21世纪大学英语第四册1-5单元电子教案.doc

Unit 1 Text A Who is great?I. Teaching Objectives 1. To understand the audio materials of this unit.2. To grasp the key words, Phrases and structure.3. To mast the skills of writing and reading in this unit. 1) understanding the writing skill of Using both direct quotation and indirect quotation to present the ideas from anther book, 2) three levels of understanding and evaluation:II. Teaching Content1. Lead-in activities2. Text Organization3. Skill learning in writing and reading 4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus 1)The conjunction that used to introduce a clause of reason2) The adverb instead used alone )6. Guided Practice (exercises, oral practice and group work)7. After-class AssignmentsIII. Teaching Process 1. Warm-up Questions / Activities1) In your opinion, what are the characteristics of great people? (the differences between great people and other people)2) Tell your classmates about a great person you particularly admire2. Text OrganizationPart I Para 1-3 Introduction of the topic by the examples of some great people.Para II Para 4-5 Definition of being great. (Who is great?)Para III Para 6-20 Common characteristics of great people1) A “never surrender” attitude. 2) Birth order and timing.3)IQ, ability to communicate and way of thinking. 4) Love for ones work.3. Skill learning in writing and reading 1) Reading skill: There are three levels of understanding and evaluation in efficient reading:a. To grasp the overall idea of main point of a given passage along with its general structure;b. To subject the specific details to closer examination and explain what something means and why it is introduced;c. To evaluate what the author has said, determine what conclusions might be drawn and what judgment could be passed on.2) Writing skill:This text is a magazine article which reports on the ideas of another book, When presenting ideas from another source, it is important to be clear about the source of your information and wording, Giving proper credit to your sources is called citation and the failure to do this is a serious offense known as plagiarism In presenting the ideas from Simontons book, the author of the article uses both direct quotation(repeating words from a source exactly and using quotation marks) and indirect quotation(repeating the ideas from a source, but putting them into ones own words).4. Language Points:1. Albert Einstein did so poorly in school that teachers thought he was slow.Albert Einstein was such a poor student that teachers thought he was not intelligent.slowadj. (= slow-witted) not clever, not quick to learn, not understanding things quickly迟钝的，不灵活的e.g. a slow learner The child is slow at figures. 2. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants un the French Army.-That Napoleon Bonaparte as a young man was only one of the large numbers of ordinary artillery lieutenants in the French Army.artillery n. heavy guns used in land warfare总称（1）火炮，大炮 （2）the - 炮兵（部队）3Survey v. examine the condition of(a building etc.)/n. general view or cinsiderationAntonym: inspection, investigation, survey Cf.：inspection 检查、视察；investigation 指（具体地）调查、研究某事；survey指全局性的检查或全面调查。如：make a survey of the economic system 对经济制度进行全面的调查。 4Despite their unspectacular beginnings, each would go on to carve a place for himself in history.-Though they performed nothing splendid un the beginning, each of them would later made a name for himself in history.carve vt. 1) form sth. by cutting away material from wood or stonee.g. The pot was carved out of a single piece of stone. Before Halloween, the children carved a pumpkin into a frightening mask.2) build ones (career, reputation, etc.) by hard worke.g. The new airline hopes to carve a place for itself in the European market. Shes carved out a successful career for herself in the Ministry of Education.5Or did their greatness have more to do with timing, devotion and, perhapsm an uncompromising personality?-Or did they become great more because they lived in the right time, were devoted to their careers, and perhaps bore inflexible determination in character? have (something, nothing, a lot, etc.) to do with be connected with sb. / sth. to the extent specified e.g. Her job has nothing to do with computers. Hard work has a lot to do with his success. timing n. determining the right time as a way of achieving the desired resulte.g. “Have we arrived too early?” “No, your timing is perfect (= you have arrived at exactly the right moment)dinner is almost ready.” To be a good tennis player, you have to have good timing (= to be able to hit the ball at the right moment).6. They have found evidence to help explain why some people rise above -they have found helpful facts to explain why some people become great rise above become outstandinge.g. Kate rose above and did well in her classes. A woman who can rise above (such disadvantages) is clearly exceptional.7. Their findings could have implications for us all.-The evidence they have found could have effect on us all.Implication n. thing that is suggested or implied rather than openly statede.g. The new law has far-reaching implications for the future of the stock market. I know that company is cutting back its spending but Im not sure what the implications are for our department.8. some times great people dont make it into the history books-some great people fail to be written into the history books make it be successful9. A lot of women went unrecognized. A lot of women failed to be accepted as great people.10. great figures great peoplee.g. He is a controversial figure. He was a key figure in the independent struggle.11.If great achievers share anything,it is an unrelenting drive to succeed.