全大学英语教案第三册

全新版大学英语第三册教案

Unit1ChangesintheWayWeLive

SuggestedTeachingPlan(5Periods)

Objectives

Studentswillbeableto:

1.1.graspthemainidea(toleranceforsolitudeandenergymadeit

possibleforthewriter'sfamilytoenjoytheirpleasantbutsometimes

harshcountrylife);

2.2.appreciatethevarioustechniquesemployedbythewriter

(comparisonandcontrast,topicsentencesfollowedbydetailsentences,

useoftransitionaldevices,etc.);

3.3.masterthekeylanguagepointsandgrammaticalstructuresin

thetext;

4.4.conductaseriesofreading,listening,speakingandwriting

activitiesrelatedtothethemeoftheunit.

TimeAllotment

1stperiod2ndperiod3rdperiod4thperiod5thperiod

Pre-reading;While-readingWhile-reading;Post-reading;Theme-Related

While-reading(PartsI-III)Post-readingCheckonSs'Language

(4-Part(comparison&homeLearningTasks

division,Partcontrast)reading

I)(TextB)

Pre-readingtasks

1.1.TasksSsthefollowingquestionsonthesongOutinthe

Country:(5minutes)

——Whatisthesongabout(takingabreakfromcitylife,escapingfrom

thecrowd)

——Howisthesongrelatedtothethemeofthisunit(Thesingerneedsa

breakbecausethepaceoflifehasquickened,theenvironmenthasbeen

changed,andtheoldlifestyleisgone.)

2.2.1)Ssdivideintothreelargegroups,undereachgroupsmaller

sub-groupsmayform.Eachlargegroupisassignedoneofthe

followingdiscussiontopics:

——Whydosomanymigrantworkers(民工)movefromthecountryto

thecity

——Whydocitypeoplebuyapartmentsorhousesinthesuburbs,evenin

thecountryside

——WhyaretoursofZhouZhuang(周庄)，LiJiang(丽江)oranyother

oldtownssopopularWhyaretouristswillingtopaytospendadayin

afarmer'shouse

2)Afterthediscussion,speakersofsomesub-groupsreporttoclass.

3)Tmaysumuplikethis:Peoplechangetheirplacesofliving

becausetheylookforthings

thattheirpreviouslifeisunabletoprovide.However,oncelifehas

beenchanged,theymiss

thegoodolddays.(20minutes)

3.3.SsdoClozeBinafter-textexercisestolearnaboutAmericans'

idealofacountrylife.ThenTleadsintothestudyofTextA.(10

minutes)

While-readingtasks

1.TtellsSshowtodividethetextintofourparts,andthattheyareto

sumupthemainideaofeachpartastheyreadalong(seeText

OrganizationExercise1).(2minutes)

2.SsreadthefirstsentencesofParagraphs1-3andsumupthemain

ideaofthispart.(3minutes)

3.TexplainslanguagepointsinthispartandgivesSspractice(see

LanguageStudy).(15minutes)

4.TexplainslanguagepointsinPartIIandgivesSspractice,(see

LanguageStudy).(20minutes)

5.Ssre-readPartIIandmakeasummaryofeachparagraphinit.T

writesdowntheirsummariesontheblackboard.Then,basedon

paragraphsummaries,SswillcomeupwithasummaryofPartII.(8

minutes)

6.SsreadthefirstsentencesofParagraphs8-11andsumupthemain

ideaofthispart.(3minutes)

7.TexplainsthelanguagepointsinthispartandgivesSspractice

(seeLanguageStudy).(20minutes)

8.TexplainslanguagepointsinPartIVandgivesSspractice(see

LanguageStudy).(20minutes)

9.Ssfindoutthetwospecialqualitiesthatmakeacountrylife

possible.(2minutes)

theStudyofLanguagePoints

1.getby:begoodenoughbutnotverygood;managetoliveordothings

inasatisfactoryway

e.g:Myparentsmanagedtogetbyonasmallamountofmoney.

Itisalittlebitdifficultfortheoldcoupletogetbyonsuchasmall

pension.

