新编大学英语教案3

Book Three Unit 1 Myths and Legends Teaching Aims: In this unit students are required to : 1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture; 2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills; 3) grasp some new words and try to use these words which help them to enrich their vocabulary; 4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension; 5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.; 6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities. I. Useful Information · In order to understand the world around them, virtually all early cultures developed myths that explained various aspects of life and mysteries of nature. Animals, plants and people---both imaginary and real---were often attributed with special powers that gave them a spiritual significance. In ancient China, for example, the phoenix(凤凰),the dragon, the unicorn(独角兽) and the tortoise were regarded as sacred creatures that symbolized various characteristics including wisdom, longevity, indestructibility(不可毁灭) and power. The ancient Greeks developed a complex system of myths related to hundreds of gods and goddesses that were said to control the fate of all men and women. Whether myths became part of an established religion or not, they were always incorporated into stories that could be told and retold as captivating explanations of natural and supernatural events. And as such they became cultural treasures that educated and united people around common beliefs. · Although the line between myth and legend is often blurred(变得模糊），myths tend to focus on superhuman animals and gods, whereas legends glorify a hero or a great event and usually contain an element of truth. Like myths, legends became popular stories handed down from generation to generation · In all cultures, story-telling was a way of transmitting beliefs, customs, and moral principles to people of all ages who cold neither read nor write. Story-telling was also an important form of entertainment at the level of the family and the village. With the advent (appearance/coming) of radio and television, however, story-telling have all but disappeared. Instead of gathering around an individual capable of remembering all kinds of wonderful and amusing tales, people now prefer to sit in front of a TV set. · It is mainly in their written form that we can still enjoy traditional myths, legends, fables and folktales. In reading stories from different cultures, we can discover some of the universal (普遍的)characteristics of humankind. The trickster(骗子，恶作剧的精灵）, for instance, is a clever, deceitful and greedy individual who inspires admiration but who must be taught a lesson. · In some cultures he appears as a monkey, in others a tortoise or a raven(渡鸦）。 Or, to take another example, folktales from all over the world have shown that the kindest and most compassionate (结伴的，同伴的）person is not necessarily beautiful. Irrespective（不考虑，不问的，不顾的） of their origin, traditional stories often present universal truths in a simple but eloquent(有说服力的)way. Chinese Fables · Three at Dusk and Four at Dawn In the state of Song there was a man who was very fond of monkeys and kept a large number of them. He could understand the monkeys and they could understand him. In order to satisfy the monkeys’ demands, he reduced the food consumption of his family. After a while his family did not have enough to eat, so he wanted to limit the food for monkeys. But he was afraid the monkeys would not submit to him. So he played a trick on them. “If I give you three chestnuts in the morning and four in the evening, would that be enough?” hw asked the monkeys. All the monkeys rose up in great anger. After a short time he said, “If I give four chestnuts in the morning and three in the evening, would that be enough?” All the monkeys lay on the floor, happy and satisfied with this proposal. · His Spear against His Shield In the state of Chu there was a man who had a spear and a shield for sale. He was loud in praises of his shield. “My shield is so strong that nothing can pierce it through.” He also sang praises of his spear. “My spear is so strong that it can pierce through anything.” “What would happen,” he was asked, “if your spear is used to pierce your shield?” He was unable to give an answer. It is impossible for an impenetrable(刺不穿的)shield to coexist with a spear that finds nothing impenetrable. II. Passage-Reading Activities 1. Finishing reading the passage within 16 minutes, and point out the main idea of the passage. 2. Filling the blanks in the reading comprehension exercises. 