成都东软学院
应用外语
系（部）
《综合英语（四）》课程教案
专业教育
管理团队
英语专业教育教学管理团队
课程性质
通 识 课□
必 修 课
年级专业
2018 级英语专业
学生层次
本科
任课教师
段永佳
学时学分
课外学习
安排
授课时间
先修课程
/项目
后续课程
/项目
专 业 课
选 修 课□
专科□
总学时：64
课程负责人
理论学时：64
段永佳
实践学时：0
总学分：4

分组讨论

分组练习

课后作业

预习/复习
2020-2021 学年第 2 学期第 1 周至第 16 周
综合英语（一）
，综合英语（二）
，综合英语（三）
高级英语（一）
，高级英语（二）
教材及参考资料：
1.《现代大学英语》
，杨立民，外语教学与研究出版社，2012 年 7 月第二版
2.《现代大学英语》
（教师用书）
，杨立民，外语教学与研究出版社，2012 年 2 月第二
版
3.《大学教材全解——现代大学英语》，石满霞等，海洋出版社，2012 年 8 月第一版
教学资源
其他教学资源：
1. 英语专四词汇突破 8000（新题型），
《英语专四词汇》编写组编，世界图书出版公司，
2017 年 4 月第二版
2. 中国日报 http://www.chinadaily.com.cn
3. 纽约时报[美] http://www.nytimes.com
4. www.unipus.cn
成都东软学院课程教案
上课要求是多媒体教室，要求能连接校内网，有足够多电源插座以帮学生自带电脑电
源，投影仪与话筒正常使用 。
教学环境
课程代码：0220423540
模版版本：Ver3.2
-1-
成都东软学院课程教案
单 元 教 案 首 页
单元
教学环境设计
单元
名称
学时
CU(1)
周次
10
第 1-3 教学周
多媒体教室
Unit1
TextA Thinking as a Hobby
TextB The Pleasures of
Learning
项目名
称（级
别）
无
1． 能牢记本单元的词汇和重点短语，并能运用“重点词汇”进行交流。
理论知识
2． 能理解本单元的阅读文章，能掌握阅读文章中的语言点并能对重要语
言点进行应用，同时了解阅读中的背景，培养和提升广博的文化素养。
1. 掌握从阅读文章题目中获取信息以及信息推断的技巧。
2. 了解作者的语言特点和写作风格
教学
目标
专业技能
3. 掌握文章的结构及大意
4. 掌握本单元出现词汇常用搭配及句型
5. 在理解作者观点基础上发表自己的看法
个人素质
1.
帮助学生培养健康的心理状态、生活习惯和职业态度
2.
通过完成任务的过程培养学生的团队合作意识
3.
培养学生的就相关话题的口头及书面沟通能力
（1）教学重点：
精读文章中重点句的理解、翻译、背诵及运用
了解文章写作风格和语言风格
掌握构词方式：① suffix- ette ② prefix- out ③root: pos, dict
提高学生的英语口语表达和交流能力，培养批判性思维
教学
重点
难点
通过大量的课后练习，培养学生良好的学习习惯
通过讨论及单元任务的完成培养合作的团队意识。
（2）教学难点
精读文章中重点句型的理解及翻译
掌握本单元的文体特征（比喻、转喻、提喻）
能够对课文相关话题的讨论问题进行较为流利陈述
能够在理解作者观点的基础上发表自己的观点
批判性思维的养成
成都东软学院课程教案
教学
方法
手段
媒介
教学方法：讲授，讨论，角色扮演，练习，合作学习，自主学习，读书，问题教学等
教学媒介：多媒体 PPT，板书，音像，视频等
教学组织方式及相关内容安排：
教学
组织
方式
1.讲评——language points(words, phrases & expressions)
2.互动——Text A (talking point and critical thinking)
3.讲解——text organization, key language points and difficult sentences, language style
4.操作――language points exercises; translation; Text B; quiz.
无
项目
简介
要求
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成都东软学院课程教案
教
学
设
计
【教学进程安排】
重点设计教学步骤与具体内容安排。
主要内容
Warm-up
Pre-reading tasks（check-on
previewing）
Language study(key words)
Text A
Culture points (background
information)
Reading and interpreting
Text appreciation
Exercises（语法、翻译等）
Text B
Review and
checkup
Self-learning
Reinforcement(topic
discussion,presentation,
performance,etc）Presentation(unit
task)
Review
合计
教学组织实施
方式
教师引导、课堂
讨论
教师引导、讲解
及学生讨论
教师引导、教师
讲解并提问和
学生互动
自主学习、课堂
讲解
教师引导及讲
解
教师引导、课堂
讨 及讲解
教师讲解及核
对
教师引导，学生
自学，教师抽查
学生展示
时间分配
课上
课下
课次
15mins
20mins
30mins
45mins
25mins
10mins
15mins
90mins
30mins
第二次课
90min
25min
第三次课
90min
60min
第四次课
第一次课
60min
45mins
60mins
第五次课
测试，学生参与
45mins
30mins
450mins
335mins
一、 内容导入（About 15 mins）
Activity 1:Quotations on Thinking
“Intelligence is something we are born with. Thinking is a skill that must be learned.”
—Edward de Bono
“Most people can’t think, most of the remainder won’t think, and the small fraction who do think mostly
can’t do it very well.”
—Robert Heinlein
“I think, therefore I am.”
—René Déscartes
“I cannot teach anybody anything, I can only make them think.” —Socrates
“We think too small. Like the frog at the bottom of the well. He thinks the sky is only as big as the top of
the well. If he surfaced, he would have an entirely different view.”
—Mao Zedong
Learning without thought is labor lost.
—Confucius
注
释
及
备
注
成都东软学院课程教案
Man is but a reed, the most feeble thing in nature, but he is a thinking reed (一株会思考的芦苇).
-- Blaise Pascal
Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read
ours.
-- John Locke
Education is the methodical creation of the habit of thinking.
-- Ernest Dimne
Activity 2. Picture Description
Please describe the following pictures in detail and depict their symbolic meaning in your own words.
Compare your answer with that of the author, and try to find their symbolic meaning in the boy’s (the
author) eyes.
Activity 3: Warm-up questions
First, let’s THINK about the title for a while:
 What do you do for a hobby?
 What does a hobby mean for you?
 What does the author mean by saying “thinking as a hobby”?
 What kind of content did you expect or predict with such a title?
 Has the text met your expectation or has it given you a surprise? Do
you like the text?
 Have you ever considered thinking as a hobby?


二、 主要内容设计
Step 1: Pre-reading tasks(about 20mins)
Activity1: Pre-reading questions(p11-12)
 Do you like this essay? Give one good reason no matter what
your answer may be.
 Why do you think the author wrote this essay? To describe his
troubled childhood? To make fun of some of his teachers in his grammar school? To entertain his
readers with his humorous ancestors? To tell people how his hobby of thinking cost him his girl
friend and made him misfit in the society? To make young people see the importance of thinking?
Or what?
How does the author classify thinking?
How does the author define the three grades of thinking? Give examples of what these three grades
of thinkers would be like today in our country. Which of the three grades do you think you belong
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成都东软学院课程教案
to?
 Can you think of one good question about thinking that you would like to bring up for class
discussion?
Activity2: Checking on the preview
1. Write down the following information on a sheet of paper:
 The title of the text;
 The name of the author;
 Key words, phrases & idiomatic expressions;
 A one-sentence summary of the text;
 An outline of the text;
 Parts of the text you find difficult to understand;
 One meaningful question you especially want to raise about the text. Exchange questions within
groups to answer.
2. Check Ss’understanding of the text
 Definition:
Argument flagged. (Para. 26)
I was given the third degree to find out what had happened. (Para. 28)
 Paraphrase:
If either happened to be prominent in current affairs, no argument could make Mr. Houghton think well
of it. (Para. 21)
Grade-two thinking, though it filled life with fun and excitement, did not make for content. (Para. 29)
Step2: Background information(About 10min)
Ask students to acquire relevant background information
① the author ②Venus(textbook P7-2) ③ Rodin's Thinker(textbook P7-3)
1. The author-William Golding(1911 – 1993)
2. His influence
"Twenty-five years ago I accepted the label ‘pessimist' thoughtlessly without realising that it was going
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成都东软学院课程教案
to be tied to my tail… Critics have dug into my books
until they could come up with something that looked
hopeless. I can't think why. I don't feel hopeless
myself… Under some critical interrogation I named
myself a universal pessimist but a cosmic optimist…”
3.His works
Some other works
Step 3: Language study(about 45mins)
Key words and expressions
①meaning of the words ② usage of the key words
Words: statuette, lest, filing, muscular, delinquent, symbolize, disintegrate, penal, writhe, contemplate,
spectacle, anguish, masterpiece, bitterly, ruinous, exalted, oratory, hustle, hideous, draught, impediment,
reel, unaccustomed, high-minded, monologue, bulge, detestation, prominent, hypocrisy, disinterested,
remorselessly, proficient, pious, solidary, outnumber, fuss, heady, league, costly, flag, restively,
undeserved, libertine, deficiency, irreverent, rotten, devise, trifle
Phrases: catch the light, leap to one’s feet, endow sb with sth, leave sb/sth out(of sth), find out(about
sb/sth), be given to(doing) sth, think well of sb, confer th on/upon sb, for my money, give sb the third
degree, make for sth, few and far between, aspire to sth, do away with sth
Step 4: Reading and Interpreting(about 90mins)
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成都东软学院课程教案
Activity 1: Learning Objectives:
 Content:
Understand the author’s classification of three grades of thinking
Summarize the characteristics of each grade of thinking
Comment on the author’s classification
Solve your own questions about the story
 Writing & Language
Appreciate the use of humor, sarcasm, and exaggeration
Analyze the rhetorical devices used: similes, metaphors; metonymy, parallelism, etc.
