应本二Unit 5 电子教案.doc

Application-oriented College English Course Book 2Unit FiveA. Objectives of this unit a. Content1. Goodbye, Mr. Foster: encouraging the students to foster the idea of serving the people.2. Discussion: What would you have done to Mr. Foster?3. Text: How to write a resum and succeed at a job interview.4. A project: Compiling a passage of dos and donts to help yourself get better armed to find a job.b. Key language points1. The variant of the emphatic pattern in modern English.2. Elliptical sentences.3. Double negatives in the speech of uneducated or little educated people.c. VocabularyBasic requirements: 35 new words. Intermediate requirements: 9 new words.Advanced requirements: 4 new words.d. Comprehensive skills 1. Understanding a passage of about 800 words at the pre-intermediate level of difficulty.2. Writing a 150-word summary of the passage.3. Skills for surfing the Internet to collect information about job interview skills.4. Writing a cover letter.e. Functions1. Expressing your preferences for restaurant services. 2. Preparing for a job interview.B. Procedures and Methods Eight teaching periods are needed to cover the present unit, among which four periods are for the module of Language Skills Development, three periods for the module of Language in Use and one mainly for the module of Enhancement of Language Abilities. I. Part 1 Language Skills Development 1. Period One and Period Two: l Step One: StarterA. First, ask students some questions such as “What will you give priority to when choosing a job? The salary? The working environment? The promotion opportunity? Or others?” and “What is an ideal job for you?”Then put the given statements in order of importance and discuss in class.B. Listen to a passage and answer the given questions.This step shall take up 10-15 minutes.l Step Two: New words and expressionsGo over the new words and expressions in the text (refer to Students Book Pages 129-131) to prepare students for the text learning. The time for this step should not exceed 10 minutes.l Step Three: Text teachingStart teaching the text: Goodbye, Mr. Foster. Before delving into the text, the instructor can ask some general questions about the text such as “Do you often eat out?” “Which types of restaurant do you prefer?” or “Is it because of the service or the food that you frequent these restaurants?”Then start the detailed study of the text and go through the text paragraph by paragraph. To help students understand the story, the instructor can explain the language points and ask students to answer the questions related to the story.This step shall not take up more than one and a half periods. Notes to Para. 11. Praise? Raise? Discipline? Terminate? 是应该表扬？晋升？处分？还是炒鱿鱼？discipline: vt.处分；处罚e.g. The teacher disciplined the naughty child for his bad behavior. n. 1) U 自制力e.g. The soldiers showed perfect discipline under fire. 2) U 训练，磨炼e.g. A little discipline would do him a world of good. 3) C 纪律e.g. The new teacher cant keep discipline in the classroom. He doesnt have to submit to ordinary disciplines. 2. Todays guest columnist tells the true story of Foster, who did his job too well. 今天的客座专栏评论员讲述了一个关于福斯特的真实故事，他把工作做得太好了。Notes to Paras. 2-43. “Let me carry that for you, young man,” he said, noticing the balancing act I was performing with my luggage and the tray of food from Paschals Restaurant. 他看到我一手提着行李，另一只手端着从帕斯卡餐厅买来的一盘食物，正努力保持平衡，便说：“我来替你拿那东西，小伙子。”Meaning: he said, as he found that I had trouble keeping my balance as I was trying to carry the tray of food as well as my luggage.Balancing act (这里指保持平衡的动作；通常指需谨慎平衡各方力量的举措).4. The old fellow grabbed my tray with a smile and was off, limping heavily on one leg that was obviously shorter than the other. 这位老伙计笑着一把抢下我的盘子就走了。他走起路来瘸得很厉害，两条腿很明显长短不一。grab: vt. 抓住；攫取，抢夺e.g. The thief grabbed the purse and ran away with it. 5. With a flourish, he wiped the table, removed my plate from the tray and arranged it carefully with the napkins and the iced tea. 只见他手一挥就擦好了桌子，从托盘上端下我的食物，小心地把它和餐巾纸还有冰茶摆在桌上。flourish: n. C, usu. sing.（引人注意的）夸张动作e.g. The doctor ushered us in with a flourish. remove: vt. 拿开；移动e.g. Ants can remove something many times as heavy as themselves. He hasnt got enough strength to remove that stone. 