-If great people have people have anything in common,it (=what they have in common) is a persistent effort to succeed. Share have the same quality, feeling, idea, etc.e.g. Tom and his brother share an interest in pop music. China and Japan share many characteristics.drive n. energy, ability to get things done; motivation and persistence to achieve something e.g. Sales people need determination and drive. Without my mothers drive and energy, our family would have starved.12. be endowed with be provided naturally with ( a good quality, ability characteristic, features, etc.)e.g. Shes endowed with intelligence as well as beauty. The place is generously endowed with prehistoric sites.13. flag and fail alliteration, the use of two or more words close together which all begin with the same letter or sound to create a musical rhythm to the speech.e.g. Time and tide wait for no man. Round the rugged rocks the ragged rascal ran.14. a striking pattern a remarkable and interesting rule15. make good leaders become good leaders.16. Timing is another factor. Living in the right time also has something to do with someones becoming great.17. he would go nowhere as a politician. he would not make a successful politician If you say that you are nowhere, that you are going or getting nowhere, or that something is getting you nowhere, you mean that all your efforts are not successful and are not producing any worthwhile results. e.g. Hell go nowhere with her; shes too young. Im trying to persuade her to come but Im getting nowhere.18. fireside chat an informal conversation19. but not overly so but not too bright20. Beyond a certain point, other factorsbecome more important than innate intelligence When a person is more intelligent than necessary, other things become more important to his becoming great than inborn intelligence21. Keplars geniuswas not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way. Keplars great talent was not so much in solving a difficult mathematical problem as in thinking about the numbers in a unique way. 22. Setapart make different from or superior to otherse.g. His exceptional height set him apart from the rest of the men. The attributes set humans apart from even the most intelligent machines.22. You have to put in your effort and put up with all the frustrations and obstacles. You have to spend your energy on work and be ready to accept defeats and difficulties.put in use or spend (effort, time, etc.)23. whether or not their genius is acknowledged by contemporaries whether or not they are recognized by people of their own times for their genius5. Grammar Focus1)The conjunction that used to introduce a clause of reasonThe word that can be used as a conjunction, esp. in the pattern not that , (but) that , to introduce a clause of reason, meaning “not because , (but) because ”.Examples:Its not that I care what they think, its that Im worrying about you.We wept, not that we were frightened but that we were ashamed.She wouldnt tell me how much it cost, not that I was really interested.Not that I mind but why didnt you phone yesterday?She hasnt written to me yetnot that she ever said she would.2) The adverb instead used aloneApart from being used in the compound preposition, the adverb instead can be used alone in the meaning of “as an alternative or replacement”.Examples:Judy did not answer. Instead she looked out of the taxi window.We must abandon our dependence on conventional fossil fuels and instead move over to a hydrogen-based economy.6. Guided Practice (exercises, oral practice and group work)1) Summary A). Ask several students to retell the text by using their own words.B). Talk about the main idea or theme of the text.2) exercises: vocabulary and word-building3) group the students in 2-4, describing the following great people in brief Winston Churchill, Franklin D. Roosevelt, Martin Luther King 7. After-class Assignments1.Recite the paragraph on page 11.and,2. finish the exercises of vocabulary and translationText B How to Be a LeaderLanguage Points:1. exam the differences between the twostudy and find out the differences between a President and a leader2. In easy times we are ambivalent the leader, after all ,makes demands, challenges the status quo, shakes things up. In times of peace and prosperity we are not sure where we hope for a leader or a President, for the leader, in spite of what he does for us, makes major reforms and effect radical changes in the existing order.3. when he comes, he must offer a simple, eloquent messagewhen a leader appears, the leader must put forward a brief, forceful statement4. FDR=Franklin Delano Roosevelt5. thats what leadership is aboutThat (=Knowing how to use power) is something that leaders are expected to do.The pattern this/that is what an activity, etc. is about is used when you are saying what the activity, etc. involves and what its aims are.Examples:This is what our job is all about.6. project firmnessconvey the impression that he is firm by his speech, behaviour and appearanceThe way you projec something or project yourself as something is the way you represent something to other people through your speech, behaviour and appearance.Examples:Recently the president has projected a much tougher image.7. The leader follows, thoug a step ahead. Thoug in appearance the leader is ahead of people, in fact he follows people where they go.8. ride the waves move forward supported by the waves; (fig.) break through difficulties and hardships9. A leader must stir our blood, not appeal to our reason. A leader must rouse our enthusiasm, not ask us to do what is reasonable.Stir sb.s bloodrouse sb. to excitement or