《新編大學(xué)英語》第二冊電子教案《新編大學(xué)英語》是按“以學(xué)生為中心的主題教學(xué)模式”編寫的教材。第二冊共12個單元,每單元由4部分組成:(1)準(zhǔn)備活動(Preparation);(2)以聽カ為中心的語言活動(Listening-CenteredActivities)；(3)以閱讀為中心的語言活動(Reading-CenteredActivities)；(4)鞏固和提高(FurtherDevelopment)。準(zhǔn)備活動旨在激發(fā)學(xué)生對本單元有關(guān)內(nèi)容的興趣,開闊他們的思路,使他們進(jìn)入積極的語言活動狀態(tài)。以聽カ和閱讀為中心的語言活動旨在讓學(xué)生獲取大量的可理解的語言輸入，提高語言能力，在此基礎(chǔ)上展開各項(xiàng)語言活動。課內(nèi)閱讀文章以活頁形式由教師在閱讀前發(fā)給學(xué)生，當(dāng)場閱讀。鞏固和提高是在學(xué)生學(xué)完本單元課內(nèi)(1篇)和課外(2至3篇)所有的文章之后進(jìn)行的。此時，學(xué)生對同一個主題的有關(guān)內(nèi)容、詞匯和表達(dá)法已有了一定的接觸和了解,通過這一部分的綜合性語言活動進(jìn)ー步提高應(yīng)用能力。每單元圍繞ー個主題展開讀、聽、說、寫、譯等活動,旨在培養(yǎng)學(xué)生的語言綜合應(yīng)用能力。通過多樣的課堂活動,是學(xué)生在課堂教學(xué)的過程中積極思考、自覺參與、獲取知識、了解風(fēng)情、提高能力。8學(xué)時完成一個單元。UnitOneFoodTheoreticalbasis:CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)TeachingAims:Inthisunitstudentsarerequiredto:gettoknowsomeusefulinformationconcerningthetopicofthereadingpassagesinthisunitandtoknowmoreaboutEnglishculture;dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheirspokenskillandcommunicativeskills;graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheirvocabulary;4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsandgrammaticalpointsinthein-classreadingpassagetoimprovetheirreadingcomprehension;dosomepost-readingexercisesandsomeafter-classreadingtopracticewhattheyhavegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressionslearnedinthereadingpassagestoacquiresometranslatingskillsandbettertheirtranslatingabilities.TeachingMethodologyMainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent-centeredclassroomThewholelearningandteachingproceedistendedtofollowthemodelofpre-task taskcycle post-taskTimeDistributionAccordingtoSs'Englishlearningtraitsandregulations,thefocusofthelearningstrategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&After-classReading(2periods);FurtherDevelopment&Writing(2periods).PeriodI&IIlisteningandspeakingI、TeachingContentT'sbackgroundknowledgeintroductionasrecruitmentandSs'discussionontheunittopicoffood,andenlargetheirvocabularyonfood.ComparetheAmericandietswithChineseone.Listeningof2passagesand1tonguetwisterII、TeachingdesignPartOne:PreparationCheckYouVocabularyDirections:Workingroupstolistasmanyfoodsanddrinksasyoucanineachcategoryandputthemdowninthetable.FoodDrinkVegetableFruitMeatCerealOtherscabbage,beet,carrotlettuce,bean,eggplant,onion,garlic,pepper,pea,cucumber,celery,mushroompumpkin,cauliflower,etcApple,pear,fig,apricotpineapple,grape,plum,mango,lemon,watermelon,papaya,coconut,cherry,etc.Pork,beef,lamb,bacon,turkey,mutton,chicken,sausage,etc.Rice,oat,wheat,com,millet,barley,etc.egg,cake,cookie,biscuit,cracker,nut,fish,shrimp,lobster,crab,clam,etc.Tea,coffee,Coke,rum,Pepsi,wine,Seven-up,Sprite,beer,whisky,brandy,milk,juice,sodawater,lemonade,etc.ComparingDietsDirections:Lookatthedietbelow.Itshowswhata1O-year-oldBritishboyeatsonatypicalday(seepage4).Workinpairstodecidewhetherthisisahealthydiet.Whatdoyouthinka1O-year-oldboyinChinawouldeatonatypicalday?Whatisthedifferencebetweenthetwodiets?PartTwo:Listening-CenteredActivitiesListeningINewwords:grapefruit,bacon,toast,marmalade,preservesExercise1:Listentothedialogueandfillintheorderlistbelowwiththeinformationyougetfromthetape(seepage5).1)226 