全新版大学英语第四册教案.docx

1、全新版大学英语第四册教案Teaching PlanNew College English(Book 4)Grade 2004byMiao ZhilinFeb. 11, 2006Unit One Fighting with the forces of natureText A The Icy Defender1. Learning Objectives:Students will be able to:1. grasp the main idea and structure of the text;2. do a comparison and contrast between Napoleons

2、 invasion of Russia and Hitlers invasion of the Soviet Union;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. T asks Ss the following questions

3、on the recording: Where and when did the storm occur? Why did the crew fear the worst would happen to them?2. Discussion: Man or nature, which is more powerful?1) Ss are divided into two groups. One group lists instances where man conquers nature; the other group comes up with cases where the forces

4、 of nature are too powerful to be resisted.2) Several Ss from both groups report their respective lists to class;3) T solicits opinions from other Ss: man or nature, which do think more powerful?3. T may move on to Text A by saying: Man changes nature in order to live. However, man must also be care

5、ful not to disregard the laws of nature. When Napoleon and Hitler finally realized their arrogance, it was too late.3. While-reading Tasks:1. T asks Ss to survey the text within three minutes and find out the main idea:- Man changes nature in order to live. However, man must also be careful not to d

6、isregard the laws of nature. In this text, Napoleon and Hitler launched military campaigns against Russia (the Soviet Union), but they both ignored the raw, bitter, bleak Russian winter the Icy Defender. As a result, they both failed.2. T draws Ss attention to the subtitles in the text, then leads t

7、hem through Text Organization Exercise 1. In this way Ss will have a better understanding of the text structure.- The text can be divided into four parts, as can be easily seen from the subtitles provided by the author.Part One (Paras 1-2): Introduction Both Napoleons and Hitlers military campaigns

8、failed because of the severity of the Russian winter. Part Two (Paras 3-11): Napoleons military campaign against RussiaPart Three (Paras 12-20): Hitlers military campaign against the Soviet Union Part Four (Para 21): Conclusion The elements of nature must be reckoned with in any military campaign.3.

9、 T explains the language points in Parts I-IV, and has Ss practice them.4. Ss form groups to analyze the similarities and differences between the two invasions. When they finish, some Ss groups report to class.4. Language Points:1. in the case of: as far as is concernede.g. The rise in interest rate

10、 will be disastrous in the case of small firms.2. stand / get / be in the way: prevent from doing sth.e.g. Sara has made up her mind that her leisure interest should never get in the way of her career.I dont think kids have as much fun as we used to. Fierce competition keeps getting in the way of th

11、eir development.3. launch: start; send sth. on its coursee.g. On October 4, 1957, Soviet scientists launched the worlds first artificial satellite.In 1941, Adolf Hitler, leader of Nazi Germany, launched an attack against the Soviet Union.4. be / get bogged down: be unable to make progresse.g. If you

12、 let yourself get bogged down in homework, youll never find time to read books.The local government got bogged down in problems of how to handle the air pollution.5. engage: begin fighting with sb.; take part in or do; occupy or attract sbs interest; etce.g. I have no time to engage in gossip. The c

13、ommander ordered the soldiers to engage the enemy immediately. We failed to engage any active support for our project.6. crucial: very important (followed by to)e.g. Surprisingly, our soccer team won the victory in the crucial final game. Unity is crucial to the efficient operation of an organizatio

14、n.7. take a gamble: take a riske.g. I think shes taking a gamble investing all her money in stocks. The company took a gamble by cutting the price of their products, and it paid off.8. press on / ahead: continue doing sth. in a determined way (used in the pattern: press on / ahead with sth.)e.g. Des

15、pite fierce opposition, the government is pressing on with its campaign to eliminate corruption.9. bide ones time: wait patiently for a chancee.g. His political rivals are biding their time for an attack on his policies.10. drag on: move slowly and with effort; continue endlessly and tediouslye.g. H

16、ow much longer is the meeting going to drag on?11. stroke: any of a series of repeated movements; blowe.g. I saw a chance of solving all my problems at a stroke.By a stroke of good luck, Tom, who had been buried in the rubble for more than 26 hours, came out alive.12. at the cost of: with the loss o

