《新编英语教程》第四册教案.doc

《新编英语教程》第四册教案 （陇东学院英语系， 2005年2月，共41页）
Book IV
Unit 1
(6 hours)
TEXT I
This Year It’s Going to Be Different
I. Pre-reading Questions
When a person makes New Year’s resolutions, he makes up his mind to do or not to do certain things in the coming year. Of course, different people make different New Year’s resolutions. For example, a student may decide to work harder at his studies and not go to the cinema so often; a teacher may decide to improve his/her teaching; a heavy smoker may decide to stop smoking altogether. Some people may be able to carry out their New Year’s resolutions, but some may not. For most People, it’s often easier to make New Year’s resolutions than to carry them out.
It is suggested that the students should first guess without being given any part of the story.
II. The Main Idea
The statement that best sums up the main idea is (3): “The writer carried out his New Year’s resolution faithfully to improve himself, but the results all went contrary to his expectations.”
III. Teaching Points for Reference
1. A brief summary of the ways to express futurity
1) The neutral future is formed by using the auxiliaries will/ shall and infinitive.
Examples:
Tomorrow will be his Sunday. (Level 3, Unit 3)
Is it possible to make an atomic engine that will be really safe in every circumstance?(Level 3,Unit 6)
2) The construction to be going to is used to express future intention.
Examples:
This year it is going to be different.
I know what the kids are going to do.
Note: This construction cannot be used for neutral futurity, which does not depend on any person’s will or intention. For Example, both the following sentences are wrong.
* Tomorrow is going to be his Sunday.
* If you go to the U.S.A., you are going to come across the remarkable, almost legendary hospitality of the American of the West.
3) The construction be to do (something) is used to express arrangement or command.
Examples:
Now let all men know that crops are to be planted as usual. (Level 3, Unit 11)
Shaka ordered: “All women who are found with child are to be put to death with their husbands.”
4) The construction be about to is used to express near future.
Examples:
Roy and Sammy were about to perform open-heart surgery on Mrs. Robinson with a scout knife.=Roy and Sammy were just going to do an open-heart operation on Mrs. Robinson with a scout knife.
She was about to tell us the truth when you entered the building.
2. The use of over in the text
1) I tiptoed over and kissed her on the back of the neck.
Over adv. ：across a distance or open space, either towards or away from someone/something.
More examples:
We asked Kate’s two sailor friends over to help us gain our point indirectly.
Go over to your Grandmother, my dear. She’s beckoning to you.
2)“What did you do over the holidays?”
over prep.—during, in the course of (a period or an event)
More examples:
She likes to listen to some light music over the weekend.
Paul has become more mature over the years.
3) To ease the situation, I picked up her brand-new sweater from the floor and put it over a chair.
Over prep. —resting on top of something and covering something partly or completely
More examples:
John was so tired that he was found sprawling on the floor asleep with his dripping raincoat over a sofa.
4) Take over one of your wife’s chores, she’ll love you for it.
Take over—take charge of
More examples:
The firm became more and more prosperous after the son took it over.
We expect Mr. Johnson will take over our class when Mr. Shaw retires.
3.“It wasn’t my idea to stay out until four a.m.”
The phrase one’s idea to do something is used to express what one wishes to do.
More examples:
It was not my idea to argue with them. What I wanted was only to seek the truth from facts.
4. Instead, I got a pencil and drew a sketch of the escapement mechanism.
draw—make a picture with a pen, pencil or chalk
draw a sketch—make a rough picture (drawing, diagram) with a pencil
More examples:
Fancy him drawing so well at the age of five.
She cherished the sketch of the roaring sea not because it was drawn by a famous artist but because it brought back some fond memories.
Cf.: By now the kids were in the room, drawn by the commotion.
be drawn by the commotion——be attracted by the noisy confusion.
Here, draw means “attract”.
More examples：
The film that tells of the unusual faithfulness between a miner and his wife drew large audiences when it was on.
Supermarkets, which were unknown to the Chinese people some years ago, have begun to draw large numbers of customers in many cities in China.
5. She was in her pajamas.—She was wearing her pajamas.
in—wearing
More examples：
Jimmy Wells, the policeman in uniform, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.
Now the fashion is for girls to be dressed in pure silk in summer and in expensive fur coats in winter.
6. Maggie always dreads taking down the Christmas tree, so I thought I’d to it for her.
1) dread—feel worried about. Dread is followed by an-ing participle.
Another example：
Small children usually dread paying a visit to the dentist.
It is also correct to say:
Small children usually dread a visit to the dentist.
Small children usually dread that they will be taken to the dentist.
2) take down the Christmas tree—take down the tinsel, coloured lights, etc., from the Christmas tree, and remove the tree itself. The antonym for take down is put up.
More examples:
It often takes a long time to take down a Christmas tree.
When they went camping last summer, they had a good time. Every evening they put up their tent and the following morning they took it down.
7. I was about two-thirds done when Maggie came in. —I had finished about two-thirds of the work…
done—finished
Two-thirds serves as an adverbial modifying done.
More examples:
His new novel is about two-fifths thicker than his previous one.
At the end of last year the construction project was already four-fifths finished.