Wecangetbywithfourcomputersatthemoment,butwe'llneeda

couplemorewhenthenewstaffmembersarrive.

2.haul:1)transport,aswithatruck,cart,etc.

e.g:Thefarmershaulvegetablestothemarketonatruckeverymorning.

Therescueteamhauledmedicalsuppliesandfoodtothe

floodedvillages.

2)pullordragsth.witheffortorforce

e.g:Acarnehadtobeusedtohaulthecaroutofthestream.

Rescueworkershauledpassengersoutofthecrashedtrain.

3.purse:follow

e.g:AftergraduationMartinchosetopursethesamecareerashisfather

asaminister.

Collegestudentsareadvisedtopurseawiderangeofsubjects.

Publiceveningclassesallowpeopletoearnalivingduringthe

dayandpursevocationalandintellectualinterestsintheirspare

time.

4.getthrough:comesuccessfullytotheend

e.g:Thelocalgovernmenthastakensomemeasurestoensurethatallthe

peoplewillgetthroughthewinter.

Shegotthroughtheentranceexaminationandwasacceptedby

thecollege.

5.illustrate:providewithvisualfeatures;clarifybyuseofexample,etc.

e.g:Letmeuseanotherexampletoillustratethisdifficultpoint.

Theeditorhasillustratedthebookwithblack-and-white

photographs.

6.generate:bringintoexistence,produce

e.g:ThewidespreaduseofSpanishinsomeAmericancitieshas

generatedapublicdebateoverlanguageuseinthecountry.

Spacetechnologyhasgeneratedthousandsofproductsfor

everydayusesuchaslightweightmaterialsinrunningshoes.

7.premium:asumofmoneythatyoupayregularlytoaninsurance

companyforaninsurancepolicy

e.g:Theemployersmaketheemployeespayforalargeportionoftheir

healthinsurancepremium.

Somepeoplearecomplainingthatcarinsurancepremiumshave

increasedtoomuchthisyear.

8.dineout:eatamealawayfromhome(usu.inarestaurant)

e.g:Withtheimprovementoflivingstandards,morepeopledineoutat

weekends.

It'smydaughter'sbirthdaytoday,sowe'rediningouttonight.

9.patronize:gotoasacustomer

e.g:Whenhewasastudent,Sterlingoftenpatronizedthelittlerestaurant

neartheschool.

Theynolongerpatronizethelocaldepartmentstorebecauseof

itspoorservice.

lO.temptation:thefeelingofbeingtemptedtodosth.thatyouknow

mightbewrongorharmful;thethingyouwanttohave(uncountor

count)

e.g:Thekidscan'tresistthetemptationofMcDonald's.

Inmyviewstudentsshouldresistthetemptationtotakepart-time

jobsintheirfirsttwoyearsatcollege.

Post-readingtasks

1.1.1)SsworkinpairstofinishTextOrganizationExercise2.

Latersomeofthemmayreporttoclass.

2)TguidesSsthroughWritingStrategy.

3)TurgesSstousecomparisonandcontrastmoreeffectivelyintheir

ownwriting.(15minutes)

2.2.1)TasksSstore-readParagraph2andanalyzetherelationship

amongitssentences(onetopicsentence—"It'saself-reliantsortof

一followedbythreedetailsentences).

2)Ssre-readtherestofthetexttofindsimilarpatterns.Thenthey

wouldreporttheirfindingstoclass(seeTextAnalysis).

3)TencouragesSstomodeltheirownwritingafterthispattern.(15

minutes)

3.3.TguidesSsthroughsomeafter-textexercises.(25minutes)

4.4.TchecksonSs'homereading.(3minutes)

5.5.SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1

period)

6.6.TasksSstoprepareforthenextunit:(2minutes)

1)1)dothepre-readingtask;

2)2)previewTextA.

TextAnalysis

Theauthorwriteshispieceinaclearandlogicalway.Inmany

instancesheemploysthepatternof“onetopicsentence+severaldetail

sentences^^structure.It'seasyfbrreaderstograspthemainidea,anditis

alsoproveneffectiveforlearnerwriterslikeourstudents.

