachair.

Overprep.—restingontopofsomethingandcoveringsomethingpartlyorcompletely

Moreexamples:

Johnwassotiredthathewasfoundsprawlingonthefloorasleepwithhisdrippingraincoatoverasofa.

4）Takeoveroneofyourwife’schores,she’llloveyouforit.

Takeover—takechargeof

Moreexamples:

Thefirmbecamemoreandmoreprosperousafterthesontookitover.

WeexpectMr.JohnsonwilltakeoverourclasswhenMr.Shawretires.

3.“Itwasn’tmyideatostayoutuntilfoura.m.”

Thephraseone’sideatodosomethingisusedtoexpresswhatonewishestodo.

Moreexamples:

Itwasnotmyideatoarguewiththem.WhatIwantedwasonlytoseekthetruthfromfacts.

4.Instead,Igotapencilanddrewasketchoftheescapementmechanism.

draw—makeapicturewithapen,pencilorchalk

drawasketch—makearoughpicture（drawing,diagram）withapencil

Moreexamples:

Fancyhimdrawingsowellattheageoffive.

Shecherishedthesketchoftheroaringseanotbecauseitwasdrawnbyafamousartistbutbecauseitbroughtbacksomefondmemories.

Cf.:

Bynowthekidswereintheroom,drawnbythecommotion.

bedrawnbythecommotion——beattractedbythenoisyconfusion.

Here,drawmeans“attract”.

Moreexamples：

Thefilmthattellsoftheunusualfaithfulnessbetweenaminerandhiswifedrewlargeaudienceswhenitwason.

Supermarkets,whichwereunknowntotheChinesepeoplesomeyearsago,havebeguntodrawlargenumbersofcustomersinmanycitiesinChina.

5.Shewasinherpajamas.—Shewaswearingherpajamas.

in—wearing

Moreexamples：

JimmyWells,thepolicemaninuniform,withhisstalwartformandslightswagger,madeafinepictureofaguardianofthepeace.

Nowthefashionisforgirlstobedressedinpuresilkinsummerandinexpensivefurcoatsinwinter.

6.MaggiealwaysdreadstakingdowntheChristmastree,soIthoughtI’dtoitforher.

1）dread—feelworriedabout.Dreadisfollowedbyan-ingparticiple.

Anotherexample：

Smallchildrenusuallydreadpayingavisittothedentist.

Itisalsocorrecttosay:

Smallchildrenusuallydreadavisittothedentist.

Smallchildrenusuallydreadthattheywillbetakentothedentist.

2）takedowntheChristmastree—takedownthetinsel,colouredlights,etc.,fromtheChristmastree,andremovethetreeitself.Theantonymfortakedownisputup.

Moreexamples:

ItoftentakesalongtimetotakedownaChristmastree.

Whentheywentcampinglastsummer,theyhadagoodtime.Everyeveningtheyputuptheirtentandthefollowingmorningtheytookitdown.

7.Iwasabouttwo-thirdsdonewhenMaggiecamein.—Ihadfinishedabouttwo-thirdsofthework…

done—finished

Two-thirdsservesasanadverbialmodifyingdone.

Moreexamples:

Hisnewnovelisabouttwo-fifthsthickerthanhispreviousone.

Attheendoflastyeartheconstructionprojectwasalreadyfour-fifthsfinished.

TEXTⅡ

MyFinancialCareer

I.Questions

1.Whydoyouthinktheheroofthestorygets“rattled”whenhegoesintoabank?

2.Whatmadethemanagerofthebanktakethemanforadetective?

3.Howdidthemanagerreactwhenhehearditwassuchasmallsumofmoneythatwasgoingtobedepositedinhisbank?

4.Whatwastheclerk’sreactiontotheman’seccentricbehaviour?

5.Whatdidthemandowithhismoneyafterthisexperience?

6.Wasitthefirsttimeorthelasttimethemanwenttoabank?

II.InteractionActivities

MyResolutions

Suggestions:

1.StudyPlan:

Read（5）Englishnovels/Read（OliverTwistbyCharlesDickens）

ListentoRadioBeijing/VOASpecialEnglishprogram/theEnglishTeachingProgramovertheradioregularly.

WatchTVSerialonEnglishonSunday/videotapes

SpeakEnglishnotonlyintheclassroombutalsointhedorm

Write

（2）bookreviews/aletterhomeeveryweek

KeepadiaryinEnglish

2.HobbiesandInterests

Collect（100）foreign/Chinesestamps

Takeatleast（10）verygoodpicturesofscenicspots

Practicerunning/swimming/singing/theviolin/thepiano/theflute

（2）hoursaday

Run100metersin（22/13）sec./jump（1.85/1.60）meters/throwthediscus（24）meters

3.Otherthings:

Save（15）Yuanamonth

Buyacassetterecorder/alargeEnglish-Englishdictionary

Bepatientandfriendlywithmyroommates

Stopbitingnails/quarrellingwithotherswithoutanyreason

Unit2

（6hours）

TEXTIA

Englishes

I.Pre-readingQuestions

Thetitle“Englishes”（inthepluralnumber）referstothevariousstylesofEnglish.

Thesubjectmatterofthetext,thestyleofEnglishlanguage,islikelytobeunfamiliartothestudents,butitisnecessaryforthemtobeawarethatanylanguagehasavarietyofstyles,andthatitisimportanttodistinguishonestylefromanotherandtousethevariousstylesoflanguageinvarioussituationsappropriately.AccordingtoM.Joos,thestyleofalanguagemaybeclassifiedfrom“high”to“low”onafive-pointscale：

frozen,formal,consultative,casual,andintimate.Withholdthisinformationbeforethestudentshavetriedtomaketheirguesses.

II.TheMainIdea

Answerforreference:

AsthereisascaleofstylesintheuseofEnglish,itisnecessarytoknowhowtotellonestylefromanotherandhowtousedifferentstylesondifferentoccasionsappropriately.

TEXTIB

StopBeingCoy

I.Pre-readingQuestions

Coy:

shy,affectedlymodest（Themeaningofthetitleis：

“Stopbeingafraidofusingplain,simplewords.”）

euphemism:

（anexampleof）theuseofapleasanter,lessdirectnameforsomethingthoughttobeunpleasant.

Letthestudentsmaketheirguessesfreely.

II.TheMainIdeas

Thetitleclearlyexpressesthewriter’snegativeattitudetowardseuphemism,butthestudentsmaynotbeabletocatchthemeaningofthetitleorthemainideasofthetexteasily,becausetherearequiteanumberofwords,phrases,andspecialtermswhichareunfamiliartothem.Ifthestudentscandet