Activity 2: Text organization




Part One (Para.1-15): Broad introduction on how the author first got knowledge of thinking.
(Prelude/ Introduction)
Part Two (Para.16-24): Grade-three thinking, which is often full of unconscious prejudice, ignorance
and hypocrisy, can only be regarded as feeling but not thought.
Part Three (Para.25-29): Grade-two thinking, which is the detection of contradictions, is a
withdrawal.
Part Four (Para.30-35): Grade-one thinking demands setting out to find the truth and get it.
Activity 3:Detailed discussion of the text
1.



Theme
What is the central idea of the text?
Who was the author addressing to?
What was his purpose?
Thinking is not just for professional thinkers like philosophers. It is something all educated people
should enjoy doing, and it is considered one of the most precious qualities in young scholars for the
healthy mental development.
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成都东软学院课程教案
2. Detailed explanation of the key points
a. detailed explanation of the difficult sentences
1) Nature had endowed the rest of the human race with a sixth sense and left me out. ( para. 15)
A sixth sense: a keen intuitive power. Here, the author means the ability to think
To endow sb. with sth.: to provide sb. with a natural quality or talent
e.g.: She is one of those lucky women who are endowed with both a sharp brain and great beauty.
God has not endowed him with much humor.
Paraphrase: Everybody, except me, are born with the ability to think.
2) You could hear the wind, trapped in his chest and struggling with all the unnatural impediments. His
body would reel with shock and his face go white t the unaccustomed visitation. He would stagger
back to his desk and collapse there, useless for the rest of the morning. (para. 19)
Struggling with all the unnatural impediments: the fresh air had to struggle with difficulty to find its
way to his chest because he was unaccustomed to this.
Trapped … struggling …: V-ed and V-ing as object complement
His body would reel and his face go white: he would stagger or be thrown off balance, and his face
would go white.
Useless for the rest of the morning: unable to do anything for the rest of the morning
Note the humorous effect achieved through the use of exaggeration and formal style.
Paraphrase: You could hear the fresh air struggling with difficulty to find its way to Mr. Houghton’s
chest, because his chest seemed to be unaccustomed to this, which was obviously caused by drinking. He
would be thrown off balance, and his face would go white because of the shock of the unexpected visit of
the fresh air. He would step away unsteadily to his desk and fell into the chair, unable to do anything for
the rest of the morning.
3) Mr. Houghton was given to high-minded monologues about the good life, sexless and full of duty.
(para.20)
To be given to: to be habitually inclined to do (sth.), e.g.:
He is much given to blowing his own trumpet.
She was given to hasty decisions.
They were much given to senseless gossip.
High-minded monologue: a highly moral speech
Obviously in Mr. Houghton’s clean life, there is no place for alcoholic drink, sex, and other worldly
pleasures. This is, of course, ironical. The use of the word “sexless” is particularly funny in view of the
fact that his eyes are always riveted on any girl passing by.
4) Technically, it is about as proficient as most businessmen’s golf, as honest as most politicians, or as
coherent as most books that get written.( para 23)
Coherent: orderly, logical, and consistent relation of parts
This ironical sentence shows that the author not only considers those people incompetent, dishonest and
incoherent, but also despises most businessmen, distrusts most politicians and dislikes most publications.
5) They have immense solidarity. We had better respect them, for we are outnumbered and
surround.( para. 24)
They have immense solidarity.
They usually represent the great majority.
Note that the author believes that most people are parrots. They like to follow the crowd or jump on the
bandwagon (= to opportunistically join the majority)
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成都东软学院课程教案
6) Man enjoys agreement as cows will graze all the same way on the side of a hill.( para.24)
Figure of speech used here: Simile: enjoy the peaceful, safe and harmonious environment. The author
thinks that it is probably human nature to enjoy agreement because it seems to bring peace, security,
comfort, and harmony.
7) Grade-two thinking is the detection of contradictions. Grade-two thinkers do not stampede easily,
though often they fall into the other fault and lag behind. Grade-two thinking is a withdrawal, with
eyes and ears open. It destroys without having the power to create. (para.25)
To stampede: to get easily frightened and run with the crowd
To fall into the other fault: to go to the other extreme, that is, to act too slowly and lag behind
Withdrawal: detachment from some emotional involvement; refusing to be part of the crowd
Paraphrase: Grade-two thinking is the way of thinking by detecting all kinds of conflicting points.
Grade-two thinkers do not follow the majority easily, though they go to the other extreme, that is, to act
too slowly and lag behind. They usually, with alertness, refuse to be part of the crowd. Grade-two
thinking is more destructive than constructive.
8) I slid my arm around her waist and murmured that if we were counting heads, the Buddhists were the
boys for my money. She fled. The combination of my arm and those countless Buddhists was too much
for her.(para.27)
If we were counting heads: if we were talking about the number of people who believe in this
The Buddhists were the boys for my money: I would bet on the Buddhists; I believe the Buddhists are
greater in number.
For my money: in my opinion; I bet; I’m sure
Too much for her: more than she could accept or bear
Paraphrase: I put my arm stealthily around her waist and said in low voice that if we were talking about
the number of people who believe in certain kind of religion, I would bet on the Buddhists. She was
frightened and fled away from me because of my delinquent behavior and our contradictory opinions on
religion.
Note the author’s description of the contrasting combination of his intimate action and strong defiant
expressions, which eventually made Ruth withdraw and give up as a grade-two thinker.
9) I was given the third degree to find out what had happened. I lost Ruth and gained an undeserved
reputation as a potential libertine. (para.28)
To be given the third degree: to be severely questioned or interrogated (It sometimes means “to be
beaten up or tortured by the authorities”.)
Libertine: one who acts without moral restraint; one who is morally loose
Paraphrase: I was severely questioned to find out what I had done on Ruth. I lost Ruth and was regarded
as a person who might have a immoral life in the future. This reputation, to be certain, should not have
belonged to me.
The author lost his girlfriend and won a bad name even as a grade-two thinker, satisfying himself by
finding out deficiencies but not seeking for the truth.
Note the effect of the author’s self-mockery.
10) Grade-two thinking, though it filled life with fun and excitement, did not make for content. To find
out the deficiencies of our elders satisfies the young ego but does not make for personal security. It
took the swimmer some distance from the shore and left him there, out of his depth. (para.)
To make for: to be likely to have a certain result; to make sth. possible
Content: ease of mind
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成都东软学院课程教案
More examples:
I think this book will make for very interesting reading.
This widening gap between the rich and poor will not make for social stability.
To satisfy one’s ego: to make one feel proud of one’s ability and cleverness.
To be out of (beyond) one’s depth: to be in water that is too deep for you to stand in and breathe 水深过
头；为某人力不能及的
The author uses this metaphor to express the idea that grade-two thinking has its limitations. It does not
have anything positive to offer.
Paraphrase: To find out the weakness of our elders makes the young feel proud of themselves, but it may
bring about dangers to them, too. The young would be the same as a swimmer who was taken away from
the shore to a dangerous place where his safety was out of control.
11) But these grade-one thinkers were few and far between. They did not visit my grammar school in the
flesh though they were there in books. (para.30)
Few and far between: very few (used as a predicative)
More idiomatic pairs of adjectives like this:
Safe and sound; dead and gone; cut and dried; hale and hearty; short and sweet; null and void; meek
and mild; free and easy; fair and square; black and blue
They did not visit my grammar school in the flesh: No grade-one thinkers could be found in my school
although I had read or heard about such people.
In the flesh: as actual people 本人；活生生的；活着的
Paraphrase: But these grade-one thinkers were too few. No grade-one thinkers could be found in my
school although I had read about such people in books
b. text appreciation
1) How are the three statuettes described by the boy and what do they symbolize?
2) What do the three statuettes symbolize? What effect do the boy’s descriptions have?
They represented the whole of life. The leopard stood for all animal needs or desires; Venus stood for
love and the Thinker stood for thinking as a uniquely human feature.
An humorous and sarcastic effect has been achieved by the author’s description of the statuettes, which
established a background to support his later analysis of three grades of thinking and some human
natures.
3) How did the author describe the following figures to demonstrate his analyses of different grades of
thinking?
Headmaster: nothing human in his eyes, no possibility of communication (not understand his
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成都东软学院课程教案
students)
Me, the boy: delinquent, not integrated, misunderstanding the symbolic meaning of the statuettes,
couldn’t think
Mr. Houghton: ruined by alcohol, preaching high-moral life but showing hypocritical and prejudiced
nature
A pious lady: who hated German with the proposition of loving enemies
4) How did the author describe the following figures to demonstrate his analyses of different grades of
thinking?
Ruth: foolish argument, illogical and fled at last
British Prime Minister: talking about the great benefit conferring on India by jailing Nehru and
Gandhi
American politicians: talking about peace and refusing to join the League of Nations
Me, the author: not easily stampede, detect contradiction; turned into a professional thinker
5) The summary of the characteristics of the three grades of thinking
Activity 4: Further discussion about the text
 What does the author mean when he say “… I dropped my hobby and turned professional”?
 Why is the author much more conclusive and informative about grade-three and grade-two thinking
than about grade-one? What do you think grade-one thinking is? Have you got any indication from
the essay?
 Give examples of Golding’s wit. Does his sense of humor and the use of some writing devices help
him achieve his purpose in this essay? Give some examples.