Sometimesthedetailsentencesrunparalleltoeachother,likethosein

Paragraph2.Insomeotherparagraphsthedetailsentenceshavetheirown

hierarchy.TakeParagraph5forexample.Thefirstsentencetellshow

busy“1"am.ThesecondsentencestatesthatSandy,thewife,isalsobusy.

Thefinalsentenceisakindofsummary-nobodycanrelax.Yet

followingthesecondsentencethereareafewmoredetailsentences

showingexactlyhowtightascheduleSandyhas.TakeParagraphs12-13

foranotherexample.Thetopicsentencethereinis“Isuspectnoteveryone

wholovesthecountrywouldbehappylivingthewaywedo.Ittakesa

coupleofspecialqualities."Thentherearetwosub-topicsentences:"One

isatolerancefbrsolitude";"Theotherrequirementisenergy-alotof

it.”Eachsub-topicsentencehasitsownsupportingdetails.

Sometimesthereisnotransitionaldevicesbetweendetailsentences,

sometimesthereare,themostfrequentlyusedoneofwhichistimewords

orphrases.Forexample,thedetailsentencesinParagraph4beginwith

“threemonthsago","threemonthsfromnow","recently",and"laterthis

month^^,respectively.Tobesure,otherconjunctionsscatterthetext,like

“first”-“then”一“then”一“eventually”inParagraph7.

Unit2CivilRightsHeroes

SuggestedTeachingPlan(5periods)

Objectives

Studentswillbeableto:

1.1.understandthemainidea(earlycivil-rightsstrugglesinthe

U.S.,esp.theUndergroundRailroad);

2.2.learntouselibraryresourcesandotherresourcesfor

information;

3.3.graspthekeylanguagepointsandgrammaticalstructuresinthe

text;

4.4.conductaseriesofreading,listening,speakingandwriting

activitiesrelatedtothethemeoftheunit.

TimeAllotment

1stperiod2ndperiod3rdperiod4thperiod5thperiod

Pre-readingPre-readingWhile-readingPost-reading;Theme-Related

(ClozeB);(continued)CheckonLanguage

While-readingstudenfsLearningTasks

(naturalhome

division,Partreading

I-PartIII)(TextB)

Pre-readingtasks

1.1.TasksSsthefollowingquestionsontherecording(5minutes):

——WhatarethespecialcontributionsofAbraham,JohnandMartinto

theAmericans(Theyalladvocatedblackcivilrights.)

——Howdidtheydie(Theywereallassassinated.)

2.2.KnowledgeofAmericangeography

1)1)TbringsamapoftheUSAtoclass,hangsitinthefrontof

theclassroom.

2)2)TexplainsthattheUSAwasdividedaftertheAbolitionAct

(废除黑奴制法案)：theNorthernStatessupportedit,whilethe

SouthernStatesdisapprovedofit.

3)3)TcirclesouttheSouthernStates((Alabama,Arkansas,

Florida,Georgia,Louisiana,Mississippi,NorthCarolina,South

Carolina,Tennessee,Texas,andVirginia)andtheDeepSouth

states(Alabama,Florida,Georgia,Louisiana,andMississippi)on

themap.

4)4)Ssscanthetexttofindoutallplacenames(DresdenOntario,

RipleyOhio,OhioRiver,Kentucky,NorthCarolina,New

Portlndiana,Maryland,Cincinnati,BuffaloN.Y.,NiagaraRiver)

andlocatethemonthemap.TmayinviteSstocomeuptothe

mapandtracetheHensons5escaperoute(i.e,,thelastsectionof

thetext)onit.(10minutes)

3.3.KnowledgeofChristianity

1)1)Texplainsthat,forhistoricalreasons,manyblackslaves

believedinChristianity,likeUncleTominUncleTomsCabin.

Therefore,inblackwritingstherearefrequentreferencesto

Christianity.

2)2)Twritesdownthefollowingvocabularyitemsonthe

blackboard:theCreator,anAfricanAmericanMoses,Quaker,

Bible,Methodistminister,Bethlehem,salvation.