2)7:30 3)orangejuice 4)grapefruitjuice5)bacon,eggs,andtomato6)twosoft-boiledeggs7)toast,butter8)lemonteaExercise2:Workingroupsofthree.Onewillbethewaiterorwaitressandtheothertwocustomers.Makeupadialogorderingfoodforbreakfast.ListeningIINewwords:passion,counter,McDonald's,cardboard,plastic,container,tight-fitting,drive-in,Mexican,Italian,menu,microphone,trash,DebbieExercise1:Listentothefirstpartofthepassageandcompletethefollowingbyfillingintheblanks(seepage6).totakeout,cardboard,plastic,plastic,tight-fittingboard,menu,order,microphone,twentyyardsknives,forks,everything,trayExercise2:Listentothesecondpartofthepassageandanswerthefollowingquestions.WhatissaidaboutserviceinrestaurantsandcoffeeshopsinAmerica?Efficientandfriendly.Whatimpressiondowaitersandwaitressesgivecustomerswhentheyintroducethemselves?Theirfriendlinessisnaturalandisn'tentirelybecausetheyhopetogetahightip.Whatisanappropriateamountforatrip?15%ofthecheck.Whatisoneofthemostpleasantthingsaboutwaitersandwaitresses?Theyrefillacustomer'scoffeecupseveraltimesfornoextracharge.ListeningIIIExercise:Listentothetonguetwistersandfillintheblankswiththewordsyouhear.Listenagaintocheckyouranswers.Thenpracticesayingthesetonguetwistersasquicklyaspossible.Thebigbakerbakesblackbread.“Thebunisbetterbuttered,"cheapchipshopsellscheapchipsfriedfreshfish,fishfriedfresh,freshfriedfish,freshfishfried,fishfreshfriedpropercupofcoffee,propercoffeepot,acupofcoffee,propercoffeepot,coffeepots,Ironcoffeepots,Propercupofcoffee,propercoppercoffeepot,cupofteaPartThree:Assignmenttopreparethenewwordsonthetextbook.Period3&4ReadingInTeachingContentThetitleofthetextisFoodandCulture(intensivereading).Languagepointsexplanation,exercise.II、TeachingObjectsUnderstandandmasternewwords:anthropologist,apparently,appropriate,bark,calorie,disgusting,fertilize,forbid,protection,protein,sacred,sufficiently,nomad,bark,nutritiousPhrases：besickof,inaddition,pickup,regard...as,relatedto,asaresult,etc.ImproveSsmicro-readingskillsandtheabilityofthinking,inferenceandjudgeinEnglish.III、TeachingDesignA.GreetingChecktheassignment:newwordsdictationPre-ReadingDiscussthefollowingquestionsinpairs.Whatdoyoueatandwhatdon'tyoueat?Whydoyoueatcertainfoodsandwhydon'tyoueatcertainfoods?Isthereanythingyoufindstrangeaboutpeople'seatinghabits?Whatisitandwhy?PassageReadingReadthepassage“FoodandCulture"ontheirown.Ssshouldfinishitwithin13minutes.Designsomeexercisetoseethatstudentshaveunderstoodthepassage.☆FindingFoodTaboos:Fillinthetableaboutfoodtaboosincertaincultureswiththeinformationyougetfromthepassage.