TEXT Ⅱ

My Financial Career

I. Questions
1. Why do you think the hero of the story gets “rattled” when he goes into a bank?
2. What made the manager of the bank take the man for a detective?
3. How did the manager react when he heard it was such a small sum of money that was going to be deposited in his bank?
4. What was the clerk’s reaction to the man’s eccentric behaviour?
5. What did the man do with his money after this experience?
6. Was it the first time or the last time the man went to a bank?
II. Interaction Activities
My Resolutions
Suggestions:
1. Study Plan:
Read (5) English novels/ Read (Oliver Twist by Charles Dickens)
Listen to Radio Beijing/ VOA Special English program/ the English Teaching Program over the radio regularly.
Watch TV Serial on English on Sunday / video tapes
Speak English not only in the classroom but also in the dorm
Write (2) book reviews/ a letter home every week
Keep a diary in English
2. Hobbies and Interests
Collect (100) foreign / Chinese stamps
Take at least (10) very good pictures of scenic spots
Practice running / swimming / singing / the violin / the piano / the flute (2) hours a day
Run 100 meters in (22/13) sec. / jump (1.85/ 1.60) meters / throw the discus (24) meters
3. Other things:
Save (15) Yuan a month
Buy a cassette recorder / a large English-English dictionary
Be patient and friendly with my roommates
Stop biting nails / quarrelling with others without any reason
Unit 2
(6 hours)
TEXT I A
Englishes
I. Pre-reading Questions
The title “Englishes”(in the plural number) refers to the various styles of English.
The subject matter of the text, the style of English language, is likely to be unfamiliar to the students, but it is necessary for them to be aware that any language has a variety of styles, and that it is important to distinguish one style from another and to use the various styles of language in various situations appropriately. According to M. Joos, the style of a language may be classified from “high” to “low”on a five-point scale：frozen, formal, consultative, casual, and intimate. Withhold this information before the students have tried to make their guesses.
II. The Main Idea
Answer for reference:
As there is a scale of styles in the use of English, it is necessary to know how to tell one style from another and how to use different styles on different occasions appropriately.