3)3)Ssself-studytheirmeaningsbyreadingtheNewWords

andExpressionsandProperNamessectionsfollowingthetext.

4)4)TcheckSsunderstandingand,ifnecessary,givefurther

guidance(seeTextAnalysis).(10minutes)

4.4.Out-of-classresearchprojects:TguidesSsthroughWriting

Strategy,thentellsthemtoformgroupstoresearchintothediscussion

questionsinPartIV:Theme-RelatedLanguageLearningTasksby

usinglibraryresources,theInternetandotherresources.Eachgroup

membermayfocusononlyonediscussionquestion.Theywillshare

findingsinalaterclass.(9minutes)

5.5.SsdoClozeBtogetabetterunderstandingoftheUnderground

Railroad.(15minutes)

While-readingtasks

1.1.Ssscanthetexttoseeifthereisanynaturaldivisionbetween

partsofthetext.(Thereisablanklinebetweeneachpart.)(2minutes)

2.2.TexplainsthekeylanguagepointsinPartIandgivesSs

practice(SeeLanguageStudy).(10minutes)

3.3.Sssumupthemainideaofthispart(seeTextOrganization

Exercise1),thenidentifythesentencewhichconnectsthispartwith

thefollowingparts(LastsentenceinParagraph5-"Iwasintenton

tellingtheirstories.“)(3minutes)

4.4.TexplainsthekeylanguagepointsinPartIIandgivesSs

practice(seeLanguageStudy).(15minutes)

5.5.Sssumupthemainideaofthispart(seeTextOrganization

Exercise2).(3minutes)

6.6.TexplainsthekeylanguagepointsinPartIIIandgivesSs

practice(seeLanguageStudy).(15minutes)

7.7.Sssumupthemainideaofthispart(seeTextOrganization

Exercise2).(3minutes)

8.8.TexplainsthekeylanguagepointsinPartIVandgivesSs

practice(seeLanguageStudy).(15minutes)

9.9.Sssumupthemainideaofthispart(seeTextOrganization

Exercise2).(3minutes)

10.10.TmakeSsrealizethatthelastthreepartsareall“stories”

supportingParti.(2minutes)

11.11.TdrawsSsattentiontothetwodifferentusagesof"but"inthe

text-"Therewasroomforallbuttwo"and"JosiahHensonisbutone

nameonalongSsthendoafter-textExerciseII.Wordswith

MultipleMeanings.(15minutes)

LanguageStudy

1.slender:(ofpeople)slim;notverywidebutcomparativelylongorhigh

e.g:Althoughherfacewasquiteplain,shehadlong,slenderexpressive

hands,likeaconcertpianist.

Kingcrabshavelong,slenderlegs,withaspanover1meter(3

feet).

2.confident:feelingorshowingtrustinoneselforone'sability(usu.

followedbyabout/of/thatclause)

e.g:Michaelwasconfidentthathewouldbeenrolledby

HarvardUniversity.

Themorefamiliaryouarewiththismachine,themoreconfidentyouwill

beaboutusingit.

Thesoccerteamisquiteconfidentofbeingabletowinthis

importantgame.

3.ironically:itseemsironic(that)

e.g:Ironicallythewidespreaduseofantibioticsseemstobecausingalot

ofunexpectedhealthproblems.

Ironicallyitisoftenthepoorerpeoplewhogivethemost.

4.forge:(fig)createbymeansofmuchhardwork

e.g:Thetwocountriesagreedtoforgeclosereconomicties.

Sheforgedanewcareerforherselfasasinger.

5.beintentondoingsth.:beeageranddeterminedtodosth.

e.g:Workingdayandnight,Janetseemsintentonbreakingtherecordin

theGuinnessBookofRecords.

6.peer:lookcloselyorcarefully,esp.asifunabletoseewell(followed

byat/through/into,etc.)

e.g:Stephenhadbeenpeeringatacomputerprintoutthatmadenosense

atall.

Hawkingwasatypicalgrind,underweightandawkwardand

peeringthrougheye-glasses.