6. Pulling back my chair as I hurriedly retrieved three one-dollar bills from my pocket, he smiled and said, “God bless you.” 他把椅子往后拉的时候，我匆忙从兜里掏出三张一美元的纸币，他笑着说：“上帝保佑你！”pull back:向后拉出，抽出e.g. The little boy insisted by pulling back his mothers handbag. Antonym: pulle.g. Push back your chair before you can safely stand up. retrieve: vt. 取出；取回e.g. I ran back to my room and retrieved my bag. 7. His name tag read: FOSTER. 我瞥见他的名牌上写着：福斯特。name tag:名牌cf. name card 名片, name board 招牌, name tape 布制名条, brand name商标read =say e.g. The sign reads/says “Parking Forbidden”. 告示牌上写着“禁止停车”。 Notes to Paras. 5-68. I was curious to see if this was a new service the airport had put in place. 我感到很新奇，想知道这是不是机场新的服务项目。put in place: 付诸实施e.g. Lets see whether they will keep their promise to put the new housing policy in place. 9. I saw several other men and women dressed like my new friend, loosely assembled, and talking with each other, waiting without enthusiasm for tables to become empty. 我见到另外一些和我这位新朋友穿着一样的男男女女，懒散地聚在一起聊天，毫无热情地等待着客人离开餐桌。Meaning: I found that some men and women wearing the same uniforms as Mr. Foster gather in a leisurely and relaxed way, chatting with each other and waiting coldly and passively to clean the table after the customers finished their meals and left.loosely: ad. 松松垮垮地e.g. He enjoys lying loosely on the beach in the sunlight. 10. At that point, one of them would disengage from the group, clear any trash left on the table, wipe it down, and return to their co-workers. 那个时候，他们中才会有一人从扎堆中出来，清理留在桌上的垃圾，把桌子上上下下擦干净，然后又回到那群工友身边。disengage: vi./vt.脱离；（使）分开e.g. We must disengage (our army) from the fighting. word formation : dis-cf. disapprove, discourage, dissatisfy, displace, disagree disorder, distaste, disrepairwipe down: 把上上下下擦干净e.g. The boss felt the surface of the table to see whether it had been wiped down. 11. Glancing around the huge area, I quickly spotted Foster. Smiling, laughing, and moving fast, he helped one person after another. 环顾宽广的餐饮区，我很快发现了福斯特的身影：他开心地笑着，快步移动着，不停地去帮助别人。glance: vi. 扫视，瞥一眼e.g. He glanced at the envelope and recognized his uncles handwriting. n. C 一瞥e.g. At one glance, she realized what had happened. 12. He never waited to be summoned. 他从不等待客人的召唤。Meaning: He was always ready to offer his service instead of waiting passively for the customers call.cf. “Cant wait (to)” ， “can hardly wait (to)” 迫不及待e.g. She cant/can hardly wait to see her son back from abroad. He couldnt/could hardly wait to join the Party. Notes to Paras. 8-1013. I had a twenty folded and ready to place in his hand that day. 那天我把一张事先折好的20美元纸币放到他的手里。twenty = a twenty-dollar billfold: vt. 折叠e.g. Most westerners never fold their money when they put it in their wallet. 14. I was impressed and inspired by this old man who struggled to walk, yet kept moving fast all the time as he cleaned empty tables and looked for people to serve. 这位老人使我大为感佩：他行走不便，却毫不懈怠地去收拾桌子，寻找需要招呼的客人。inspire: vt. 感动；激发；启示e.g. He inspired many young people to take up sport. 15. From that day forward, he was Mr. Foster to me. 从那天开始，他就是我心目中的福斯特先生。Meaning: Since that day, the author had been showing his respect by calling him Mr. Foster rather than busboy as most customers do.16. As the years rolled by, I developed a great admiration for Mr. Foster. 随着岁月的流逝，我对福斯特先生产生了一种景仰之情。Meaning: As the years went by, I began to respect and like Mr. Foster a lot.admiration: n. U 钦佩；赞赏，羡慕e.g. The team felt great admiration for the coach. The fans admiration for the super girl was fantastic. 17. “And watch that bunch of other people over there dressed just like him.” The contrast was clear. “再瞧瞧那边跟他一样打扮的那拨人。”两者的对比不言而喻。bunch: n. 1) C 大量，大批 e.g. Your friends are all just a bunch of nobodies. 2) C束，串，扎e.g. Miss White received a bunch of flowers from her admirer. contrast: n. U, C 差别，明显差异e.g. There can be no differentiation without contrast. Black and white show a striking contrast. 18. I never once suspected Mr. Foster was making a play for tips. 我从未怀疑福斯特先生是为了小费而作秀。Meaning: I never believed that Mr. Foster provided his good service for tips.making a play for sth.: 为获得某物而作秀e.g. He ended up in failure as he made a play for the presidency. 19. In fact, though I rarely slipped him less than twenty dollars, he often made me wait while he helped someone in obvious need of assistance. 事实上，尽管我给他的小费难得少于20美元，但是他却常常要我等他招待好那些明显需要帮助的人之后才过来招呼我。