3. Language Points 1) to prepare sb./oneself to do sth. /for sth.: to accustom sb./oneself to some new idea, event or condition · Prepare yourself for a shock. · He prepared himself to accept defeat. · to prepare for: get or make ready/ to put sth. in a condition ready for use or for a purpose · Please prepare the table for dinner. · Will you help me prepare for the party? · to be prepared to do sth./for sth.: to be willing to do · How much are you prepared to pay? · They are prepared for the worst. 2) to escape(one’s notice): to be unnoticed or forgotten by · How they escape our notice I cannot say? · He is very observant(善于观察的，留心的）; nothing escapes his notice. · I am afraid your name escapes me. · to escape sth/doing :avoid( a sated evil) · He narrowly(only just) escaped death/ punishment. · There is no way to escape doing the work. · By taking back way he escaped being seen. 3) At the (very/mere) thought( of sth):on thinking; just thinking about sth 想到… 时；只要一想起…就 e.g. Tears filled her eyes at the thought that she might never see him again. At the thought of seeing you again, I was delighted. The very thought of strawberries and cream makes my mouth water. · on second thoughts: after further consideration经过再三思考 On second thoughts he decided to stay in England. On second thoughts I am inclined to agree with you. · to give (a) thought to sth.: to think about before deciding 思考，想过 Give the matter careful thought. Too little thought has been given to his difficult problem. · (to be )in deep thought /deep in thought 在沉思中，沉思着 He sat there, deep in thought. He was deep in thought/in deep thought. He walked slowly back towards the site in deep thought. 4) Well-meaning: well-intentioned 善意的，好心的 · A well-meaning but tactless person好心而不善应付之人 · well-advised 深思熟虑的 · well-bred 有教养的 · well-founded or well-grounded有充分理由的 · well-informed博学的，见识广的 · well-known 5) to make trouble for e.g. She is always making trouble for her friends. · to ask /look for trouble What made you write such a letter? It was asking trouble. · to be in trouble: to be in difficulty · to get into trouble · to get sb. into trouble · to take trouble over在…下功夫；做出努力 · You should take trouble over your work. · to take trouble to do sth. 费心做… · Please take trouble to read the contract thoroughly. · to have trouble/difficulty in doing sth. · to fish in troubled water浑水摸鱼 · They love to fish in troubled water. · to trouble one’s head about 为…烦心 · Mary never trouble her head about these things. · to trouble oneself about 为…费事，为…担心 · They ceased to trouble themselves about him. · Why should I trouble myself about him? troublemaker n. troublesome adj.: causing trouble or anxiety; annoying; difficult to handle · I am afraid I am asking you a number of troublesome questions. · Being short of money is a bit troublesome but we’ll do what we can. · Never trouble trouble until trouble troubles you. 6) to rest assured: to be certain请放心 · I assure you that this medicine cannot harm you. · He assured us of his ability to work. · to rest on/upon: depend on; be based on依靠，寄托在 · One thing rests on another if it depends on it. · My whole argument rests on the fact that she never intended to do it. · His fame rests on his plays more than his novels. · Our hopes rest on you. · to rest on/upon: to lean on; be supported by · Her hands rested lightly upon his shoulder. · The bridge rests on stone aches. · to rest on:(of sight or the eyes)to be directed on ; fall on · His eyes rested on the peaceful valley below. · to rest with: to be the responsibility of由…决定，得靠… · The choice rests with you. · It rests with you to make the decision. · The fate of these prisoners rests with judge. 7) to speak for: to express the thoughts, opinions etc. of · a power group with no one to speak for them · What others think I don’t know; I can only speak for myself. · You speak for other people when you express their opinion for them. · to speak for: to be a witness of; say things about; give idea of替/给…讲话，讲话 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 示赞成 · I hope you will speak for him. · I should like to speak for the boy before you punish him. · to speak for itself/themselves: to need no further explanation本身就说明问题 · Something speaks itself if it has an obvious meaning or significance and doesn’t need to be explained. · There is no need for me to commend his action: it speaks for itself. · Look at the facts and decide: they speak for themselves. · I hardly need to tell you what has happened; the circumstances speak for themselves. 8) to fill out: to get fatter · The thin child gradually filled out as he grew older. · His face is beginning to fill out. · to fill out:(Ame E): to fill in · The policeman filled out a report of the accident. · After Tom passed his driving test he filled out an application for his driver’s license. 