 What has impressed you most in this text?
 What kind of thinker are you?
 How can we develop a habit of thinking?
Step 5: Appreciate the language style(about 90mins)
 Writing devices:
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成都东软学院课程教案
1.
Metonymy （转喻）
More example:
The burglar was in Sally’s mind all day long. (burglar=some idea of the burglar)
Democracy favors the vote rather than the bullet. (Vote=election, bullet=military solutions)
“Political power grows out of the barrel of a gun.” (Mao Zedong refers it to the military revolution)
Bill Gates is the king of operating systems worldwide. (Bill Gates = Microsoft)
The pen is mightier than the sword. (pen = writer; sword = fighter)
Step 6: Developing critical thinking--Group discussion(about 45 mins)
 What has impressed you most in this text?
 What kind of thinker are you?
 How can we develop a habit of thinking?
Recap:
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成都东软学院课程教案
Homework
1. Finish the exercises from P16-27
2. Express your own idea: What kind of thinker am I?
3. Self-studying: Text B(understand the main idea and write a summary about it)
Step 7: Review(答疑复习)（About 45 mins）
Step 8: Exercise(checking and explaining) (About 90 mins)
【归纳总结】
本单元要求学生了解作者及其背景知识，了解文章的写作风格和语言使用风格，并掌握三种
构词方式，同时要求学生掌握课文中的核心语言点，并能够在口头表达和书面表达以及课后练习
中能够灵活运用
【课外学习要求】
课外要求学生首先完成预习任务要求，并熟悉本单元生单词，完成课文讲解后要求学生完成
课后练习并巩固所学知识
- 10 -
成都东软学院课程教案
单 元 教 案 首 页
单元
教学环境设计
单元
名称
学时
CU(2)
第 3-6 教学周
多媒体教室
Unit2
TextA Spring Sowing
TextB The Earth Poet
理论知识
周次
10
项目名
称（级
别）
无
1.
能牢记本单元的词汇和重点短语，并能运用“重点词汇”进行交流。
2.
能理解本单元的阅读文章，能掌握阅读文章中的语言点并能对重要语
言点进行应用，同时了解阅读中的背景，培养和提升广博的文化素养。
教学
目标
专业技能
个人素质
1.
掌握从阅读文章题目中获取信息以及信息推断的技巧。
2.
了解作者的语言特点和写作风格
3.
掌握文章的结构及大意
4.
掌握本单元出现词汇常用搭配及句型
5.
在理解作者观点基础上发表自己的看法
1.
帮助学生培养健康的心理状态、生活习惯和职业态度
2.
通过完成任务的过程培养学生的团队合作意识
3.
培养学生的就相关话题的口头及书面沟通能力
（1）教学重点：
培养学生的推断能力和阅读技巧，提高学生的英语口语表达和交流能力，对单元主题
“Spring Sowing”进行阐述并进行分析
了解文章写作风格和语言风格
培养学生的重点句子的理解和翻译能力
精读文章中重点句的理解，背诵及运用
教学
重点
难点
掌握文章中的象征符号所表达的意义
（2）教学难点：
阅读文章重点句型的理解及翻译
核心词汇的构词方式
“as”的用法
能够对课文相关话题的讨论问题进行较为流利陈述
能够在理解作者观点的基础上发表自己的观点教学难点
写作中拟声词的用法
- 11 -
成都东软学院课程教案
教学
方法
手段
媒介
教学方法：讲授，讨论，角色扮演，练习，合作学习，自主学习，读书，问题教学等
教学媒介：多媒体 PPT，板书，音像，视频等
教学组织方式及相关内容安排：
教学
组织
方式
1.讲评——language points(words, phrases & expressions)
2.互动——Text A (talking point and critical thinking)
3.讲解——text organization, key language points and difficult sentences, language style
4.操作――language points exercises; translation; Text B; quiz.
无
项目
简介
要求
- 12 -
成都东软学院课程教案
教
学
设
计
【教学进程安排】
重点设计教学步骤与具体内容安排。
主 内容
Warm-up
Pre-reading tasks（check-on
previewing）
Tex A
Language study(key words)
Culture
points
(background
information)
Rea ing and interpreting
Text appreciation
Exercises（语法、翻译等）
Text B
Review
and
checkup
教学组织实施方
式
教师引导、课堂讨
论
教师引导、讲解及
学生讨论
教师引导及讲解
自主学习、课堂评
讲
教师引导、教师讲
解并提问和学生
互动
教师引导、课堂讨
及讲解
教师讲解及核对
Self-learning
教师引导，学生自
学，教师抽查
Reinforcement(topic
discussion,presentation,
performance,etc）Presentation(unit
task)
Review
学生展示
时间分配
课
课下
课次
15min
20min
30 min
45min
10min
20min
20 min
135min
25 min
45min
20min
90min
60min
第一次课
第二、三
次课
第四次课
60min
45mins
30mins
第五次课
测试，学生参与
合计
45mins
60mins
450mins
325mins
一、 内容导入（About 15mins）
warm-up questions
 What would you do in a typical spring morning?
 What hopes and worries do you have about your future life?
 What do you know about farming? Do you know how spring sowing is done in our country?
 Do you know that proper words can drive people’s dissatisfactions and tiredness way? Give an
example from the text.
 Do you know how to sow potatoes? Describe it in your own words.
 What’s your opinion of being a farmer?
二、 主要内容设计
Step 1: Pre-reading tasks(About 10mins)
 Try to work out a list of words or expressions used in sowing.
 Please give a simple character sketch of the couple.
注
释
及
备
注
成都东软学院课程教案
Step 2: Checking on the preview(About 10mins)
Give the definition of the underlined words and phrases.
1. Outside, cocks were crowing and a white streak was rising from the ground, as it were, and beginning
to scatter the darkness.
2. They ate in silence, sleepy and yet on fire with excitement…
3. … he swore and said that a man would be better off dead than…
4. …and driving out every other desire but that of asserting his manhood…
5. She looked at Martin wearily and it seem to her …
Step 3: Language study(about 45mins)
Key words and expressions
Words: sow, rub, rake, streak, scatter, freckled, imminence, dejected, shrewd, swear, cross, tremor,
embrace, pretend, glimmer, throb, triangular, manure, striped, ridge, edge, peg, commence, gruffly,
primeval, assert, subjugate, crunch, furrowed, bosom, henceforth, sideways, hop, cock, secure, bundle,
mug, wistfully, rim, overpower, rasp, wheeze, merciless, spotted, skull, grumble, taste, breed, hobble,
Phrases: as it were, fix sth. on sbb/sth., be worthy of sb/sth, take…for, be chained to sb/sth, be/become
dotted with, rob sb/sth of sth, revel in sth, carry a long way, give/pay no heed
to sb/sth, cross one’s mind
Step 4: Background information(about 10mins)
About the author- Liam O'Flaherty (1896 –1984)
His works:
Irish novelist and short-story writer whose works combine brutal naturalism, psychological analysis,
poetry, and biting satire with an abiding respect for the courage and persistence of the Irish people.
Major works include:
 Thy Neighbour's Wife (1924) – thought to be one of his best.
 The Informer (1925) – for which he had been awarded the 1925 James Tait Black Memorial Prize
for fiction.
 Famine (1937)
His Influence:
He was a significant Irish novelist and short story writer and was considered to be a leading figure in
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成都东软学院课程教案
the Irish literary renaissance.
Step 5: Reading and Interpreting(about 135mins)
Activity 1: Learning Objectives:
1. Understand the structure and the general idea of the story
2. Think about how to interpret the story
3. Know something about the symbols
4. Solve your own questions about the story
Activity 2: Text organization
1. The genre of the text
2.The structure of the text--- ask students to discuss in groups and then check their answers
 Part One (Para.1-4): Martin and Mary began their first day of spring sowing as a couple
 Part Two (Para.5-31): The couple worked in their field before sunrise till sundown.
 Part Three (Para.32-35): They were proud of their good day’s work.
OR:
 Part I (paras. 1-3): Introduction.
 Part II (paras. 4-8): Preparation.
 Part III (paras. 9-14): In the morning.
 Part IV (paras. 15-18): At noon.
 Part V (paras. 19-35): In the afternoon.
Activity 3: Detailed explanation of the key points
1. Outside, cocks were crowing and a white streak was rising from the ground, as it were, and beginning
to scatter the darkness.
as it were: seemingly; in a way; so to speak, e.g.
He was living in a dream world, as it were.
Note: A shortening of “as if it were so, ” this expression has been in use since Chaucer’s time. We use this
expression to make what we are saying sound less definite.
2. …and his wife looked hardly more than a girl… her black hair piled at the rear of her head with a
large comb gleaming in the middle of the pile, Spanish fashion.
comb: It is used here to keep her hair back and for decoration.
Spanish fashion: in the way Spanish people do; like Spaniards
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成都东软学院课程教案
3. But somehow the imminence of an event that had been long expected, loved, feared and prepared for
made them dejected.
The couple had been looking forward to and preparing for this spring planting for a long time. But now
that the day had finally arrived, strangely, they felt somehow a bit sad.
We do not know why the young couple felt that way. Probably the first day of their first spring planting
seemed to indicate to them that their honeymoon was over, and now was the time for them to be prepared
for the endless toil ahead.
the imminence of an event: the fact that sth.(usu. unpleasant) is now about to take place
dejected: irritated; in low spirits; depressed; disheartened
4. And somehow, as they embraced, all their irritation and sleepiness left them. And they stood there
embracing until at last Martin pushed her from him with pretended roughness and said: “Come, come
girl, it will be sunset before we begin at this rate”
However, all of the unhappiness and drowsiness melted away with their hug. They remained in each
other’s arms until finally Martin pushed her away, with pretended roughness, to show that he was now the
bread-winner of the family and had serious work to do and therefore must stop this sentimental nonsense,
otherwise they would not be able to get anything done in the whole day.
at this rate: progressing at this speed, e.g.