☆UnderstandingtheDetails:Fillintheblankstocompletethesesentencesorparagraphswiththeinformationyougetfromthepassage.Discussion:Workingroupsandanswerthefollowingquestions.Whatdoyouthinkfoodlikesanddislikesarerelatedto?Whatareyourfoodslikesanddislikes?Whatdoyouthinkyourfoodlikesanddislikesarerelatedto?FocalPointsandDifficultiesanthropologist——anthropology--anthropologicalsuffix:-logymeans" ,字‘'e.g.biology—biologistbiologicalsociology-sociologist——sociologicalgeology——geologist——geologicalappropriateto/forsth.Sportsclothesarenotappropriateforaformalwedding.Hisformalstyleofspeakingwasappropriatetotheoccasion.forbid(forbad,forbidden)todosth.stop/prevent/prohibit/hinder+object+fromdoingsth.raiseliftormovesth.Tohigherlevelraiseone'shand;raiseone'seyescause(sth.)toappearThemeasureraisedalotofproblems.bringupachild;breadfarmeranimals;groworproducecrops,raisepigs;raisecrops;raiseachildbesick,vomit,nauseate“besick"canmean“feelillasifoneisgoingtovomit".e.g.Shewassickaftersheatetoomuchchocolte.Lucyfeltsick(=feltlikelytovomit)themorningaftertheparty.Otherusesinclude:airsick,carsick,seasick“nauseate"comesfromtheword“nausea"whichmeans“afeelingofillnessinthestomach,oftenmakingonefeelasifoneisgoingtovomif9.It'saformalwordandoftenusedinpassiveform.e.g.Heisnauseatedbythesmellofmeatcooking."vomit"meansto"bringfoodordrinkupfromone'smouth,becauseoneissick".Asaresult,peoplefromonecultureoftenthinkthefoodsthatpeopleTheword"make"inthissentence(L.8)means"begoodenoughtobeorbecome..."(宜成為).e.g.I)Thatwillmakeagoodendingofthebook.It'sastorythatwouldmakeagreatfilm.Theterm"scaredcow(1.23)isalsousedderogatorilytorefertoanidea,practice,etc.thatissomuchacceptedthatnoteventheslightestdoubtsaboutitareallowed.e.g.Theneedforsecrecyhasbecomeakindofsacredcow.Theydidnotdaretochallengethesacredcowofparliamentarydemocracy....butonehundredgramsoftermitescontainmorethantwiceasmanycaloriesandalmosttwiceasmuchasproteinasonehundredgramsofcookedhamburger.(L9~11)Inthissentence"twiceasmany..."and"twiceasmuch..."的意思是”是…的兩倍"。用many或much的依據(jù)是后面所跟的名詞是可數(shù)還是不可數(shù)的。e.g.Ihavetwiceasmanybooksasyou.ShespendshalfasmuchmoneyonclothingasIdo.后半句的意思是:然而,如果拿100克的白蟻和100克制作好的漢堡包相比,前者所含的熱量是后者的兩倍多,其所含的蛋白質(zhì)也兒乎是后者的兩倍。"movearound"相當(dāng)于"movefromplacetoplace"〇Around在此處是副詞,表不hereandthere,inmanydirections□Oneexplanationforthepig-eatingtabooisthatporkthatisnotcookedsufficientlymayspreadadiseasecalledtrichinosis,吃豬肉是一大禁忌的ー種解釋是,沒煮好的豬肉會傳播旋毛蟲病。此句中"thatporkthatisnotcookedsufficientlymayspreadadiseasecalledtrichinosis"是表語從句。表語從句中"thatisnotcookedsufficiently"是定語從句,修飾的先行詞是pork是過去分詞短語做"calledtrichinosis"的后置定語。Exercise1.2.3(seepage11):toreviewandconsolidatethenewwordsandtheusage..Homework:previewandmemorizenewwordsinafter-classreading;doquiz.Period5&6After-classReadingandExerciseTeachingContentTwopiecesofAfter-classReading:TheMenu,ThenutrientsinFood,(extensivereadingapproach).ChecktheanswerstoquizTeachingObjectsToencourageSs'getusefulinformationfromthereadingmaterialassoonaspossible,toencouragereadingfluency,sostudentsshouldnotbestoppingfrequentlybecausetheydonotunderstandapassage.TeachingDesignPassageISsaregivenfiveminutestoreadthepassage“TheMenu”,gettheusefulinformationfromthepassage,andpickoutthedevelopmenthistoryofthemenu.Readagain(sevenminutes)andanswerthefollowingquestions:Whatarethefunctionsofthemenu?