enthusiasmExamples:The music really stirred my blood.If you appeal to someones sense of honour, reason, justice, etc. you suggest that if they want to seem honourable, reasonable, just, etc., they should do what you ask.Examples:We went into the Professors office confident that we could appeal to his reason.10. convince us that all is not lost even when were afraid it ismake us believe that there is still some hope of success even when were afraid there is not All is not lost=not all is lost11. in the final analysisafter everything has been consideredExamples:In the final analysis our job is to tell the public the facts.Unit 2 Text A The Gratitude We NeedI. Teaching Objectives 1. To understand the audio materials of this unit.2. To grasp the key words, Phrases and structure.3. To mast the skills of writing and reading in this unit. 1) An example is a specific instance that is used to support or explain a more general statement.2) guessing the meaning from the context and improve reading comprehension by using questions properlyII. Teaching Content1. Lead-in activities2. Text Organization3. Skill learning in writing and reading 4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus (The adverb too used with “cannot”, or “can never”, or “can+other negatives”)6. Guided Practice (exercises, oral practice and group work)7. After-class AssignmentsIII. Teaching Process 1. Warm-up Questions / Activities1. Question “Do you have the habit of showing gratitude to others?”2. Check ss preview by asking them to retelling the two stories given by the author. Suppose if they were in such position what they will do.2. Text OrganizationPart I Para 1-5 Introduction of the topic by a story involving gratitude. The need for gratitude is something we all feel, and denial of it can do much to harm the spirit of kindness and cooperation.Part II Para 6-8 Definition and features of gratitude. Gratitude is the art of receiving gracefully, of showing appreciation for every kindness, great and small. Part III Para 9-13 It is, above all, in the little things that the grace of gratitude should be most employed. Part IV Para14 Conclusion: Our neighbors build up their philosophy of life on the smiles, the thanks we give, our little gestures of appreciation, 3. Skill learning in writing and reading 1) Reading skill: Reading comprehension questions fall into the following six types:a. Main idea questions;b. Specific detail questions;c. Guessing unknown word (or expression) questions;d. Inference questions;e. Logic structure questions;f. Attitude or tone questions.Reading comprehension questions, if well designed and properly used, are not only effective in checking out how well a student understands a text, but can also lead students to a better understanding of the text as a whole.2) Writing skill: An example is a specific instance that is used to support or explain a more general statement. In text A, the author gives a number of examples which help to clarify the readers understanding of what gratitude is and which add persuasive force to the authors thesis that gratitude is important.4.Language Points:1. gratitude n. The way to express thanks:感激，感谢的心情 a. Thank you for your help.b. I must express my gratitude for your help.c. I am grateful to you for your help.d. I appreciate your help.e. I am obliged to you for your help.(These six sentences have a similar meaning, but they have different implications.)辩义：Thank (n. & v.) is the most usual term used to express gratitude. It often implies nothing more than a polite acknowledgement of favors received from another person;Gratitude, gratefulness (n.) and grateful (adj.) are commonly used to imply a sense of such favors received Appreciate (v.) and appreciation (n.) imply both ones gratitude for such favors and understanding of their values or features;Oblige (v.) used in the pattern “be obliged to sb. for sth.”, implies being indebted by something that someone else has done.2. Fromthe way he slammed in his gears, I could tell that he was upset.-Judging by the rough way in which he started his car, I could see that he was unhappy. slam sth. v. shut, put, push, throe or knock with great force.(The act of slamming always involves great force and usually a loud noise.)e.g.: I was so annoyed that I just slammed the phone down. 3. Ive got good reason to be sore.-I feel annoyed and unfairly treated for sufficient reason.have (every) good reason to do sth.be fully justified to do sth.e.g.: The police have very good reason to believe he is guilty.4. sore a. 1)painful or aching from a wound, infection or (of muscles) hard use2)(AmE) angry, esp, from feeling unjustly treated.e.g.: My feet are sore from all that running yesterday.Dont joke about his weight; its rather a sore point with him.5. buck n. (Am sl.) = U. S. dollarOther informal American expressions for money include dough, bread, molar(h) and greenback.e.g.: The drinks cost me four bucks.e.g.: How the hell could we scrape up enough dough to pay him off.6. that cabdrivers day was poisoned-that cabdrivers good mood of the day was spoiled(he was to feel unhappy the whole day)to poison (an occasion, a situation, relationship, etc.) to spoil it in an unpleasant and nasty way so that you no longer feel happy and optimistic about it.e.g.: The long dispute has poisoned relations between the two countries.7. to think twice (again) before (about) doing sth.to think carefully before deciding to do sth.e.g.: Youve got to think twice before you spend 100 Yuan on a book.8. render vt.1)give (esp. sth. abstract, such as help, service, thanks, etc.)2)cause (sb. or sth.) to be in a certain conditione.g.: We would never have succeeded without the aid you rendered .Y