7.capture:capturingorbeingcaptured

e.g:Rebelforcescapturedthecityafteraweek-longbattle.

Someoftheterroristswhowereinvolvedinthe9.11eventwere

capturedbytheFBI.

8.religious:ofreligion

e.g:Daoism(Taoism)isoneofthethreemainreligiousandphilosophical

traditions,theotherbeingConfucianismandBuddhism.

Thelocalgovernmentwantstoincreasetheamountofreligious

educationinschools.

9.impose:1)placea(penalty,tax,etc.)officiallyonsb./sth.

e.g:Thegovernmenthasmadeadecisiontoimposeafurthertaxon

winesandspirits.

Thelocalgovernmenttriedtoimposefinesonthefactories

whichpoureduntreatedwasteintotheriver.

2)trytomakesb.accept(anopinionorbelief)

e.g:Iwouldn'twanttoimposemyreligiousconvictionsonanyone.

Itmaynotbewiseforparentstoimposetheirowntastesontheir

children.

10.makethebestof:acceptanunsatisfactorysituationcheerfullyandtry

tomanageaswellasyoucan

e.g:Iknowit'scoldandrainingbutwe'reherenow,solet'sjustmakethe

bestofit.

Thelivingconditionsinthevillagewereverypoor,butwehad

tomakethebestofit.

Post-readingtasks

1.1)Ssformgroupstodiscussthefollowingquestions:

——AmongsomanyparticipantsoftheUndergroundRailroad,whywere

Johnparker,LeviCoffinandHensonchosenastheirrepresentativesWho

dotheyeachrepresent

——WelearnaboutHensoninPartI,thenwhyishisstorydelayeduntil

thelastpart

——Whydoestheauthorsometimesquotedirectlyfromcharactersinthe

stories

(TheanswerstothesequestionsarediscussedbelowinTextAnalysis.)

2)SomeSsgroupreportdiscussionresultstoclass,(seeText

Analysis)(20minutes)

2.TguidesSsthroughsomeafter-textexercises.(20minutes)

3.TchecksonSs5homereading(TextB).(3minutes)

4.4.SsdoPartIV:Theme-relatedLanguageLearningTasksby

drawingontheirout-ofclassresearchproject.(1period)

5.5.TasksSstopreparethenextunit(2minutes):

1)1)dothepre-readingtask;

2)2)previewTextA.

TextAnalysis

Whenwelearnaforeignlanguage,wemustalsolearnthecultureof

thespeakersofthat

language.TextAinthisunitisagoodcaseinpoint.Readersneedsome

basicknowledgeofChristianity.Sometermsinthistextaremarkedly

Christian,like"MethodistMinister","Bible","Quaker”.Othersreferto

charactersorplacesfromBiblicalstories,suchasMoseswholedthe

JewishpeopleoutofslaveryinEgypt,orBethlehem,aholycityfor

Christians.

TheauthortellsthreestoriesabouttheUndergroundRailroadandthe

earlyBlackcivilrightsmovement.Thethreestoriesarechosenbecause

theyarerepresentativeofallparticipantsinthismovement:JohnParker

isafreedslavewholaterturnedintoacourageous“conductor"；Levi

Coffinisabravewhite“conductor"；JosiahHensonisaslavewho

struggledhiswaytofreedomwiththehelpoftheUndergroundRailroad.

WelearnaboutthenameofJosiahHensonatthebeginningofthetext,

yethisfullstoryisnottolduntilthelastpart.Inthiswaytheauthor

achievescoherenceoftext.

Directspeechesaremoreconvincingthanindirectspeech,especially

whenitcomestoexpressingpersonalbeliefs.Forexample,thetext

quotesLeviCoffinsaying“TheBible,inbiddingustofeedthehungry

andclothethenaked,saidnothingaboutcolor.,5

Onotheroccasions,directspeechmakeastorymorevivid.For

example,intheJohnParkerstory,charactersspokeshortsentencesto

stresstheurgencyofthesituation.Foranotherexample,JosiahHenson

threwhimselftothegroundandshoutedtoastonishedonlookers:ctOh,no!