At this rate we’ll never finish in time.
At this rate they will soon overtake other countries.
5. Martin and Mary rested their baskets of seeds on a fence outside the village…
rest: to place, put, or lay for ease, support, etc,. e.g.
She rested her mother’s head on a pillow.
He rested his legs on the desk in front of him.
6. And they both looked back at the little cluster of cabins that was the center of their world, with
throbbing hearts. For the joy of spring had now taken complete hold of them.
Both of them looked toward their small village which was the most important place for them because
they and their forefathers before them were born and raised here. Their hearts were quivering with
excitement at that moment, for the coming of spring had already filled their hearts with pleasure.
a cluster of cabins: a group of wooden houses very close together
the centre of their world: the center of their life
throbbing: beating rapidly or violently
take complete hold of: to gain complete control or influence over sb; to have great power over sb; to
overpower over sb, e.g.
She felt a strange excitement taking hold of her.
She was determined not to let the illness take hold again.
7. “There, now,” said Mary, tying a little shawl closer under her chin.
“There, now”: Here it is an interjection used to express relief, satisfaction or consolation.
8. When she was a little distance down the ridge, Martin advanced with his spade to the head, eager to
commence.
ridge: a line of sth.
advance: to go forward; to move ahead
to the head: to the front
9. “Now in the name of God,” he cried, spitting on his palms, “let us raise the first sod!”
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成都东软学院课程教案
in the name of God: used to add force to determination
spitting on his palms: getting ready to work
raise the first sod: to lift the first piece of soil
10. Her short-lived love was gone. Henceforth she was only her husband’s helper to till the earth.
The love they had for each other did not last long. Their romance was now replaced by their necessity to
face the hard work. From then on, she was merely her husband’s helper and had to work side by side with
him.
till the earth: to prepare land for raising crops as by plowing and fertilizing; to cultivate.
Activity 6: Further discussion
 What values and moral principles are being idealized here? Is it still the same today? Do you agree
that the traditional work ethic is out of date? Are such qualities as hard work, diligence, thrift,
responsibility, discipline, simple and honest living, rugged individualism and self-reliance, etc. still
valued?
 What changes have taken place in social ethics since our grandfathers’ time? Is there anything that
remains unchanged?
Activity 4: Exploring the theme
Theme of the Text
Try to interpret the symbolized meaning:
 Spring
 Early in the morning
 Newly married
 First day of sowing
The simple life, honest nature and good wishes of the newly-married couple are presented through the
descriptions of their spring planting in minute detail. It reveals the traditional virtues of a typical farmer:
hard work, simple living, discipline, and above all, strong sense of responsibility for the happiness of his
wife and family.
Step 6: Appreciate the language style(about 45mins)
Writing devices and techniques:
Onomatopoeia（拟声法）
Definition: The use of words that by their sound suggest their meaning.
Some onomatopoetic words are “hiss”, “buzz”, “whirr”, “sizzle”, “crack”. However, onomatopoeia in the
hands of a poet or a writer becomes a much more subtle device than simply the use of such words.
Examples from the text:
 Outside, cocks were crowing and a white streak was rising from the ground. (Para. 1)
 … he turned up the first sod with a crunching sound as the grass roots were dragged out of the
earth. (Para. 13)
 She was just munching her bread and butter. (Para. 17)
 The rasping noise carried a long way in the silence. (Para. 19)
 Cows were lowing at a distance. (Para. 26)
Step 7: Developing critical thinking-Group discussion（about 45mins）
1. What is the traditional work ethic that you can learn from this story? Is it still relevant to our life now?
Why?
2. What are the roles that Martin and Mary were assuming in the family? Can you imagine what a life
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成都东软学院课程教案
they would live in the future?
3. Do you now have some idea of how to interpret a literature work?
Homework
 Finish the exercises from P46-55
 Express your own idea:
 The hardships and joys of farmers as described in the story.
 A comparison between the life and work of farmers today and 100 years ago.
 Self-studying: Text B(understand the main idea and write a summary about it)
Step 8: Review(答疑复习)（About 45 mins）
Step 9: Exercise(checking and explaining) (About 90 mins)
【归纳总结】
本单元要求学生掌握本单元阅读文章中出现的重点词汇及语法点，掌握文章结构，能分析本
单元“精读文章”
，提高阅读及综合分析能力，了解文章中的文化背景，能对单元话题展开讨论，
了解拟声词在课文中的运用，并通过大量课内与课后练习，能较好地消化和应用所学知识，提高
语言交际技能。
【课外学习要求】
课外要求学生首先完成预习任务要求，并熟悉本单元生单词，课文讲解后要求学生完成课后
练习并巩固所学知识
-5-
成都东软学院课程教案
单 元 教 案 首 页
单元
教学环境设计
单元
名称
学时
CU(3)
第 6-8 教学周
多媒体教室
Unit 3
TextA Groundless Beliefs
TextB Cron-pone Opinions
理论知识
周次
10
项目名
称（级
别）
无
1.
能牢记本单元的词汇和重点短语，并能运用“重点词汇”进行交流。
2.
能理解本单元的阅读文章，能掌握阅读文章中的语言点并能对重要语
言点进行应用，同时了解阅读中的背景，培养和提升广博的文化素养。
教学
目标
专业技能
个人素质
1.
掌握从阅读文章题目中获取信息以及信息推断的技巧。
2.
了解作者的语言特点和写作风格
3.
掌握文章的结构及大意
4.
掌握本单元出现词汇常用搭配及句型
5.
在理解作者观点基础上发表自己的看法
1.
帮助学生培养健康的心理状态、生活习惯和职业态度
2.
通过完成任务的过程培养学生的团队合作意识
3.
培养学生的就相关话题的口头及书面沟通能力
（1）教学重点：
精读文章中重点句的理解，背诵及运用
提高学生的英语口语表达和交流能力，能够对单元主题“Groundless Beliefs”进行阐述
分析
教学
重点
难点
通过大量的课后练习，培养学生良好的学习习惯
（2）教学难点
精读文章中长句的理解
构词方式：-cide,-verse
状语从句的省略及关系词的用法
批判性思维的养成
-6-
成都东软学院课程教案
教学
方法
手段
媒介
教学方法：讲授，讨论，角色扮演，练习，合作学习，自主学习，读书，问题教学等
教学媒介：多媒体 PPT，板书，音像，视频等
教学组织方式及相关内容安排：
教学
组织
方式
1.讲评——language points(words, phrases & expressions)
2.互动——Text A (talking point and critical thinking)
3.讲解——text organization, key language points and difficult sentences, language style
4.操作――language points exercises; translation; Text B; quiz.
无
项目
简介
要求
-7-
成都东软学院课程教案
教
学
设
计
【教学进程安排】
重点设计教学步骤与具体内容安排。
主 内容
Warm-up
Pre-reading tasks（check-on
previewing）
Tex A
Language study(key words)
Culture
points
(background
information)
Reading and interpreting
Text appreciation
Exercises（语法、翻译等）
Text B
Review
and
checkup
教学组织实施方
式
教师引导、课堂讨
论
教师引导、讲解及
学生讨论
教师引导及讲解
自主学习、课堂评
讲
教师引导、教师讲
解并提问和学生
互动
教师引导、课堂讨
及讲解
教师讲解及核对
Self-learning
教师引导，学生自
学，教师抽查
Reinforcement(topic
discussion,presentation,
performance,etc）Presentation(unit
task)
合计
学生展示
一、 内容导入（about 15mins）
1. warm-up questions
Are carrots a rabbit’s favorite? How do you know?
2. warm-up activities
Activity 1:
Choose one of these beliefs and talk about them in your familiar
aspects.
Buddhism Religion
Beliefs History
Hinduism Beliefs
Hindu Gods
Confucianism
Confucius Beliefs
时间分配
课
课下
课次
15min
20min
30 min
45min
10min
20min
20 min
135min
25 min
45min
20min
90min
60min
第一次课
第二、三
次课
第四次课
60min
90mins
30mins
第五次课
450mins
265mins
注
释
及
备
注
成都东软学院课程教案
Christianity Jesus
Christ Christian
Catholicism
Catholic Church
Islam Muslim
Religion Quran
Activity 2:
Try to work out a list of different religious beliefs in the world.
 Please give a simple feature of your chosen belief.
 Talk about one example of believing something groundless in your childhood memories.
Activity 3:
二、 主要内容设计
Step 1: Pre-reading tasks(about 10mins)
Read the text carefully and answer the following questions.
1. What is the author talking about here? Why do you think he wrote this article?
2. What is your overall impression of this essay? Do you find any points raised by the author particularly
enlightening?
3. Do you agree that many of our beliefs are actually groundless? Think carefully and list at least 10 of
your strongly-held convictions which, upon serious examination, must be classified as groundless. Try
and analyze why now you think they are groundless.
4. Can you think of some personal convictions that you are determined not to give away although their
logical ground is highly questionable? Can you explain why?
5. Why do we have to bother whether our beliefs are well-grounded or not? As most of us will probably
be translators or interpreters rather than important decision-makers, can’t we just take orders, get
things done, and earn our honest living?
6. Do you have anything in your mind to challenge the author? Are his views about groundless beliefs
well-grounded themselves?
Step 2: Checking on the preview(about 10mins)
 What are the words used by the author in referring to groundless “beliefs”?
