课程代码：300017-300020

学分：16

学时：252

授课时间：第一、二、、三、四学期

授课对象：食品加工技术专业学生

课程类型：公共必修课

先修课程: 高中英语

后续课程: 食品专业英语

词汇

领会式掌握4500单词（其中复用式掌握的单词为2500），以及由这些构成的常用词组（中学所掌握的单词和词组包括在内），并具有按照基本构词法识别生词的能力。 

领会式掌握6500单词（其中复用式掌握的单词为3000），以及由这些构成的常用词组（中学所掌握的单词和词组包括在内），并具有按照构词法识别生词的能力。 

语法

掌握基本的英语语法，能较正确地运用所学语法知识

巩固和加深基本语法知识，提高在语篇水平上运用语法知识的能力。

听力理解

能听懂英语讲课，并能听懂题材熟悉、句子结构比较简单、基本上没有生词、语速为每分钟130-150词的简短会话、谈话、报道和讲座，掌握其中大意，抓住要点和有关细节，领会讲话者的观点和态度。

对题材熟悉、句子结构不太复杂、基本上没有生词、语速为每分钟150-170词的篇幅较长的会话、谈话、报道和讲座，能掌握其中大意，抓住要点和有关细节，领会讲话者的观点和态度，并能进行分析、推理和判断。

口头表达

能就教材内容和适当的听力材料进行问题和复述，能用英语进行一般的日常会话，能就所熟悉的话题经准备后作简短发言，表达思想比较清楚，语音、语调基本正确。 

能就教材内容和一般的听力材料进行问答和讨论，能就一般的社会生活话题进行简单的交谈、讨论和发言，表达思想清楚，语音、语调基本正确。 

阅读理解

能顺利阅读语言难度中等的一般性题材的文章，掌握中心大意思、以及说明中心大意的事实和细节，并能运行一定的分析、推理和判断，领会作者的观点和态度，阅读速度达到每分钟70词。在阅读篇幅较长、难度略低、生词不超过总词数3％的材料时，能掌握中心大意，抓住主要事实和有关细节，阅读速度达到每分钟100词。 

能顺利阅读语言难度较高的一般性题材的文章，掌握中心大意以及说明中心大意的事实和细节，并能就文章的内容进行分析、推理、判断和综合概括，领会作者的观点和态度，阅读速度达到每分钟70词。在阅读篇幅较长、难度略低、生词不超过总词数3％的材料时，能正确理解中心大意，抓住主要事实和有关细节，阅读速度达到每分钟120词。 

书面表达

能在阅读难度与课文相仿的书面材料时做笔记、回答问题、写提纲，能就一定的话题或提纲在半小时内写出120-150词的短文，能写短信和便条，表达意思清楚，无重大语言错误。

能在阅读难度与课文相仿的书面材料时做笔记、回答问题、写提纲和摘要，能就一定的话题、提纲、表格或图示在半小时内写出150-180词的短文，能写日常应用文（如信函、简历等），内容完整，条理清楚，文理通顺。 

翻译

能借助词典将难度略低于课文的英语短文译成汉语，理解正确，译文达意，译速为每小时300英语单词。能借助词典将内容熟悉的汉语语文字材料译成英语，译文达意，无重大语言错误，译速为每小时250汉字。 

能借助词典将难度略低与课文的英语短文译成汉语，理解正确，译文达意，译速为每小时350英语单词。能借助词典将内容熟悉的汉语文字材料译成英语，译文达意，无重大语言错误，译速为每小时300汉字。

第一学期

56

4

I. 综合英语课（40学时）：语言知识讲解；读、写、译技能训练；

II. 视听课（16学时）：听力技能训练

全体学生

第二学期

72

4

I. 综合英语课（56学时）：语言知识讲解；读、写、译技能训练；

II. 视听课（16学时）：听力技能训练

全体学生

第三学期

64

4

I. 综合英语课（48学时）：听、说、读、写、译技能强化；

II. 视听课（16学时）：听力技能训练

全体学生

第四学期

60

4

I. 综合英语课（48学时）：听、说、读、写、译技能强化；

II. 视听课（12学时）：CET4听力；BBC Learning English。

全体学生

合计

252

16

Unit1

Growing   up

1.Grasp the main idea (the essence of writing is to   write one enjoys writing) and structure of the text (narration in   chronological sequence).

2.Appreciative the narrative skill in the text   (selection of details and repletion).

3.Master some language points which are important and   difficult.

1. Grasp the main idea and structure of the text.

2.Selection of details and repetition.

3. Some key and important language points.

1. Pre-reading tasks

2. Class activity: the art of eating spaghetti

Invite one student to come to the blackboard to show   how to eat spaghetti (pieces of paper) with a fork..