(nameatleastfive)Figureouttheperiodswhenrestaurantweredoingwell:Figureouttheperiodswhenrestaurantweredoingbadly:PassageIITgivestenminutestoreadthispassage,theninstructsSstosummarizethepassage.Quiz(pre-task)ChecktheanswerswithSs,Givetheexplanationtothedifficulties.RelaxedTime(pre-task)Ask3—5studentstosharetheirexciting/goodnewsintheirdailylifeortellaninterestingstory/joke.Period7&8FurtherDevelopment&WritingTeachingContentWarming-up,oneintegratedactivity:preparingfood,andwriting.TeachingObjectsAfter6periodsexposuretolanguageinput,readingmaterial,andlanguageskillstrainingonthetopic"food”,Sshavebeenfamiliarwiththerelevantcontent,vocabularyandlanguageexpressiononthesametopic.Throughthis2periods,TareexpectedtoorganizesomeintegratedactivitiestogetSshaveanincreaseintheabilityoflanguageuse.TeachingDesignWarming-upJokesandRiddlesaboutFoodWhatroomcanpeoplenotlivein?Whatdoyoucallachickenrunningdowntheroad?Whatkindofvegetablegetsintoalotoffights?Whatsciencedoyoulearnwhenyoushakeaanofpop?FoodProverbs:Matchthetwohalvesofeachproverbcorrectlyandexplaintheproverbs(seepage26).PreparingFoodSupposeyouarrivelateatafriend'sholidayhouse.Alltheshopsareshutandyouwouldliketomakeanicemealforyourselfandthepersonyouarewith.Youarebothhungry.Youlookinthecupboardandinthefridgeandbesidesthebasicssuchassalt,pepper,spices,oilandsugar,youfind:afewonionsandtomatoes,onechickenleg,atinoftuna,ajarofstrawberryjam,atinofpineapple,apacketofrice,atinofyogurt,fourpotatoes,atinofdriedmilk,atinofbakedbeans,sixeggs,fiveapples.Workinpairstoplanamealfortwowhichasmanyofheingredientsaspossible.Whenyouareready,telltheclasswhatyouintendtomakeandbepreparedtoexplainhowtomakeanyofthedishesifnecessary.Whenyouhaveheardeveryone'smenu,decideasaclasswhichisthebest.Writinga)AsksomequestionsabouteatinghabitsHowmuchtimedoyouspendeatinginanormalweek?What'syourfavoritefood?Whatdoyouusuallyeatforbreakfast,lunchandsupper?Howoftendoyoueatinrestaurantsinsteadofstudents9cafeterias?b)Compareyouranswerswithinyourgroupandfindoutthesimilaritiesanddifferencebetweenthemembersofyourgroup.Thinkoftwoquestions:Arethereanybigdifferencesbetweenyourgroupmembers?Whatarethey?Havefoundanyoftheresultssurprising?Why?Writeanarticleaboutyourclassmates9eatinghabitsusingtheresultsofyourdiscussion.Thecompositionshouldincludeboththesimilaritiesandthedifferences.Writenolessthan120words.Sswritethecompositioninclass.Afterthat,Tpickuponestudent'sarticletoanalyzeandgiveacommentonit.ConclusionThenewwordsandreadingmaterialofthisunitaremoderate.ThetopicisfamiliartoSs,soSsaremotivatedtolearnEnglishinahighspirit,Sscandigestthekeypointsanddifficultieseasily.Fivelanguageskillsarecovered.Teachingaimsareachieved.ThelpsSswiththeabilitiesofself-study,effectivecommunication,informationanalysis,andthinkinginEnglish.SsaregoingtoprocessEnglishmaterialandattempttoexpresstheirownopinions;tastethejoyandsuccessofEnglishcommunication;andcultivateSs'team-workingspirits.UnitTwoPersonalityTheoreticalbasis:CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)TeachingAims:Inthisunitstudentsarerequiredto:gettoknowsomeusefulinformationconcerningthetopicofthereadingpassagesinthisunitandtoknowmoreaboutEnglishculture;dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheirspokenskillandcommunicativeskills;graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheirvocabulary;4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsandgrammaticalpointsinthein-classreadingpassagetoimprovetheirreadingcomprehension;dosomepost-readingexercisesandsomeafter-classreadingtopracticewhattheyhavegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressionslearnedinthereadingpassagestoacquiresometranslatingskillsandbettertheirtranslatingabilities.TeachingMethodologyMainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent-centeredclassroomThewholelearningandteachingproceedistendedtofollowthemodelofpre-task taskcycle post-taskTimeDistributionAccordingtoSs'Englishlearningtraitsandregulations,thefocusofthelearningstrategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&After-classReading(2periods);FurtherDevelopment&Writing(2periods).PeriodI&IIlisteningandspeakingI、TeachingContentT'sbackgroundknowledgeintroductionasrecruitmentandSs'discussiononthetopicofpersonality,andenlargetheirvocabularyonthisunit.Describeaperson'spersonality.Listeningof2passagesII、TeachingdesignPartOne:PreparationWordthatcanbeusedtodescribeaperson'spersonalitykind,generous,patient,warm-hearted,humorous,intelligent,independent,sensitive,frank,thoughtful,gentle,careful,clever,modest,easy一going,friendlymoody,lazy,sinister,selfishWhatpersonalitytraitsdoyouthinkareassociatedwiththeChineseculture?hardworking,honest,well-organized,careful,intelligentdetermined,realistic.Sensitive,friendly,generous,polite,patient,Jobandpersonalitysalesmanorsaleswoman?shrewd,hardworking,boastful,trickyteacher?humorous,bossy,patient,tolerant,talkative.doctor?patient,calm,independent,careful,sympathetic.policeman?brave,alert,independent.accountant?careful,honest,cautiouslawyer?persuasive,expressive,eloquent,serious.tourguide?enthusiastic,talkative,expressive,energetichostorhostessofashow?emotional,expressive,optimistic,easy-goingreporter?curious,extrovert,open-minded,adventurous.secretary■easy-going,tolerant,sensitive,frank,thoroughspokesman?intelligent,talkative,diplomaticPartTwo:Listening-CenteredActivities(Seepage33,bookII)ListeningIExplainnewwords(sensitive,gothrough,independent,appreciate,owe,caring,understanding,aware)Listentothepassageandnotedownthefourcharacteristicsofthespeaker.Listenagainandcompletewithdetailsofhefourcharacteristics.ListeningIIExplainnewwordsListentothedialogueanddecidewhetherthefollowingstatementsaretrueorfalse,(seepage34)Playthetapeagain,helpstudentsrepeatthispassagesentencebysentenceandexplainsomedifficultpoints,sentences.Listentothedialogueagainandcompletethetable