-1-
成都东软学院课程教案



--- propositions, assumptions, dogma, opinion
According to the author where do these beliefs come from?
--- from other people: family, friends, media, tradition, interest groups, etc.
Why do we tend to accept these beliefs?
--- “suggestion”, self-interest, sentimental associations, Fashion
Why do we have to be on guard against them?
--- most of them are irrational; they are _________ rather than thought.
--- once they become so s________ in they prevent us from accepting new ideas.
Step 3: Language study(about 45mins)
Key words and expressions
Words: groundless, proposition, assertion, uncritically, staunch, striking, parrot, dogma, inheritance,
originate, entertain, conceive, credit(v), extend, compel, cowardice, bungling, conversely, recollection,
antagonism, belittle, grudge, dispose, merit, legitimate, stock, anecdote, cue, wicked, improvident,
tedious, afresh, fogey
Phrases: rest upon/on sth., a shadow of sth, be consistent with sth, tend to, fit in with sb/sth, be on sb’s
guard, enquire into sth, in (the) light of sth., shake off, consist in sth, as a rule, attribute sth. to sb/sth, to
sb’s satisfaction, make allowance(s) for sth, think sth out, get at sth
Step 4: Background information(about 10mins)
About the author-A. E. Mander (1894–1985)
A well-published Australian scholar.
 His works:
Logic for the millions
Clearer thinking (logic for everyman)
The making of the Australians
Our sham democracy
Psychology for everyman (and woman)
Clearer thinking; logic for everyday use
Public enemy, the press
Alarming Australia
 Quotations from Mander’s book
The trouble with most folks is not so much their ignorance, as their "knowing" so many things which ain't
so.
---- Josh Billings
He who cannot reason is a fool; he who will not is a bigot; he who dare not is a slave. -----W. Drummond
Step 5: Reading and Interpreting(about 135 mins)
Activity 1: Learning Objectives:
 Call attention to groundless beliefs
 Understand the causes of groundless beliefs
 Discuss the importance of inquisition
 Consider the strategies against groundless beliefs
 Encourage students to actively identify groundless beliefs in life
 Appreciate the logic structure
-2-
成都东软学院课程教案
Activity 2: Text organization
 Part I: The Introduction (para. 1): Prevalence of groundless beliefs
 Part II.The body (paras. 2–24): Types/Causes of groundless beliefs
Result of environment in early life. (paras. 2–3)
Parroting. (paras. 4–13)
Self-interest (paras. 14–17)
Sentimental associations (paras. 18–19)
Fashion (paras. 20–24)
 Part III.The conclusion (para. 25): The writer’s praise of rational thinkers
Activity 3: Detailed explanation of the key points
1. In the future we are going to follow the practice-until it becomes a habit-of classifying propositions
according to their grounds.
follow the practice: to take this practice as a guide; to copy this practice;
classify: to arrange things systematically in classes or groups
The author begins by emphasizing the importance of classifying our propositions according to their
grounds. This is important because people very often base their judgement of propositions according to
their popularity, usefulness, source of authority as well as to their personal taste. They do not always
accept beliefs because they are true. Often they accept them because these beliefs serve their immediate
purpose, or because they sound nice, or because it is easier or safer to accept them.
2. Of every statement we come across, we shall ask:”HOW DO WE KNOW THAT?...”
of every statement: about every statement
3. Probably we shall be astonished at the number of propositions met with in everyday life which we
shall find it necessary to class as groundless.
Compare:
be astonished at; be surprised at; be alarmed at; be disappointed at
4. They rest upon mere tradition, or on somebody’s bare assertion unsupported by even a shadow of
proof…
rest upon/on: to be based on
bare assertion: strong statement without the support of proof
a shadow of: the slightest trace of (used in negative sentences)
5. It is consistent with all our knowledge of psychology to conclude that each would have grown up
holding exactly the opposite beliefs to those he holds now…
We can conclude, based on all our knowledge of psychology, that each would have grown up having
exactly the opposite beliefs to what they have now.
be consistent with: to be in agreement with, e.g.
This practice is not consistent with government regulations.
What he is doing is consistent with his basic moral principles.
6. Many of our beliefs –many of our most deeply rooted and fundamental convictions-are held simply as
a result of the fact that we happen to have been “brought up” to them.
Many of our deep-rooted and basic beliefs are determined by our social or cultural traditions.
More examples of these beliefs:
Man can conquer nature.
Self-concern is the root of all evil.
Those who work with their brain rule.
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成都东软学院课程教案
Once we have enough food, we will have nothing to worry about.
Many hands make light work.
7. Much of what passes as such is not, strictly, thinking at all. It is the mere “parroting” of ideas picked
up by chance and adopted as our own without question. Most people, most of the time, are mere
parrots.
What passes as such: what people take as thinking
According to the author, most people, most of the time, simply copy, echo, or repeat others’ ideas without
question.
Notice that the author does not mean that we should not learn from others or benefit from the
accumulated wisdom of the past. The important thing is that all beliefs should be questioned, reexamined
and tested before we decide to accept or reject them.
8. It may be part of the traditional belief of the people or the race.
A person’s racial, cultural, national, political, class, gender, generation identity, while enabling him/her to
see the world in a unique approach, also tends to limit his/her vision. That’s why we need to guard
against our racial, cultural, national, political, class, gender, generation, prejudices and learn to be more
open-minded.
9. When we find ourselves entertaining an opinion about which there is a feeling that even to enquire into
it would be absurd, unnecessary, undesirable, or wicked-we may know that that opinion is a no-rational
one.
Another common mistake we make is to judge opinions according to our feelings. We cannot say an
opinion is true because we like it or find it desirable or useful. In fact, truth can often be unpleasant or
painful whereas untruth can be soothing and attractive. That is why opinions are often bitterly debated or
enthusiastically cherished.
Notice that to the author, the right question to ask about any opinion is whether it is rational or whether it
is true, not whether it is good, necessary , desirable, or important. He obviously believes that in the final
analysis, an opinion that is rational and true cannot help being good, necessary and desirable.
10. The age-long struggle of the greatest intellects in the world to shake off that assumption is one of the
marvels of history.
intellect: a person possessing considerable capacity for thought and knowledge
shake off: to get rid of
Activity 4: Further discussion and summary
1. Discussion:
 The author says that many of our old ideas are groundless because they were passed on to us when
we were too young to judge for ourselves. But how about our new ideas? We do not cease to think
when we grow up, do we? We use the word “think” every day. Why can’t we rely upon the result of
our careful thinking then?
 Do you agree with the author that many of us are merely “parroting” when we think we are
“thinking”? Why or why not? Does it mean that we should never accept other people’s ideas as true?
Does it mean all traditional views are false? Does it mean that we have to find the truth all over
again by ourselves?
 Why does the author say that the fact that a belief is old is no argument in its favor?
 Is it important to get rid of groundless beliefs? Is it easy to do that? Do you agree that once we have
a belief, it tends to persist? How to?
 Do you agree that human progress involves shaking off existing beliefs?
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成都东软学院课程教案

The author ends the article by urging us readers to get t the truth at all costs. What costs does he
have in mind?
2. Summary
 What are the five main sources of groundless beliefs?
Early environment;
The habit of parroting;
Self-interest;
Sentimental association;
Fashion.
 What words should we watch out for so as to minimize the influence of groundless beliefs?
Naturally
Obviously
By nature
Inevitable
…
Activity 5: Exploring the theme
Theme of the Text
 Understand the sources of groundless beliefs
 Develop the alert to groundless beliefs
 Emphasize the importance of a curious, inquiring mind
 Discuss how to develop such a mind
The article is meant to serve as a suggestive example of a curious, inquiring mind at work. It
encourages us to find out how we came by our beliefs and manage to be bold enough to test our beliefs.
Step 6: Appreciate the language style(About 45mins)
Ellipsis
Definition: a figure of speech characterized by the omission of one or more words that, while essential to
the grammatic structure of the sentence, are easily supplied by the reader.
Effect: The effect of ellipsis is rhetorical; it makes for EMPHASIS of statement. The device often traps
the unwary user into difficulties, since carelessness will result in impossible constructions. The safe rule
is to be sure that the words to be supplied occur in the proper grammatic form not to remote from the
place the ellipsis occurs.
Example: The elliptical parts are put in brackets.
 But if the staunchest Roman Catholic and the staunchest Presbyterian had been exchanged when
(they were) infants, and if they had been brought up with home and all other influences reserved, we
can have little doubt what the result would have been. (Para. 3)
 Sometimes it does rain—and (it does rain) hard.
 What do I hear during the intervals when I do attend? (I hear) Two sorts of music. They melt into
each other all the time, and (they) are not easy to christen, but I will call one of them “music that
reminds me of something” and (I will call) the other “music itself”. I used to be very fond of music
that reminded me of something, and (I was) especially fond of Wagner. (E. M. Forster, “Not
Listening to Music”)
Notice: A very interesting form of ellipsis is the type that is merely the result of a punctuation device to
indicate a dramatic pause for effect.
e.g.
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成都东软学院课程教案


He saw her lying there. Dead.
Start with a variety of restaurants to suit every palate. Like Celestial Court for fine Cantonese
cuisine. Bukhara for exotic Northern Indian fare. And Unkai for the culinary artistry of Japan. (Ad.
For Sheraton Hong Kong, Newsweek 18. 5. 92)
Step 7: Reinforcement (about 90mins)
Activity 1: role-playing
 Retelling
Reconstruct the story by chronological order—how they fell in love and then broke up, what might
have happened to each of them during the time before they met again.