Meaning: In fact, though the amount of tips I gave him usually exceeded twenty dollars, he still kept me waiting as he turned to someone else that he thought needed his help more than I.in need of sth.: 需要某物e.g. This project is in urgent need of funding. Notes to Paras. 12-1320. “Fired,” they told me. “They fired him. Humiliated him. Sent the man home!”“被解雇了。”她们告诉我说：“他们炒了他鱿鱼，羞辱他，赶他回家啦！”humiliate: vt.使（某人）蒙羞，羞辱（某人）e.g. I felt so humiliated when Mother slapped my face. The country was humiliated by defeat. 21. The Atlanta Airport Authority, I was told, had determined that Mr. Foster had become “a distraction”. 我被告知亚特兰大国际机场管理层认为福斯特先生已经成了一个“搅乱人心之人”。distraction: n. C, U 使人分心的人或事e.g. I study in the library as there are too many distractions at home. Lets invite her to the discoshe needs distraction. Notes to Paras. 14-1622. A few months later, he was back (happy as ever) on a trial basis. 几个月之后，他又回到这里试工（依然是那股快活劲）。trial: n. C, U 试用，试验e.g. The new aircraft has performed very well in its initial trials. Take the car for a trial run to see if you like it. We had the new medicine on trial for one year. on a trial basis: 试用e.g. Its our policy to hire on a trial basis. 23. I was mad about him and he knew it. 我对他极其着迷，他也知道这个。Meaning: I was enchanted by him and he was aware of the fact. “be mad about” = “be crazy about (特别喜欢；对着迷)”. e.g. The fans are mad about the super star. cf. I was mad with/at the Atlanta Airport Authority. I was mad at the injustice that they did to the old man. 24. His “God bless you” often came to me with a tear. His spirit was gone. 他对我说“上帝保佑你”的时候眼里常常含着泪水；那股精神已不复存在。Meaning: He often said “God bless you” with tears in his eyes. There was no longer any cheerfulness or enthusiasm in his greetings.25. Then she cocked her head and added with a whisper, “He aint sick. There aint nothing broken about that old man.” 然后她抬起头，悄悄说了一句：“他没病。那老头子什么病都没有。”cock: vt.竖起，翘起e.g. The boss was displeased with the newcomer who cocked his head to one side while speaking to him. cf. cock ones ears 竖起耳朵，cock ones nose 翘起鼻子，cock ones hat 歪戴帽子26. Nope, I thought as I turned away, there aint nothing broken about that old man. Nothing but his heart. 不，我转身离开时心里想：他根本没病，那老伙计什么病都没有，他的病在心里。Meaning: As I left, I said to myself that the old man was not sick or hurt physically. It was his heart or his self-respect that was badly hurt.2. Period Three: l Step One: Post-reading interactionAfter the text teaching, the instructor can have the students listen to the recording of the whole text and see if they have any questions. Then go on with the interaction activity (if necessary).This step shall take not more than 18 minutes. l Step Two: Working with words and phrases Ask students to do Exercise 4 for the consolidation of text learning. While checking the answers, make explanations when necessary. This step shall take 10 minutes. l Step Three: DiscussionProceed to Exercises 5 to enhance students oral English. Divide students into groups of 4 to 6 for the discussion task. Some of the answers to the questions in this section are open-ended. And the answers provided are merely for the instructors reference. After group discussion, ask 3-5 students to report their answers to the whole class. This step shall take not more than 15 minutes. 3. Period Four: l Step One: Practice: interpreting and translationAfter a brief revision of the whole text, ask students to do Exercises 6 together with their partner. Do this exercise to improve their interpreting skills as well as strengthen their text learning. Give them a few minutes to interpret the conversation into English before showing them the reference answer to help them improve their interpretation work. If time permits, have a few pairs to role-play the conversation in front of the class. When doing Part A of Exercises 7, remind them to pay special attention to the italicized parts of the sentences. As for Part B of Exercises 7, ask them to compare their translation with the reference answers to improve their translation skills. This step shall take not more than 20 minutes. l Step Two: Practice: writing When doing part A of Exercises 8, the summary writing may be assigned as homework after going through the outline quickly in class. When doing Part B of Exercises 8, illustrate the basic sentence writing techniques: how to avoid