TEXT I B
Stop Being Coy
I. Pre-reading Questions
Coy: shy, affectedly modest (The meaning of the title is ：“Stop being afraid of using plain, simple words.”)
euphemism: (an example of) the use of a pleasanter, less direct name for something thought to be unpleasant.
Let the students make their guesses freely.
II. The Main Ideas
The title clearly expresses the writer’s negative attitude towards euphemism, but the students may not be able to catch the meaning of the title or the main ideas of the text easily, because there are quite a number of words, phrases, and special terms which are unfamiliar to them. If the students can detect the attitude of the writer towards euphemism correctly at first reading, they should be able to give a few reasons for this finding. If they fail to get the main ideas, call their attention to the plain and straightforward language in paragraph in contrast to the euphemisms in paragraph 2; and to the terms in quotation marks in contrast to the words and phrases in parentheses in paragraph 7. These three paragraphs should be enough for them to get the main ideas of the text to start with.
III. Teaching Points for Reference in TEXT I A
1. “Bags of fun” is no more a lazy substitute for thought in its appropriate setting than is “extremely gracious” in the setting that is appropriate for this expression.——Neither “bags of fun” nor “extremely gracious” is a lazy substitute for thought in its appropriate setting.
no more… than ——in no greater degree … than
More examples:
She is no more able to speak Italian than I am.
Without a degree and with no experience of doing office work, the young man was no more fit to be a secretary than any of us.
bags of —plenty of. This phrase is a slangy expression.
2. Such an attitude is plainly ridiculous and can do nothing but harm to the good use of English.
nothing but—nothing other than; only
More examples:
What he said was nothing but empty talk. What we want is a practical measure to make this area famous again for the abundance and variety of its bird life.
“Due to the wide use of insecticides, we saw nothing in the countryside but a shadow of death.” Rachel Carson stated firmly in her book Silent Spring.
3. Equally, however, we should disapprove of the English used if…
disapprove of —from/have an unfavorable opinion of
More examples:
I still disapprove of young men wearing their hair long because it is a sign of slovenliness, to say the least.
It is not strange that Plomer should disapprove of having a telephone at home, as he thinks it is a pest as well as a time-waster.
4. …whereas “Awfully nice to see you here” would strike us as just right.
whereas—but; on the other hand. This is used to introduce contrast.
More examples:
The Longs lived in a house, whereas Tom’s uncle and aunt lived in a poky flat in the city.
Titus was modest and humble whereas his brother, who was ten years younger, was ambitious.
strike…as—appear(to somebody) to be…
Your suggestion to hitch-hike to Croydon strikes me as ridiculous because there is very little to see there.
Kate’s idea about gaining their point indirectly struck me as really great. There is no better way to win the old man over.
Just (informal) —absolutely; very; completely
More examples:
Isn’t that just marvelous!
That Christmas tree was just beautiful!
IV. Teaching Point for Reference in TEXT I B
1. … working hard to raise vast quantities of vegetables on an allotment and well aware that, one of these days, I shall die.
vast quantities of —lot of
To express the idea of many, the following words and phrases can be used:
many a
a great many
a good many
countless
numerous
a large number of
large numbers of

To express the idea of much, the following phrases can be used:
a good deal of a great deal of

But the following phrases can be used to modify both the idea of many and much.
a lot of
lots of
plenty of
a large quantity of
large quantities of

(am) well aware that—(am) quite aware that
well—quite; to a considerable extent
More examples:
Judging by the way he walks, he must be well past seventy.
Understanding what made a watch run was well beyond Sammy.
Cf.: …our reaction to the words in this situation might well be to call them slovenly and meaningless.
(am) well aware that—know very well that
More examples:
He was well aware of how his wife would feel if he took over one of her chores.
The hitch-hikers were well aware that there were risks getting rides in cars of Fascist fanatics or bad drivers.
2. …“working to rule”equals “being bloody-minded”.
equal—be equal to
Examples:
Suppose x equals y (x is equal to y), this equation will have numerous answers.
Shaka’s mourning orders more or less equaled a sentence of a sentence of national starvation.
3. The bird is common on the moors and fells of the north…
moors—This word is plural in form but singular in meaning. It refers to a wide, open and raised area of land, covered with rough grass or low bushes. In Britain, it is usually not farmed because of its bad soil but is sometimes (decreasingly) used as a place where birds are shot for sport. Sheep can also be seen sometimes.
fells—This word is also often used in the plural form. It refers to the high wild rocky country in northern England where no crops can grow.
4. But let us, please, do away with the following…
do away with—get rid of
More examples:
If atomic cars should be invented in the future, the cars we are using would all be done away with.
The practice of regarding prize-fighting as a perfectly proper enterprise and vehicle of entertainment should be done away with immediately.

TEXT Ⅱ
Two Languages or One?
I. Questions
1. What did Noah Webster think the future of the English language spoken by Americans would be? What revision did he make in 1828?
2. When did the American people begin to realize the difference between British English and American English?
3. Why do the British have no need for a term for the language they speak whereas the Americans do?
4. What is the difference between the British and American ways of personal address?
5. Why are the terms “American English” and “British English” ambiguous