 Role play
Dramatize the scene of their reencounter—pay attention to the subtlety of tone, look, and action.
 Love counseling
Imagine that you are a relationship counselor and give advice to the two lovers on what goes wrong
in their relationship and how they can make up, if possible.
Activity 2: Developing critical thinking
 What other examples of groundless beliefs do you have?
 Why do you think groundless beliefs are so common?
 What are the dangers of groundless beliefs?
 How could we keep the monster of groundless belief at bay?
Homework
 Finish the exercises from P76-84
 Express your own idea: the changes Vera found in her former lover when they met again six years
later.
 Self-studying: Text B(write summary about it)
Step 8: Exercise(checking and explaining) (About 90 mins)
【归纳总结】
本单元要求理解，背诵及运用精读文章中重点句，能够对单元主题“Groundless Beliefs”进行
阐述分析，通过大量的课后练习，巩固学生我那个所学知识，并培养学生良好的学习习惯
【课外学习要求】
课外要求学生首先完成预习任务要求，并熟悉本单元生单词，完成课文讲解后要求学生完成
课后练习并巩固所学知识
-6-
成都东软学院课程教案
单 元 教 案 首 页
单元
教学环境设计
单元
名称
学时
CU(4)
第 9-12 教学周
多媒体教室
Unit 4
TextA Lions and Tigers and
Bears
TextB Two Cities
理论知识
周次
10
项目名
称（级
别）
无
1.
能牢记本单元的词汇和重点短语，并能运用“重点词汇”进行交流。
2.
能理解本单元的阅读文章，能掌握阅读文章中的语言点并能对重要语
言点进行应用，同时了解阅读中的背景，培养和提升广博的文化素养。
教学
目标
专业技能
个人素质
1.
掌握从阅读文章题目中获取信息以及信息推断的技巧。
2.
了解作者的语言特点和写作风格
3.
掌握文章的结构及大意
4.
掌握本单元出现词汇常用搭配及句型
5.
在理解作者观点基础上发表自己的看法
1.
帮助学生培养健康的心理状态、生活习惯和职业态度
2.
通过完成任务的过程培养学生的团队合作意识
3.
培养学生的就相关话题的口头及书面沟通能力
（
（1）教学重点：
精读文章中重点句的理解（例如：There is no verb.+ing…）
，背诵及运用
提高学生的英语口语表达和交流能力，复述单元文章“Lions and Tigers and Bears”
教学
重点
难点
通过大量的课后练习，培养学生良好的学习习惯
（2）教学难点
掌握本单元中的形容词后缀：-ful,-less,-able,-ible,-ive,-ic,-ant,-ent,
精读文章中长句的理解
批判性思维的养成
教学
方法
手段
媒介
教学方法：讲授，讨论，角色扮演，练习，合作学习，自主学习，读书，问题教学等
教学媒介：多媒体 PPT，板书，音像，视频等
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成都东软学院课程教案
教学组织方式及相关内容安排：
教学
组织
方式
1.讲评——language points(words, phrases & expressions)
2.互动——Text A (talking point and critical thinking)
3.讲解——text organization, key language points and difficult sentences, language style
4.操作――language points exercises; translation; Text B; quiz.
无
项目
简介
要求
-8-
成都东软学院课程教案
教
学
设
计
【教学进程安排】
重点设计教学步骤与具体内容安排。
主 内容
Warm-up
Pre-reading tasks（check-on
previewing）
Tex A
Language study(key words)
Culture
points
(background
information)
Reading and interpreting
Text appreciation
Exercises（语法、翻译等）
Text B
Review
and
checkup
教学组织实施方
式
教师引导、课堂讨
论
教师引导、讲解及
学生讨论
教师引导及讲解
自主学习、课堂评
讲
教师引导、教师讲
解并提问和学生
互动
教师引导、课堂讨
及讲解
教师讲解及核对
Self-learning
教师引导，学生自
学，教师抽查
Reinforcement(topic
discussion,presentation,
performance,etc）Presentation(unit
task)
合计
学生展示
一、 内容导入(About 15mins)
Activity 1: Warm-up questions
Discuss the following questions:
 Are you afraid to go to the local park by yourself at night?
What are you scared about?
 Have you ever looked into the eyes of gentle animals?
What do you describe the look?
 Would you have the impulse to talk to animals?
 Tell a story of how you spent an unforgettable night in the
secluded place.
 What do you know about Central Park?
 Do you know what New Yorkers think of Central Park?
Activity 2:A poem
If you should happen after dark
To find yourself in Central Park,
时间分配
课
课下
课次
15min
10min
30 min
45min
20min
20min
20 min
135min
25 min
90min
20min
90min
60min
60min
45mins
30mins
450mins
265mins
第一次课
第二、三、
四、五次
课
注
释
及
备
注
成都东软学院课程教案
Ignore the paths that beckon you
And hurry, hurry to the zoo,
And creep into the tiger’s lair.
Frankly, you’ll be safer there.
Question: What does the poem try to tell us?
二、 主要内容设计
Step 1: Checking on the preview(about 10mins)
Paraphrase:
Anybody who knows anything about New York knows the city’s essential platitude – that you don’t
wander around Central Park at night – and in that, needless to say, was the appeal: it was the thing you
don’t do.
Step 2: Key words and expressions(About 45mins)
Words: muggy, outdoorsy, observe, beckon, snatch, nocturnal, tame, rotate, impenetrable, bolt,
disembowel, pointedly, element, secluded, indefatigable, characterize, authoritative, rigid, forthrightly,
embolden, domain, legendary, classical, zoom, hoot, ominous, involuntarily, rampage, resident,
contrived, glaringly, obtrusive, staggering, magnify, pulse, atop, scurry, resume, drizzle, crisscross
Phrases: stuff sth with sth, curl up, drop off, needless to say, not to mention, make for sth, get/ find/ take
one’s bearings, just about, pat sb/oneself on the back, put sth in, call sth up
Step3: Background information(about 20mins)
1. Founding Commissioners of Central Park
The founding commissioners: the city officials who
were appointed to establish Central Park.
Commissioners are officials in government, esp. those
in charge of departments. The founding
commissioners of Central Park were the landscape
architects Frederick Law Olmsted and Calvert Vaux.
The two designed and oversaw the first-phase
construction of the Park which began in 1858 and ended in 1878.
2. Central Park History
There are three elements in the architecture of Central Park.
English Romanticism is characterized by the picturesque ideal to blend with the natural environment.
Central Park’s founding commissioners Olmsted and Calvert Vaux were influenced by this tradition.
Their ideal was to allow New Yorkers to experience a day in the pastoral country without leaving the
island city.
Another style is Classicism characterized by formal symmetry and the use of straight lines, evident in
the south end of the Park.
The Park was pressed for primarily by wealthy merchants and landowners. In the first decade after its
completion, it was clearly the playground of the wealthy. It was located too far uptown to be within
walking distance for the city’s working class population.
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成都东软学院课程教案
Tigress and Cubs
Inside the Central Park Wildlife Conservation
Center,
64th Street and Fifth Avenue
Groups of Bears: near Fifth Avenue at 82nd Street
Step 4: Reading and Interpreting(about 135mins)
Activity 1: Learning Objectives:
1. Learn to appreciate travel writing
2. Learn more about American society and culture through reading about Central Park
3.Acquire words and expressions for detailed Description
Activity 2: Text organization
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成都东软学院课程教案
Genre:
Plot: travel descriptions combined with everything he has heard, read, observed and experienced in
connection with the place: his movements in Central Park, the events and famous people associated with
its history, the beauty of New York at night, the crime of fear it’s inspired
Setting: Central Park in New York
Activity 3: Detailed explanation of the key points
1. …and, having stuffed my small rucksack with…
stuff sth. with sth. else: to fill or overfill a container or space with sth. e.g.
It is cheaper to stuff the pillow with foam than with feathers.
The cook stuffed the chicken with rice and sausage.
2. … I arrived one heavy, muggy Friday evening in July to do just that…
I arrived one hot and humid Friday evening in July to spend the night in Central Park.
Note: Both “heavy” and “muggy” mean hot in a humid and unpleasant way, esp. before or after rain or
a storm.
3. If you should happen after dark to find yourself in Central Park…
“should” is used after “if’, “in case” or with subject and verbs inverted to suggest that an event is not
likely to happen.
More examples:
If you should change your mind, do let me know.
Should Tom phone, can you tell him I’ll phone back later?
He could persuade her to stay should this be necessary.
4. Even now, when every Park official, city administrator, and police officer…
city administrator: a person who works for the city’s public affairs, for example, those on the city
council
5. I arrived at nine-fifteen and made for the only nocturnal spot I knew: the Delacorte Theatre.
I arrived at nine-fifteen and went to the only place I knew at night (that had something going on)
make for:
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成都东软学院课程教案
1) to move toward (a place)
As soon as it started to rain, we turned round and made for home.
The escaped prisoner was making for the coast.
2) to help make sth. possible
International football matches sometimes make for better understanding between countries.
The large print makes for easier reading.
nocturnal: happening at night
the Delacorte Theatre: the open-air theater in Central Park that serves as home to free summertime
performances which, during the June, July and August, include at least one Shakespeare production.
The summertime performances are one of the New York City’s most beloved cultural events.
6. I walked past, avoiding eye contact and turned down a path…
avoid eye contact: to avoid looking directly at sb’s eyes and being looked at directly by the same
person at the same time
Question:
Why did the author avoid eye contact?
7. … all sense of direction obliterated…
I lost my sense of direction./I didn’t know where I was or where I was going.
obliterate: to get rid of, e.g.