Then the teacher explains the proper way to eat the   spaghetti .Invite another student to demonstrate the process and explains it   at the same time.

 3.According to the experience above and the   author’s story, T leads the Ss to come to a conclusion of the theme of the   text.

 4. Grasp the structure of the text          

1) Ask Ss to circle all the time words in the text and   invite some of them to read out what they have circled out.

2) Draw Ss’ attention to Text Organization Exercise 2   and invite some of the students to divide the text and report the main idea   of each part.

 5. Let Ss answer the content questions on P 7.

1.Review the whole text and get familiar with it.

2.Review the language points learned.

3.Do the exercise of Vocabulary part.

5

Unit2

Friendship

1.Grasp the main idea (Never delay expressing your true   feelings to a friend) and structure of the text;

 2.Appreciate that spoken English is much more   informal than written English.

1.Get to know the importance of a true friend.

2.Get to know how English is spoken in daily life by   native speakers.

1. Pre-reading Activities:

 (1)Warm-up questions:

 a. Do you have many friends?  b. Can these   friends help you when you are in trouble? c. What are friends for?

 (2) Listen to the English song that’s what   Friends are For ？

 a. What does a fair weather friend mean?

 b. What does Dionne Warwick think friends are   for?

 c. Does the song give you any idea of what the   stories in this unit will be about?

2. While-reading activities

 (1) Ask students to go through the whole text   quickly and find the answers to the following questions.

  a. Who is the driver’s good friend?

  b. Who is the author? What’s the   relationship between the driver and the author?

  c. Did the driver often write letters to   his old friend since he left the neighborhood?

  d. Why was the letter too late?

 (2)Text organization exercise

 Clue a. What does the whole text center on? (a   letter)

b. How did the author know in detail the friendship   between Tom and old Ed?

The author got it in two ways: He had a conversation   with Tom. He read the letter himself.

The text can be divided into three parts.

Part one: Paras 1-20 A conversation with Tom.

Part two: Paras 21-35  Reading the letter by   himself, the author learned more about the lifelong friendship.

Part three: Para 36  Tom’s experience urged the   author to reach for his pen.

(4) The author thought that it’s a letter from old Ed   to Tom. Ask students to find out these sentences which lead him to think so.

3. Discussion 1) Have you ever written a letter and   then not sent it? Why did you keep it?

2) What is your idea of friendship? How important are   friends to you?

1. Review the whole text and get familiar with it;

2.Do exercises of language Focus and Structure.

5

Unit3   Understanding science

1. Learn something about the author Stephen Hawking.

2. Grasp the main idea and structure of the text.

3. Appreciate the style differences between narrative   writing and expository writing.

4. Master the usage of the words and expressions and   grammars in this unit  

Practice the usage of words and expressions to train   students’ application ability

Study the ways of expository writing.

Understand the difficult sentences

Grasp the main idea and structure of the unit

Step1 Pre-reading tasks (for first two periods)

1.Warm-up questions

 (1) Discussion: What makes Hawking’s achievement   so remarkable?

 (2) Brainstorm: some scientific and technological   discoveries that have greatly changed our lives.

(3) Discussion: In what ways do these discoveries   change our lives for the better? Or for the worse?

(4)Teacher’s conclusion: we should make them head   towards changing our lives for the better. But How?

2. Reading for the gist: what does the author want to   tell us in the text?

3. Structure analysis: Divide the text into three parts   and find out the main idea to each of them.

Step 2  While-reading activities ( for second two   periods)

1. Ask questions to check their understanding of the   text.

 (1)  Part I of the text (Para 1-3).   Question to ask the student:

What do you think of science?

What’s the public attitude toward science?

  (2) Part II of the text (para 4-6).   Question to ask the students:

What can be done to harness this interest?

What can mass media do?

  (3) Part III of the text (para 7).   Question to ask the students:

What’s the Hawking’s hope?

  (4) Appreciate the style differences   between narrative and exposing

Language study: Words study; move the new words and   expressions, make sure that the students can read them correctly and learn   some of them by heart.

(1)Review the whole text and get familiar with it.

 (2) Review the structure that have been learned   and vocabulary

(3)Finish writing the essay

(4) Preview the new lesson.

5

Unit4   The American Dream

1. Grasp the main idea and structure of the text.

2. Learn to describe a person by his or her   characteristic features in the text.

3. Master the usage of the words and expressions and   grammars in this unit  

1.Practice the usage of words and expressions to train   students’ application ability.

2.Finish the task of discussing to train the students’   speaking and writing ability.

3.Study the ways of expository writing

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Warm-up questions

 1. Read the record and Discuss the    questions:

1) What did American Dream mean to Dr. Hertz’s grandparents?