.Discussthefollowingquestionsingroups.Towhatextentdoyouthinkcultureaffectspersonality?WhatpersonalitytraitsdoyouthinkareassociatedwiththeChineseculture?PartThree:Assignmenttopreparethenewwordsonthetextbook.Period3&4ReadingInTeachingContentThetitleofthetextis“TheMiseryofShyness"(intensivereading).Languagepointsexplanation,exercise.IInTeachingObjectsUnderstandandmasternewwords:eliminate,acquaintance,inferior,etc.;prefix:over-,self-Phrases：dwellon,concentrateon,speakup,profitfrom,comealong,havesthatheart,setaside,liveupto,etc.ImproveSsmicro-readingskillsandtheabilityofthinking,inferenceandjudgeinEnglish.IIInTeachingDesignGreetingChecktheassignment:newwordsdictationPre-ReadingActivitiesDiscussthefollowingquestionsingroupsWhenyouarrivedattheuniversity,didyoufindithardtotalkwithyournewclassmate?Ifso,explainwhy.Doyoufeeluncomfortablewhenotherpeoplesaynicethingstoyou?Forexample,howwouldyoufeelifaclassmatesaid"That'sareallynicejacketyou'rewearing'?Explainyourfeelings.Wordsandphrasesinthein-classreadingpassage1)acquaintanceKnowledgeofapersonacquiredbyarelationshiplessintimatethan

friendship.Apersonwhomoneknows.Knowledgeorinformationaboutsomethingorsomeone>Phrasesapassingacquaintancewith對…的浮淺的了解drop/cutsb*sacquaintance(=cutanacquaintancewithsb)和某人絕交haveanodding/bowingacquaintancewithsb與某人有點(diǎn)頭之交;(對某學(xué)科)略知一ニhavenoacquaintancewith不熟悉,不了解maketheacquaintanceofsb.(=makesb.*sacquaintance)結(jié)識某人pickacquaintancewith偶然結(jié)識/認(rèn)識upon(further)acquaintance經(jīng)過一段(較長)時期的熟悉/了解eliminate,elimination,eliminativeinferior&superior?beinferiorto在….之下;次于;不如?besb.'sinferiorin在….方面不及某人?inferiorbycomparison相形見細(xì)Self—self-importance

self-interest

self-respect

self-pityself-helpself-importance

self-interest

self-respect

self-pityself-indulgenceself-madeself-styleOver-?toomuchoverpopulation,overwork,overweight ,overdo?additionalovercomeovertime?across,aboveoverhead?outer,coveringovercoatD.In-ClassReadingActivitiesGivethestudentsabout20minutestofinishthepassage.Askseveralstudentstopointoutthemainideaofthepassage,andiftheydon'tagreewiththeopinion,thenhaveadiscussionabouttheirownopinionandfindoutthedifferencebetweentheirownopinionandtheideainthepassage.LanguagePointstodwellon:towrite,speakorthinkalotaboutYoudwellonasubjectifyoukeepthinkingortalkingaboutitDonotdwellsomuchonyourpast.Donotdwelltoomuchonyourpainfulmemories.Donotletyourminddwellonthesetroubles.Heexpressedfromresolve,butdwellondifficulties>todwell:liveYoudwellsomewhereifyoulivethere.Hedwellsinthecountryduringmostoftheyeartoconcentrateon:tokeepordirect(allone'sthoughts,efforts,attentionetc)集中精力/思想,聚精會神Don'ttalk,justconcentrateonyourdriving.SheisconcentrateongettingagradeforherFrenchtospeakup:speakboldly,freelyandplainly;speakoutIfyouthoughtthatwasnotfair,whydidnotyouspeakup?Ifyoudonotapproveofwhatyourfriendisdoing,whydon'tyouspeakup?>tospeakup:tospeakmoreloudly說大聲點(diǎn)Thejudgeaskedthewitnesstospeakup.Pleasespeakup;wecan'fitby;learnorgainadvantagefrom 從...