The heavy rain obliterated all footprints.
The whole village was obliterated in the water.
8. …enjoying the picture of the city again, the very reassuring city.
Notice that the word “reassure” appears several times in the text. Ask the students about the effect of
the repeated use.
9. Far out in the lake, there was a light…
out: far away, e.g.
Her son’s gone out to California.
Scientist still believe that there is life out there in outer space.
It happened in a little town way out on the prairies.
10. The far side of the lake must be near Strawberry Fields, around Seventy-second.
the far side of the lake: the other side of the lake that is a greater distance from the speaker
More examples:
the far side of the street; the far end of the bar
Strawberry Fields: It refers to the tear-drop-shaped area of park landscape in the south of Central
Park planted with 125,000 strawberry plants. It is named after the song Strawberry Fields Forever in
honor of John Lennon, member of the Beatles.
Seventy-second: It refers to Seventy-second street in New York.
Note: In New York City, Manhattan, the streets are numbered from the south end. The avenues are
numbered from 1st Avenue at East River to 12th Avenue at the Hudson River.
11. … a detail that I’ve compulsively reviewed in my mind since I first heard it.
Ever since I first heard of the McMorrow case I have been going over the details in my mind: How he
was killed, disemboweled and rolled into the lake. I just can’t help it.
compulsive:
1) said of sth. that is difficult or impossible to stop or control, e.g.
His wife divorced him because she could not bear his compulsive gambling.
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成都东软学院课程教案
Many young people indulge in compulsive buying. They keep buying because they can’t help it.
2) said of sb. who has a desire or habit that they cannot control, e.g.
compulsive gamblers/liars/addicts/eaters,etc
Compare:
compulsory: required; must be done because of a rule or law, e.g.
Japanese was a compulsory course for pupils under Japanese occupation.
Retirement is not compulsory for professors in that country.
Activity 4: Further discussion
 How is the essay organized?
 What feelings does the author express towards Central Park and New York City? Do you have
similar feelings for a place?
 How do you understand the title “Lions, tigers and bears”?
Activity 5: Exploring the theme
Theme of the Text
We see in this essay:
the pride and love of the city and the park for its cultural richness and its beauty (both natural and
man-made)
the fear of the crime associated, the darkness in the wild
In other words:
Ambivalence/ mixed feelings
By traveling the Central Park at night, the author’s ambivalence makes clear New Yorkers’ attitude to
the Park. On one hand, there is love and pride New Yorkers have for the cultural richness and the
beauty the Park offers; on the other hand, the crime and fear they have associated with the Park.
Step 5: Appreciate the language style(about 90mins)
The essay is a good example of rhythmic writing, crisp conciseness, remarkable accuracy and delightful
humor. It also presents a good opportunity to learn the terms of onomatopoeia, words denoting different
ways of walking and running, and many specific words for minute descriptions.
1. organization
How is the essay organized?
a chronology of his sleepover in the Park and the Park’s architectural features
flashback in the history of the Park and people, events and mixed feeling
travel descriptions with everything he has read, heard, observed and experienced in connection with the
place
using shorter incomplete sentences to quicken the pace and create the fearful mood
 Learn from the text
—the way he varies the pace, tone and mood
—specific verbs and adverbs used in description
“Spinning all these elements into an engaging account of a place and a moment—a night at Central
Park, Buford enables readers to get a glimpse of something much broader and longer— the history of and
life in New York.”
-----The Best Travel Writing 2000
2. Specific words
 I came upon five men, all wearing white T-shirts, huddled around a bench. (para.5)
 I walked past, avoiding eye contact… (Para. 5)
 A middle—aged man was found stabbed 34 times by a group of boys. He was killed and
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成都东软学院课程教案
disemboweled and his intestines ripped out. (Para. 6)
 A young investment banker was beaten and sexually assaulted by a group of kids. (Para. 11 )
 When they were a hundred feet away
the man pulling …
The woman stopped and the man jerked (pull) her forward authoritatively.
 When they got closer
The woman looked determined and her face rigid.
 When they were within a few feet of me,
The man grabbed the woman’s arm.
 When the author greeted them,
The woman shrieking (shout) uncontrollably.
(Para. 8)
3. Onomatopoeia
 A tremendous cracking sound.
(Para. 16)
 Another branch snapping, but this… (Para. 17)
 Another branch, and then a rustling of leaves.
 Then I heard a great shaking of the bushes…(Para. 5)
 the crashing continuing behind me, louder even, … (Para. 5)
4. Euphemisms
Euphemisms are mild, pleasant or indirect words or phrases in place of harsh, unpleasant, more direct or
accurate ones.
For example:
 He even tried to turn the Ramble into a senior citizen’s recreation center, but was stopped by the
protesting birdwatchers.
 Euphemism for old people: senior citizens
More examples:
 Euphemisms for “to die”:
to pass away/ to be no more/ to be gone/
to go to heaven/ to join the great majority/
to breathe one’s last
 Euphemism for garbage collector:
sanitary engineer
5. Irony
Definition: a strange, funny or sad situation in which things happen in the opposite way to what you
would expect．
The basic element of irony is a discrepancy between what is expected and what actually happens.
(unexpectedness)
e.g. (notice the irony and humorous tone)
I was emboldened by the realization… (Para. 9)
Examples:
By a cruel/tragic/bitter irony, General Franklin was killed at the very moment of his army’s great victory.
The irony of this is that we only get our lessons when they are of no use to us!
We took all the trouble to catch the bus only to be held by the traffic jam. The irony of it was that we
could have arrived there on time on foot!
Step 6: Reinforcement (about 45mins)
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成都东软学院课程教案
Practicing: Retell the author’s experiences and the change of his feelings in Central Park.
Homework
 Finish the exercises from P107-114
 Essay: What kind of people did the writer meet during his night in the Central Park?/ How did his
mood change as he explored the park?
 Self-studying: Text B(write a summary about it)
Step 7: Exercise(checking and explaining) (About 90 mins)
【归纳总结】
本单元要求学生了解作者及其背景知识，了解文章的写作风格和语言使用风格，掌握课文中
的核心语言点，并能够复述课文内容，并能够在口头表达和书面表达以及课后练习中能够灵活运
用重点语法及句型。
【课外学习要求】
课外要求学生首先完成预习任务要求，并熟悉本单元生单词，完成课文讲解后要求学生完成
课后练习并巩固所学知识
-7-
成都东软学院课程教案
单 元 教 案 首 页
单元
教学环境设计
单元
名称
学时
CU(5)
第 12-15 教学周
多媒体教室
Unit 5
TextA For What of a Drink
TextB Could You Live with
Less?
理论知识
周次
10
项目名
称（级
别）
无
1.
能牢记本单元的词汇和重点短语，并能运用“重点词汇”进行交流。
2.
能理解本单元的阅读文章，能掌握阅读文章中的语言点并能对重要语
言点进行应用，同时了解阅读中的背景，培养和提升广博的文化素养。
教学
目标
专业技能
个人素质
1.
掌握从阅读文章题目中获取信息以及信息推断的技巧。
2.
了解作者的语言特点和写作风格
3.
掌握文章的结构及大意
4.
掌握本单元出现词汇常用搭配及句型
5.
在理解作者观点基础上发表自己的看法
1.
帮助学生培养健康的心理状态、生活习惯和职业态度
2.
通过完成任务的过程培养学生的团队合作意识
3.
培养学生的就相关话题的口头及书面沟通能力
（1）教学重点：
精读文章中重点句的理解，背诵及运用
教学
重点
难点
掌握本单元重要语法点（prefix-aqua, root-migr, suffix-based）
通过大量的课后练习，培养学生良好的学习习惯
（2）教学难点
精读文章中长句的理解
写作中“数字”的表达
教学
方法
手段
媒介
教学方法：讲授，讨论，角色扮演，练习，合作学习，自主学习，读书，问题教学等
教学媒介：多媒体 PPT，板书，音像，视频等
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成都东软学院课程教案
教学组织方式及相关内容安排：
教学
组织
方式
1.讲评——language points(words, phrases & expressions)
2.互动——Text A (talking point and critical thinking)
3.讲解——text organization, key language points and difficult sentences, language style
4.操作――language points exercises; translation; Text B; quiz.
无
项目
简介
要求
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成都东软学院课程教案
教
学
设
计
【教学进程安排】
重点设计教学步骤与具体内容安排。
主 内容
Warm-up
Pre-reading tasks（check-on
previewing）
Tex A
Language study(key words)
Culture
points
(background
information)
Reading and interpreting
Text appreciation
Exercises（语法、翻译等）
Text B
Review
and
checkup
教学组织实施方
式
教师引导、课堂讨
论
教师引导、讲解及
学生讨论
教师引导及讲解
自主学习、课堂评
讲
教师引导、教师讲
解并提问和学生
互动
教师引导、课堂讨
及讲解
教师讲解及核对
Self-learning
教师引导，学生自
学，教师抽查
Reinforcement(topic
discussion,presentation,
performance,etc）Presentation(unit
task)
合计
学生展示
一、 内容导入(about 15mins)
Warm-up activities:
Activity1: How do you understand the following cartoons?