9) to choose to do: to decide to do宁愿，偏要，决定… · He chose not to go home until later. · You choose to do something when you decide to do it. · If you choose to ignore my warning, I’m afraid I can’t be responsible for the consequences. · He chose to become a doctor. · You can make it very difficult for me to speak to you if you choose to misunderstand me. · It’s not my business; how she chooses to live. · cannot (choose/help) but do: must do · I cannot (help/choose) but admit the truth of your remarks, although they are go against my interests. · We could not but weep at the bad news. · He cannot choose but obey. · There is little( not much/nothing) to choose between: they are very much alike.大家/两者不相上下 · When you say that there is nothing to choose between two or more things you mean that it is difficult to decide which is better because they are about the same. · Frank and Juliet are both highly suitable candidates; in fact, there is not much to choose between them. 10) on an empty stomach · on a full stomach · Nobody can work on an empty stomach. · It is difficult to run quickly on a full stomach. · to have the stomach for sth. · If you say you have the stomach for something unpleasant, you mean you have enough courage or determination to do or face it. · to have no stomach for 不喜欢，不赞成 · I have no stomach for the violent movies. · I have no stomach for the heavy food. III. Post-Reading Activities 1．Finding the Best Summary · Ekwefi is telling a story about Tortoise. Long long ago, there was a famine, and the birds got an invitation from the sky to attend a feast there. Tortoise learned about it and with his sweet tongue he persuaded the birds to take him with them and so each bird lent him a feather. Tortoise cunningly thought of an idea that enabled him to have all the food by naming himself “ All of you”. · When they reached the sky, they received a warm welcome and soon the food was presented to them. Then he asked one of the people in the sky,” For whom have you prepared all this feast?” The man replied” For all of you.” So he ate almost all the best food. The birds became very angry and took back their feathers before flying home. Without feathers, he had to jump onto the ground and his shell was broken into pieces. 2．Questions · Do you admire Tortoise for his cleverness or do you sympathize with all the birds? · I don’t admire Tortoise’s cleverness. He was unwise to cheat all the birds. After his mischief(伤害）, how could he have face to live together with them any longer? He would have no friends at all. He was clever, but at the same time he was also stupid. When all the birds became so angry, how could he have trusted Parrot? He should have jumped the sea to avoid being hurt. · I sympathize with the birds. They took Tortoise out of kindness, but after flying such a long distance, they had to fly back home on an empty stomach. They were formally invited, but the food was eaten by Tortoise. I think the birds were very unlucky. · What do you think is the moral of the story? · I learned from the story that · A)we should be honest, and shouldn’t cheat others. If we cheat others, we will be punished in the end; B) we shouldn’t be carried away by sweet words, like the birds; C) a leopard can’t change its spots, nor can Tortoise. He was cunning, he could never change his personality and behave himself. · What is the moral of “ Beauty and the Beast?” · A.----Virtue will be rewarded. For example, Beauty is a kind-hearted and pious(孝顺的)girl. She loves her father, and she is willing to sacrifice herself for the father. Finally she is rewarded with a happy marriage. On the other hand, the evil sisters are punished by the fairy(小妖精，仙女).They become two statues but have to observe Beauty’s happiness painfully. B.---A good heart is more important than appearance. Although the Beast is very ugly, he loves Beauty and has a kind heart. In the end he wins the heart of Beauty and the spell(咒语)is broken by Beauty’s love. · What is the moral of “ The Monkey King”? · A.---- Nothing can be gained without any effort or hardship. If you want to succeed or make achievements, you have to face and overcome difficulties, or even great dangers. Tangseng, Monkey and others had gone through eighty one great dangers or hardships before they obtained the authentic(可靠的，可信的，权威的)version of the Buddha’s teachings. B.---A person’s strength, skills and judgments are the guarantee of success. Without Monkey King, Tangseng couldn’t have fetched the Buddha’s teachings. Unlike Tangseng’s other followers, Monkey developed his martial(元帅)arts and skills and became so strong that almost no one could defeat him. IV. Further Development 1．