得至リ好處Heprofitedfromhismistakes.Areyougoingtoprofitfromyourownexperiences?Ihopeyou'llbeabletoprofitbymistakesandavoidthemyourself.tocomealong:tohappen;arrivebychance突然出現(xiàn)Iwillwaittillsomethingcomesalong.Takeeverychancethatcomesalong.HewenttoLondonwheneverthechancecamealong.Whentherightopportunitycomesalong,he'lltakeit.>tocomealong:toadvance;improve進(jìn)展,進(jìn)行Howisyourworkcomingalong?tocomealong:improveinhealth有時指身體情況?Shewascomingalongwellaftertheoperation.>tocomealong:follow跟著去?Yousay"comealong'whenyouwantsomeonetohurryup,ordosthyouwantsomeonetodo.?Comealong,eatupyourvegetables.?Yougonow,I'llcomealonglater.?Comealong,I'llshowyouyourroommyself.tohavesth.atheart:tohavesth.inone'scare關(guān)心、;想至リHehasthewelfareofthepooratheartsth.breaksone'sheartSomethingthatbreaksyourheartmakesyousad.toloseone'shearttoYouloseyourhearttosomeoneorsomethingwhenyoufallinlovewiththemwithallone'sheartYoudosomethingwithallyourheartwhenyoudoitwithwarmandsincerity.tosetaside:tosaveforaspecialpurpose留出;儲蓄,撥出Everyweekhetriedtosetasideafewdollarsofhissalary.Healwayssetssometimeasideeverydaytotellstoriestohischild.Setasidealittletime/moneyeachweek>tosetaside:paynoattentionto不理會:不接受Iwarnedthemnottodoit,butmyobjectionsweresetaside.Thejudgesetasidethedecisionofthelowercourt.Atosetaside:todeclaretobeofnoeffect取消:宣布無效?Hetriedtosetcontractasidebecauseconditionshadchanged.8)toliveupto:tokeeptothehighstandardsof...按...行事;達(dá)至リ(某標(biāo)準(zhǔn)、高度等);使行為和…相等Someoneorsomethinglivesuptoyourexpectationsiftheyareasgoodas

youexpectedthemtobeyouexpectedthemtobe?Shecouldn'tliveuptoherparents'expectations?We'llcontinuetoliveuptoourpromises.>toliveuptoonesposition/one'sbeliefs/one'sprofessions/one'sincome.Exercise1.2.3(seepage11):toreviewandconsolidatethenewwordsandtheusage.Homework:previewandmemorizenewwordsinafter-classreading;doquiz.Period5&6After-classReadingandExerciseTeachingContentTwopiecesofAfter-classReading:TwowaysofLookingatLife,YouareWhatYouThink(extensivereadingapproach).Checktheanswerstoquiz.TeachingObjectsToencourageSs'getusefulinformationfromthereadingmaterialassoonaspossible,toencouragereadingfluency,sostudentsshouldnotbestopfrequentlybecausetheydonotunderstandapassage.Enhancelearners'generallanguagecompetence,provide'comprehensibleinput',increasesthestudents'exposuretothelanguage,andincreaseknowledgeofvocabulary.TeachingDesignPassageISsaregiventenminutestoreadthepassage“TwowaysofLookingatLife”,gettheusefulinformationfromthepassage,andanswerthequestions:Whatdoes"thatconnection"(Introduction)referto?Accordingtothehusband,whowastoblameifhisdaughterwasdeaf?Whydidtheyfatherthinkthenewborndaughterwasdeaf?Whatdoesthestoryaboutthenewborndaughterreflect?Whataretheconsequencesofoptimismaccordingtothepassage?Whatistheconclusiontheauthormakesfromhistwenty-fiveyearsofstudy.PassageIITgivestenminutestoreadthispassage,theninstructsSstosummarizethepassage.Quiz(pre-task)ChecktheanswerswithSs,Givetheexplanationtothedifficulties.RelaxedTime(pre-task)Ask3—5studentstoshare