Activity2: Enjoy the mystery of Nature
1. Describe the picture of water cycle based on your knowledge.
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时间分配
课
课下
课次
15min
10min
30 min
45min
20min
20min
20 min
135min
25 min
90min
20min
90min
60min
60min
45mins
30mins
450mins
265mins
第一次课
第二、三、
四、五次
课
注
释
及
备
注
成都东软学院课程教案
2. Study the picture and give a Chinese version in your own words.
二、 主要内容设计
Step 1: Checking on the preview(about 10mins)
 Match the words with their correct meaning in the text.
squander
overblown
trudge
spend thoughtlessly, throw away
exaggerated
walk heavily and firmly, as when
weary, or through mud
Step 2: Language study(about 45mins)
Key words and expressions
Words: squander, overwhelm, insatiable, famine, pestilence, migration, overblown, remedy,
ill-conceived, equilibrium, invite, irritate, inspired, breed, triple, chronically, category, quadruple, finite,
lap, evaporate, desalination, distribute, routine, diversion, diminish, sustain, endanger, extinct, arid,
miraculous, apparatus, perforate, extract, respectively, capacious, substitute, trudge, sacred, medium
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成都东软学院课程教案
Phrases: for(the) want of sth, in print, carry on with sth, head for, be set to do sth, in principle, take
note(of sth.), account for sth., be well off (for sth), above all, in due course, up to sth, draw on/ upon sth.,
be immune to sth., have access to, set off, in particular
Step 3: Background information(about 20mins)
1. About the article
This article is abridged from the special report of The
Economist, May 20, 2010. The author’s name is not
mentioned.
 An English-language weekly news and
international affairs publication edited in London.
 Founded by James Wilson in September 1843.
For historical reasons.
 Neo-liberal inclination: a supporter of free trade, globalization, free
immigration and social liberalism, including legalized drugs and prostitution.
 Circulation: 1.5 million/week in
The Economist’s issues on environmental issues
2. Water crisis
Water Resources Worldwide
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成都东软学院课程教案
Water Resources of China
General description:
severe water quantity shortages and severe water quality pollution.
China’s water resources:
Total water resources (2.84 trillion cubic meters): No. 6
Per capita water resources (2100 cubic kilometers): No. 88
Uneven distribution: 80% in the south of China.
Step 4: Reading and Interpreting(about 135mins)
Activity 1: Learning Objectives:
1. Know something about water crisis
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成都东软学院课程教案
2. Understand the causes of water crisis
3. Think about how to deal with the crisis
4. Consider the initiatives common people can take
5. Encourage students to actively think about international issues
Activity 2: Text Organization
Part I: Introduction: a warning about a water crisis (paras. 1–2)
Part II: Causal analysis of water shortage (paras. 3–5)
Part III: Difficulty in satisfying these demands (paras. 6–8)
Part IV: Characteristics of water as natural resource (paras. 9–15)
Part V: Reiteration of the value of water (paras. 16–17)
Part VI: Conclusion: difficulty in using the resource sensibly (paras. 18–19)
Activity 3: Detailed explanation of the key points
1. When the word water appears in print nowadays, crisis is rarely far behind.(para.1)
Today, whenever people mention the word “water” in books or newspapers, you know they are going
to talk about water crisis.
The opening paragraph summarizes what books and newspaper articles say about the present water
problem.
in print: printed in a book, newspaper, etc.
rarely far behind: very clear
2. Climate change threatens to make the problem worse. (para.1)
threaten: to be likely to harm or destroy sth.e.g.
Global warming, which causes the seas to rise, threatens to engulf islands.
The civil war is threatening to split the country.
The country’s crippling debts could threaten its entire financial systems.
3. Everyone must use less water if famine, pestilence and mass migration are not to sweep the
globe.(para.1)
All of us must use less water to avoid such disasters as famine, epidemic, and mass migration
throughout the world.
mass migration: here referring to the movement of large numbers of people from one place to one part
of the world to another to escape the disasters caused by shortage of water.
Note: The concluding sentence suggests a simple solution to the problem: use less water.
4. To carry on with present practice would indeed be to invite disaster.(para.2)
If people maintain their present lifestyle and continue wasting water the way they do, they would head
for disaster.
invite: to encourage sth had to happen, esp. without intending to, e.g.
The First Lady’s recent trip invited sharp criticism.
The man’s behavior is inviting suspicion.
5. Domestic activities take the other 8%.
domestic activities: referring to sanitation, waste disposal, etc.
6. The world will have no more of it in 2025 or 2050 than it has today, or when it lapped at the sides of
Noah’s Ark.(para.6)
In 2025 or 2050, the world’s water supply will be the same as it is today, or in the days of Noah.
When it lapped at the sides of Noah’s Ark: When flood water hit the sides of Noah’s Ark in small
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成都东软学院课程教案
waves
The metaphor is used to emphasize the fact that world’s water supply has remained the same since
ancient times.
7. …deep-groundwater tables have dropped by up to 90 meters.(para.14)
water table: groundwater level, that is, the upper surface of groundwater, below which pores in the
rocks are filled with water.
8. That is why India and China are now perforated with millions of irrigation wells, each drawing on the
common resource.(para.15)
That is why millions of irrigation wells have been dug in India and China, both using the supply of
water belonging to/shared by the whole community.
perforate: to make a hole or holes in sth, or part of your body, e.g.
In the road accident, his lung was perforated.
She told her children not to wear earphones, for they can perforate their eardrums.
9. …many people believe water to be a human right, a necessity more basic than bread or a roof over the
head. (para.17)
…many people believe that water is a right every human being is entitled to. It is necessity more
important than food and shelter(for water is finite, and has no substitute).
A human right: it refers to one of the basic rights that many societies think every person should have.
The right to life itself and the basic necessities of food, shelter, and clothing may be considered
fundamental human rights.
10. …has proved so difficult to organize. (para.19)
…has proved so difficult for people to work out ways so that it is used sensibly and efficiently
because this is bound to meet with opposition.
Activity 4: Further discussion
 How does the author explain the importance of water to human beings? Do you agree with the
author that water is at least as important to us as oil?
 How do those countries with abundant water resources affect global water shortage?
 Have you found anything important that the author has left untouched on this topic?
Activity 5: Exploring the theme
Theme of the Text:
 Understand the situation of the global water crisis
 Analyze the difficulties in meeting the water crisis
 Develop a right approach to common international challenges
The text mainly talks about water problems. Three aspects are listed to analyze the causes of water
shortage. It is very hard to satisfy human water demands. As a natural resource, water has its specific
characteristics. Human beings should never ignore the value of water. Difficulty in using the resource
sensibly, however, still widely exists.
Step 5: Appreciate the language style-writing devices and techniques(about 90mins)
How to Use Numbers Correctly When Writing
Using AP-Style (Associated Press Style)
1. Spell out numbers one through nine. Use figures for numbers 10 and higher.
2. Begin a sentence with a spelled out number, never a figure. For example, "Twenty of our classmates
are going on the trip.“
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成都东软学院课程教案
3. Use a hyphen only for compound numbers ending in "y" to connect them to the next words. For
example, twenty-two or one hundred thirty-four.
4. Keep proper names as they are commonly written. For example, 20th Century Fox. Always spell out
numbers in catch phrases or expressions. For example, "Thanks a million."
Find more examples in the text.
Using CMS (Chicago Manual of Style)
5. Type numbers 0-99 as spelled out words, then use figures for 100 and up in the CMS style of writing.
6. Start with a spelled out number if it is the first word in the sentence, just like in AP style. For example,
"One hundred fruit flies swarmed around the rotten strawberries."
7. Avoid mixing numbers and figures when talking about the same thing. Example: "I have 2 cats and
Mary has 22 cats." Since the sentence is talking about cats only, use the figure "2" to match with "22."
When you refer to different things, it is OK to mix figures with words. For example, "She gave me seven
dollars, but I still owe her 20 cookies."
8. Add hyphens to compound numbers ranging from twenty-one to ninety-nine.
9. Refer to centuries by writing out the time period before it. For example, "He lived in the seventeenth
century, but she lived in the twentieth century."
General Rules
10. Be consistent. To avoid confusion, follow the same rules every time you write numbers.
11. Use figures to express dates. "We will meet on the 2nd of November, even though the meeting was
originally scheduled for November 6."
12. Choose from several methods for writing decades. You may spell them out completely (forties,
sixties) or use figures (1990s, 2000s). Never use an apostrophe after the year; however, you can
abbreviate a decade by putting an apostrophe before the year ('70s, '20s).
13. Write out fractions as full words if they stand alone. Use figures if it is a number plus a fraction.
Example: "I'll give you one-half the chocolate bar if you give me one-third of the popcorn." Or, "She got
an 8 1/2 percent raise yesterday."
14. Simplify large numbers by keeping them consistent. You can spell them out or use a figure, but don't
do both. Example: "In a savings account, you can earn from one million to five million dollars." Or, "The
stocks can rise from $1,000 to $1,000,000."
Step 6: Developing critical thinking(about 45mins)
1. Role-play:
Work in groups of four:
Student A from a thirsty African country
Student B from Brazil
Student C from Canada
Student D from China
You are having a discussion about water resources in your own country. Try to reach a consensus on the
best practice in water conservation and usage.
2. Work in groups of four:
What account(s) for your disagreements about water resources?
How have you managed to reach a consensus?
Do we behave similarly with respect to other issues in our lives?
Homework
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成都东软学院课程教案


Finish the exercises from P133-140
Self-studying: Text B(write a summary about it)
Step 7: Exercise(checking and explaining) (About 90 mins)
【归纳总结】
本单元要求学生了解作者及其背景知识，了解文章的写作风格和语言使用风格，理解，背诵
及运用精读文章中重点句，同时要求学生掌握课文中的核心语言点，并能够在口头表达和书面表
达以及课后练习中能够灵活运用。
【课外学习要求】
课外要求学生首先完成预习任务要求，并熟悉本单元生单词，完成课文讲解后要求学生完成
课后练习并巩固所学知识
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成都东软学院课程教案
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