List as many connectors · Time and place: after, before, during, later on, meanwhile, next, first, second, earlier, immediately, soon, still, when, while , as , where, then · Comparison and contrast: as…as, similarly, likewise, but, not so…as, on the other hand, on the contrary, in contrast , rather than · Addition: and, in addition to, furthermore, moreover, too, also · Cause and effect: because(of), due to (the fact that),as a result, therefore, accordingly(因此，从而）, so, consequently（因而，所以）, thus, hence, since, as, owing to · Purpose: so that, in order to/that, so as to · Condition and concession: if, despite, although ,though, even though, in spite of, however, nevertheless, nonetheless(=nevertheless),yet, all the same · Summary and restatement: in short, in a word, in brief, in conclusion, on the whole, generally, altogether, in all, in the final analysis, in other words, finally · Others: not only…but also, either…or, neither…nor, so …that, such…that, so as…to 2．Writing You have talked much about myths, legends and stories in this unit. Now write a composition, which can be a myth, a legend or a story. Remember to use connectors and give a vivid narration. Sample: Stop or Slow? As one approaches some crossroads, one comes to a sign which says that drivers have to stop when they come to the main road ahead. At other cross-roads, drivers have to go slowly, but they do not actually have to stop (unless, of course, there is something coming along the road); and at still others, they do not have either to stop or to go slowly, because they are themselves on the main road. Mr. Williams, who was always a very careful driver, was driving home from work one evening when he came to a cross-roads, It had a “slow” sign, so he slowed when he came to the main road, looked both ways to see that nothing was coming, ad then drove across without stopping completely. At once he heard a police whistle, so he pulled onto the side of the road and stopped. A policeman walked over to him with a notebook and pencil in his hand and said, “You didn’t stop at that crossing.” “But the sign there doesn’t say ‘stop’”, answered Mr. Williams. “It just says ‘slow’, and I did go slowly.” The policeman looked around him, and a look of surprise came over his face. Then he put his notebook and pencil away, scratched his head and said, “Well, I’ll be blowed (该死的)! I am in the wrong street!” Unit 2 Manners Teaching Aims: In this unit students are required to : 1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture; 2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills; 3) grasp some new words and try to use these words which help them to enrich their vocabulary; 4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension; 5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.; 6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities. I. Preparation 1. What Would You Say? Samples 1) -- What a beautiful ring! I love it! -- Well, I like it very much, but I can’t accept it because it is too expensive. -- Thank you very much, but I can’t accept it because I’m married. -- I like this ring, but it’s gold-plated. I want a real gold one. -- This is a nice ring, but you mean more to me than anything else. 2) -- Thank you very much. I have a gift for you, too. -- I like it very much, but I like you more. -- I like it very much. Would you put it on my finger? -- It is a beautiful gift. It must have cost you a fortune. -- Thank you very much. But you really shouldn’t have bought such an expensive gift. 2. Whose Fault Is It? Samples Situation 1 About gratitude and modesty -- I think that it’s the applicant’s fault. He is too modest. If I were the applicant, I would say: “ Thank you very much. I will do my best.” Modesty is not applicable in all situations. If I were the applicant, I will show you that you have made a wise decision.” I think that one needs to be confident in this type o f situation. If I were the applicant, I would say goodbye and take my leave. -- I think that it’s the manager’s fault. The applicant is most likely Chinese and what he did is an example of typical Chinese modesty. The manage does not seem to know much about Chinese culture. If I were the manager, I would change my mind. Situation 2 About being embarrassed -- I think that it’s Zhang’s fault. He shouldn’t have eaten all the chicken. If I were in his situation, I wouldn’t have done so. If I had eaten all the chicken and realized the problem, I would have taken the boys out for some fried chicken at McDonald’s. -- I think that it’s Mrs. Johnson’s fault. She shou