coordination problems in writing. Before asking the students to do the exercise, the instructor may do the following: 1) go over the specific functions of the five categories of subordinate conjunctions as discussed in the present unit; 2) hold a brief discussion with the students to find out which sentence in each pair expresses the main idea and which one expresses the minor idea. The specific tips on how to avoid run-on sentences are provided along with the reference answer. In correcting the run-on sentences the instructor can refer to these tips, which, in fact, throw light on the causes of the errors. If time permits, ask students to finish the exercises after finishing the explanations, or assign it as homework. This step shall take not more than 15 minutes. l Step Three: Surfing the InternetThe Internet-based task shall be assigned as homework. Yet it is important to go through the instructions of Exercises 9 and make sure the students know the purpose of the task: to train the students to locate the right want ads on the Internet.Second give students instructions on how to search for related information via the Internet. Then the instructor may ask the students to share information and discuss in groups before drafting their passages.This step shall take not more than 5 minutes. II. Part 2 Language in Use1. Period Five: l Step One: Homework check Check the homework assigned last period. Ask one or two students to read the summary and show the class the reference answer afterwards. As for the Internet task, have several students to give the oral presentation in front of the class. And ask the students to hand in their homework after class. This step shall take not more than 10 minutes. l Step Two: Dialogue: a job interviewFirst ask the students to listen to the dialogue and fill in the blanks. Then read it aloud.Third, have them practice the dialogue in pairs. Fourth, ask a few pairs to act out the dialogue. Finally go through the notes to the dialogue highlighting the practical information related to the subject. This step shall take around 20 minutes. Notes to the dialogue 1. personnel manager人事部经理 cf. HR (human resources人力资源部) managerSome of the common positions in companies:financial manager 财务经理 administration manager 行政经理plant/factory manager 厂长 administration staff 行政人员deputy manager 副经理 RD engineer 研发工程师PR manager 公关部经理 business manager 业务经理trainee manager 培训部经理 secretary of general manager 总经理秘书2. I know that this position offers a starting salary of around $1,500. 听说这个职位的起薪是一千五百美元左右。In addition to the basic salary (基本工资), there are many kinds of corporate benefits (公司福利):l paid holidays带薪休假 l housing fund program住房公积金 计划l working lunch工作餐l free working meal免费工作餐l meal allowance餐补 l employee club员工俱乐部 l thirteen months salary and year-end bonus 年底双薪及年终奖l annual medical check-up年度体检 l travel expenses交通费 l telecommunication expenses通讯费l overtime pay (overtime premium) 加班费l incentive travel旅游奖励l retail vouchers购物券l gym membership card健身卡l tea/coffee break工作茶饮l flexible work hours弹性工作时间l holiday allowance过节费l Step Three: Pair work: a job interviewGo through the situation descriptions and the learning section to make sure the students have a full understanding of the task before asking them to do the pair work. Ask a few pairs to act out the conversation in front of the class. The reference conversation is only to be shown later to help them improve their own. This step shall take not more than 10 minutes. 2. Period Six: This period will be devoted to the text: How to Write a Resum and Succeed at a Job Interview.l Step One: New words and expressions After a brief revision of some of the language points learned in the last period, begin the teaching of How to Write a Resum and Succeed at a Job Interview. And to begin with, quickly go through the new words and expressions listed after the text. This step shall take not more than 8 minutes. l Step Two: Text comprehension After making sure the students know the meaning of the new words, ask them to read the whole passage once and answer the questions, which will help them gain a general understating of the text. This step shall take not more than 10 minutes. l Step Three: Detailed study of the text Proceed to the detailed study of the text after making sure the s