Don'tyouknowI'mfree!^^Hisjoyaffectsusall.

Unit3Security

SuggestedTeachingPlan(5periods)

Objectives

Studentswillbeableto:

1.1.graspthemainidea(Americaisdeterioratinginto“themost

insecurenation^^)andthestructureofthetext(opening—body-

conclusion);

2.2.learntousecomparisonandcontrastinwritingmoreeffectively

andtousekeywordsformoreefficientreading;

3.3.masterthekeylanguagepointsandgrammaticalstructuresin

thetext;

4.4.conductaseriesofreading,listening,speakingandwriting

activitiesrelatedtothethemeoftheunit.

TimeAllotment

1stperiod2ndperiod3rdperiod4thperiod5thperiod

Pre-reading;While-readingWhile-reading;Post-reading;Theme-Related

While-reading(understandingPost-readingCheckonLanguage

(understandingtexttitle,Part(cause&students5LearningTasks

texttitle)I,PartII)effect,home

comparison&reading

contrast)(TextB)

Pre-readingtasks

1.1.TasksSsthefollowingquestionsontherecording:

——WhoisMr.SaturdayNightSpecial(thegun)

——Whatisthemessageofthesong(Ifsdangeroustohaveguns.)(5

minutes)

2.2.Thesecuritymeasureswetake:

1)1)Ssformgroupstodiscusseitherofthefollowingtwo

questions:

——Inourfamilies,whatmeasuresdowetaketopreventburglaries

Forexample,isthereananti-burglarydooratyourapartment

——Inourcontactwiththeoutsideworld,whatprecautionsdowe

taketosteerclearofdangerForexample,dowespeaktostrangers

2)2)SomeSsreportdiscussionresultstoclass.(20minutes)

3.3.Tmayleadintothetextbysaying:OnceuponatimeinChina,

noonepickedupandpocketedanythinglostontheroad,whileno

familyhadtheneedtoboltthedoorsatnight(路不拾遗，夜不闭户).

However,thisisnolongertruenowadays.Thesamechangehastaken

placeintheUS.LefsseehowinsecureanationtheUShasbecome.

(2minutes)

While-readingtasks

1.1.Understandingtexttitle

1)1)TinvitesseveralSstointerpretthetitleTheLandofthe

LockintheirownwordsinEnglish.

2)2)Ssscanthetexttounderlinesentencescontainingtheword

"lock"orthewordroot"lock".

3)3)SsreadoutthosesentencestoT,whocopiesthemdownon

theblackboardinorder:

——...thedoorwasclosedbutnotlocked(Para.1)

——...doorsdonotstayunlocked(Para.2)

——Ithasbeenreplacedbydead-boltlocks,securitychains,electronic

alarmsystems...(Para.

4)

——ThelockisanewsymbolofAmerica.(Para.6)

——...apictureofachild'sbicyclewiththenow-usualpadlock

attachedtoit...(Para.6)

——...thetransformationofAmericafromtheLandoftheFreetothe

LandoftheLock

(Para.7)

——...wedevisewaystolockthefearout(Para.16)

——Wemayhavelockedtheevilsout,butinsodoingwehavelocked

ourselvesin.(Para.18)

4)4)TasksSstogooverthesesentencesagain,payingspecial

attentiontotensechanges.

5)5)Basedonthesesentences,Sssummarizethemainideaof

thistext,(seeTextAnalysis)(20minutes)

2.2.TguidesSsthroughthedirectionsforTextorganization

Exercise2,sothattheyunderstandthethree-partstructureofthetext.

(3minutes)

3.3.TexplainskeylanguagepointsinPartIandgivesSspractice

(seeLanguageStudy).(10minutes)

4.4.SssumsupthemainideaofParti.(2minutes)

5.5.TexplainskeylanguagepointsinPartIIandgivesSspractice

(seeLanguageStudy)(30minutes)

6.6.SsdoTextOrganizationExercise1.(10minutes)

7.7.TexplainskeylanguagepointsinPartIIIandgivesSspractice

(seeLanguageStudy).(15minutes)

8.8.SssumupthemainideaofPartIII.(3minutes)

LanguageStudy

1.onthelatch:(ofadoor)closedbutnotlocked

e.g:Letyourselfin;thedoorisonthelatch.