2)Why does Dr.. Hertz say the American Dream is in   one’s  head and in one’s pocket?

3). Discussion: what do you understand the essence of   American Dream?

4). Teachers conclusion: It means the belief that   everyone can succeed as long as he pr she works hard enough.

2. Reading for the gist: what does the American Dream   mean to Tony?

3. Structure analysis

1) Divide the text into two parts and find out the main   idea to each of them.

2) Underline the time phrases in the passage and   realize that they serve as a time sequence.

 3) Draw students’ attention to Text Organization   Ex.2, they will see that from the fist time phrase to the end , Tony makes   his dreams come true step by step.

Step 2  While-reading activities ( for second two   periods)

1. Ask questions to check their understanding of the   text.

What does a gardener do?

Scan the text to circle all the time words phrases or   sentences in the text.

Spot the descriptions of physical appearance above .

Ask students’ opinions on the essence of the American   Dream.

1.Review the whole text and get familiar with it.

 2.Review the structure that have been learned and   vocabulary

 3.Finish writing the essay

 4.Preview the new lesson.

5

Unit5   Work to live or live to work

1.Grasp the main

idea (the author tries to define   a typical workaholic in the American corporate world with story of Phil) and   the structure of Text A;

2.Appreciate the writing   strategy and style demonstrated in Text A (to set the tone of irony by choice   of words, selection of details, use of quotation marks, etc.);

3.Master the key language   points and learn how to use them in context;

4.Understand the cultural   background related to the content;

5.Express themselves more   freely on the theme of Work to Live or Live to Work after doing a series of   theme-related reading, listening, speaking and writing activities;

6.Write a letter of sympathy or condolence in an   appropriate way.

1.Grasp the main idea.

2.Appreciate the narrative skills.

3.Some of the language points.

1.Before Reading ： About the Author

2.Origin of Workaholic

3.Global   Understanding：

Part   Division of the Text

4.Detailed understanding：

Complicated sentences

5.Important   Words and Expressions

1.Review the whole text and get familiar with it.

 2.Review the structure that have been learned and   vocabulary

5

Unit6   Romance

1.Grasp the main idea (the nature of a heart is seen in   its response to the unattractive) and structure of the text.

2.Appreciate the narrative skills in the text (switch   between tenses, change of narrators) and the use of informal language in   conversations.

3.Master the key language points and grammatical   structures in the text.

1.Grasp the main idea.

2.Appreciate the narrative skills.

3.Some of the language points.

4.Simile and metaphor

1.Pre-reading task: enjoy a section of movie and guess   what Text A is going to be about.

2.Reading comprehension:Text Organization in the   textbook                

3.Group discussion

① Why do more and more young people take a   pragmatic attitude to marriage?

② Recently, the phenomenon of college   students’ getting married has caused public concern. From the legal   point of view, college students should be given the right to choose an early   marriage when they have found their beloved partners. But whether such choice   is wise or not is quite another problem. College students: marriage or not?

1.Do the Vocabulary exercise.

2.Make a questionnaire about the topic “How do you   understand the meaning of true love?” and present your findings to class.

5

Unit7   Animal intelligence

1.Understand the   main idea (some animals seem capable of thinking when it is in their own   interests to do so) and the structure of the text;

 2.Appreciate   the importance of examples in exposition;

3.Listening task:   grasp the main idea of the song “Ben”.

1.Get to know the   author’s opinion in the text

2.Some sentence   structures in the text.

 1.Pre-reading   activities:

 (1)Warm-up   questions       a. Do you have a dog /or cat at   home?  

b. Do you like   them? Why?

c. Do you think   animals can think?

 (2) Listen   to the English song “Ben”. Answer the questions on P166

2.While-reading   activities

 (1) Go   through the text quickly, and find the answers to the following questions:          a. Does the author think animals   can think?

b. When does the   author think animals will probably do their best thinking?

 c. Why did   Colo break the key chain and only give Jendry a link?

 d. What do   behaviorists say about animals’ willingness to cooperate? And what does the   author think of it?

e. Where did   Towan hide his orange? What does the act reveal?

 (2) Listen   to the text and answer the following questions.

 a. Does the   author think these experiments are best ways to explore animal intelligence?

 b Why does   the author start talking to vets, animal researchers and zoo keepers?

 c. What do   we learn from the story “Let’s Make a Deal”?

d. Why should the   author cite three examples in the text? The author uses these examples as   convincing evidence for his opinion.

(3) Text   organization:The text can be divided into three parts:

Part one: Paras   1-2  served as an introduction

Part two: paras   3-12  supporting facts

Part three: para   13  conclusion.