17、fe.g. The soldier saved the girl at the cost of his own life. The local government developed its economy but at the cost of environment.13. catch sb. off guard: take sb. by surprisee.g. The reporters question caught the foreign minister off guard. The invitation to his wedding caught me off guard.14

18、. instruct: give orders or directions to sb. (used in the patterns: instruct sb. to do sth.; instruct sb. that); teach sb. (used in the pattern: instruct sb. in / on sth.)e.g. My parents instructed me to start early. The professor instructed us that we had one month to conduct the project. He instru

19、cted family members in nursing techniques.15. render: cause to be in a specified condition (same as make) e.g. Hundreds of people were rendered homeless by the flood. He was rendered unconscious by a blow on the back of the neck.16. bring to a halt: stop completelye.g. Production in many factories h

20、as been brought to a halt by the delayed arrival of raw materials.17. turn the tide (against): change what looks like defeat into victorye.g. Soviet victory in Stalingrad turned the tide of the war in Europe.18. thanks to: because ofe.g. Thanks to her financial support, the two children in the remot

21、e village could go to school. Thanks to their tireless efforts, the performance was a great success.19. reckon: count; consider; thinke.g. Many people reckon him to be a great football player. reckon with: take into consideration e.g. All these problems had to be reckoned with as they arose.20. toll

22、: the number of people or animals killed or injured in particular circumstances; money paid for the use of a bridge or roade.g. The toll of road deaths and injuries is on the rise. The local government was allowed to charge tolls for the use of the roads.5. Post-reading Tasks:1. T guides Ss through

23、some after-text exercises.2. T checks on Ss home reading (Text B).3. T asks Ss to prepare for the next unit: preview Text A.Unit Two Smart CarsText A Smart Cars1. Learning Objectives:Students will be able to:1. understand the main idea and structure of the text;2. learn some techniques in expository

24、 writing (definition, quotes, a mixture of facts and opinions, etc.)；3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. T asks Ss the following qu

25、estions on the song: According to the song, will the world be a better or a worse place in a hundred years time? According to the song, what are some of the effects of modern science and technology on man in the future? Do you agree?2. Free writing: 1） Ss are given ten minutes to free write, beginni

26、ng with the sentence: “Even if I could afford a car, I may not actually want to drive one because ”2） Ss exchange their papers with at least three fellow Ss, noting down reasons given by the others as to why they wouldnt drive a car.3. T asks several Ss to report to class the reasons for not driving

27、 a car given both by him/herself and by others.4. T may move on to Text A by saying: Some scientists and engineers have come up with the idea of a “smart car”. Lets read to find out what this “smart car” can do.3. While-reading Tasks:1. T leads Ss through the instructions for Text Organization Exerc

28、ise 1, and tell them that the main ideas will be filled in as soon as they finish studying a part.-Computer revolution will have a dramatic impact on cars in the 21st century. We will own smart cars that can see, hear, feel, smell, and talk.-The text falls into four parts: Part One (Paras 1-3): New

29、technology will have a dramatic impact on cars and highways in the 21st century.Part Two (Paras 4-9): With the aid of advanced technology, smart cars will be so designed that they can help eliminate traffic accidents, determine their own precise locations and warn of traffic jams.Part Three (Paras 1

30、0-13): GPS and “telematics” will make it possible to build smart highways, which will benefit us in more than one way. 2. T explains the language points in Parts I-III, and has Ss practice them.4. Language Points:1. turn sth. into / become a reality:e.g. Her dream of being a college student has turn

31、ed into a reality. Shopping at home has become a reality.2. lucrative: producing much money; profitablee.g. We made a lucrative business deal with the American company on rice import.3. eliminate: remove sb. /sth. that is not wanted or needed; get rid of (used in the patterns: eliminate sth.; elimin

32、ate sth. from sth.)e.g. Can the government eliminate poverty? She went through the typescript carefully, to eliminate all errors from it.4. vapor: a mass of tiny drops of moisture forming cloud or miste.g. The atmosphere always contains some moisture in the form of water vapor.5. in the air: in the earths atmosphere; uncertain, not yet d