Don'tforgettoleavethefrontdooronthelatchifyougotobed

beforeIcomeback.

2.vulnerable:exposedtodangerorattack;unprotected

e.g:Intrudersaredevelopingtechniquestoharnessthepowerofhundreds

ofthousandsofvulnerablesystemsontheInternet.

ComparedwithSaudiArabiansoccerteam,theChineseteamis

morevulnerable.

Museumsinthedevelopingworldoftenhavefewersecurity

measuresandthusremainmorevulnerabletothefts.

3.tranquil:calm,quiteandundisturbed

e.g:Thehospiceaimstobringpeaceandcomforttothedyingbyoffering

expertcareandatranquilatmosphere.

Visitorsliketostayinthishotelbecauseitisbeautifuland

locatedinatranquillakearea.

4.buildin/into:make(sth.)aspartofthestructure

e.g:Thecupboardsinthekitchenareallbuiltin.

Wearehavingshelvesbuiltintothewalloverthebed.

5.premise:1)(pl)allthebuildingsandlandthataninstitutionoccupies

ononesite

e.g:Thereisakitchenonthepremises.

Theshopsellsfoodbutdoesn'tallowittobeeatenonthe

premises.

Thecompanyislookingfornewpremises.

2)sth.thatyouacceptastrueanduseasabasisforanotherideaorwayof

thinking(usu.followedbythatclause)

e.g:Thecorporationoperatesonthepremisesthatfamilylifedirectly

affectsbusinessresults.

Theprogramstartedfromthepremisethatmenandwomenare

onequaltermsinthissociety.

6.putup:buildorerect

e.g:Heputupanewfencearoundhishouse.

Mostoftheoldbuildingswerepulleddownsothatblocksof

apartmentscouldbeputup.

7.barricade:abarrieroflargeobjects,intendedtostopanenemy;block

withabarricade

e.g:Theriotersbarricadedstreetswithpilesofblazingtyres.

Protestershavebeenputtingupbarricadesacrossanumberof

majorstreets.

8.hold/keep(sb.)atbay:prevent(anenemy,pursuers,etc.)fromcoming

near

e.g:Eatingorangeskeepscoldsatbay.

Sheleftthelightonatnighttokeepherfearsatbay.

9.bebathedin:coverorenvelopasifwithliquid

e.g:Thefieldsandwoodswerebathedinagoldenlightatsunrise.

Hewasinterviewedinaroombathedinsoftredlight.

Shebathedherfeetinwarmwatertorelievethepain.

lO.lookbackon:thinkabout(sth.)inone'spast

e.g:Whenyoulookbackonyourlife,whatmomentswouldyoucherish

themost

Inhisspeechthepresidentlooksbackontheeconomic

recoveryandmakeclearhisdesiretoreducethefederalbudget.

Post-readingtasks

1.1.Causeandeffect

1)1)TguidesSsthroughWritingStrategy.

2)2)TinvitesseveralSstosumupthecause—effectstructureof

TextA(Fearanddistrustleadtovarioussecuritydevices,whichin

turnmakestheAmericansprisonersoftheirownmaking.)

3)3)SsreconsiderTextOrganizationExercise1,thenanswerthe

question:Howarethesedetailsarranged(categoricalarrangement)

(10minutes)

2.2.Comparisonandcontrast

1)1)Ssre-readParagraphs1,4,10,11,12,and13,thentellwhat

thesethreepairsofparagraphshaveincommon.(Eachpair

contrastthepastsituationwiththepresentone.)

2)2)Ssdiscusswhattransitionaldevicesareusedtoconnect

thosepairstogether.

3)3)SomeSsreporttoclass,(seeTextAnalysis)(15minutes)

3.3.TguidesSsthroughsomeafter-textexercises.(30minutes)

4.4.TchecksonSs'homereading(TextB).(3minutes)

5.5.SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1