3. Language   study

4. Group   discussion(1) Has the author found a “better way” to explore animal   intelligence? If he has, what is it?

(2) Compared with   the experiments designed to teach animals human signs, does the author’s new   approach seem more meaningful in the study of the issue? Why or why not?

(3) What’s the   author’s view about animal intelligence? Do you agree?

1 Read the text   fluently.

 2. Prepare   for retelling one of these stories in the text.

5

Unit8 Educational   problems

1. understand the   main idea (teenagers' idleness and ignorance will seriously affect themselves   and society in general) and structure of the text (two parts--the author's   concern and his proposed remedy);

2. learn the way   to write a cause-and-effect analysis;

3. grasp the key   language points and grammatical structures in the text;

1. Practice the   usage of words and expressions to train students’ application ability

2. Finish the   task of discussing to train the students’ speaking and writing ability

3. Study the ways   of writing in time sequence

4. Understand the   difficult sentences

5. Grasp the main   idea and structure of the unit

Step 1.Points for   discussion

Before discussion   (Culture Notes)

U.C.L.A.

The Wealth of   Nations

Educational   System in America

2. Group   discussion

1) Ss are divided   into three large groups. Each is assigned one of the following topics for   discussion:

 Ques.1. How   has the United States developed into the sole superpower in the world?

Ques.2. How did   Japan manage to rebuild itself after the devastation of WWII'? Ques.3. How   will China grow into a prosperous and well-respected

country?

2) Speakers for   each group report their answers to the class. And the teacher shows all the   main points on the blackboard and add something.

3) T sums up by   stressing that almost all groups mentioned the importance

of education,   which is closely related to the theme of this unit.

Step2. Words and   expressions

Step3. Fast   reading and summing up main idea of each part

Learn the words   and expressions by heart.

Preview this   unit.

5

Unit1

Ways   of learning

1. Grasp the main idea and structure of the text.

2.Appreciate the different between comparison and   contrast, as well as different ways to compare and contrast

3. Master the usage of the words and expressions and   grammars in this unit  

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study  using comparison and contrast in essay   writing

4.Understand the difficult sentences

Grasp the main idea and structure of the unit

Step 1Pre-reading tasks  Part 1. Deal with words   and expressions

Part 2. Discussion

1. A Survey

Do you agree with the following statements?

1) Play is the best way to learn.

2) Children develop life skill best through formal   programs.

3) Children are naturally curious, inspired, motivated   learners, but enjoyment of learning can get lost in the pressure to “succeed”   in formal education.

4) Parents are the most important instructors to the   children, so they should give as much guidance as possible.

2. What is the way of learning in the West?

3. What is the way of learning in China?

4. What do you think the advantage and disadvantage of   the education between China and the west?

Advantages:  In the west ( Students decided what   to study and how much to

   study/ students are not made to study   specific subjects or things/ they grow as people/ develop their own   interests/enjoy learning/ they are happy in class/ they don’t need worry   about grades or rules.

In China; (students have rules to follow/ enjoy   teachers’ instructions./ master some basic knowledge)

Disadvantages: in the west (They don’t do well./can’t   not make good use of chances/ need some rules because a few rules will help   them.)

    In China( are not taught to   know about the world./ focus on learning knowledge, but not on how students   grow as people.)

5.How do you comment on the learning methods you used   in high school?(Students)

6.What do you think is more important, creativity or   basic knowledge?(Students)

7.Have you found a better way of learning in   college?(students)  

Step 2  While-reading activities

Part 1.Ask the students to skim Para1 to Para5 and   answer the following questions.

Question 1. Where and when did the incident take place?

Question 2. Who are the main characters in this   incident?

Question 3. What’s the attitude of the author and his   wife toward Benjamin’s efforts in inserting the key into the slot?

Question 4. What’s the attitude of the hotel staff   toward Benjamins’ efforts?

3. Some different sentences

Part 2.

Ask the students to skim Para 6 to Para 10 and answer   the following questions

Question 1. What are two different ways to learn?

Question 2.What causes the difference according to your   opinions?

Sum up the contrast between Chinese and Western ways to   learn (P.11 Exercise 2)

The Chinese (show a child how to do something or teach   by holding his hand                           Americans(   teach a child to rely on himself for solutions to problems)

Some different sentences

Part 3.

Ask the students to skim Para 11 to Para13 and answer   the following questions

Question 1.How do Americans and Chinese differ in their   attitudes to creativity/

Question 2. What makes them take different positions on   the question of creativity?

Sum up the contrast between the Chinese and the   Westerner attitudes toward creativity and basic skill

Step 3 Post-reading activities (for the third two   periods)

  Should we develop children’s creativity   first or train them in basic skill first?

1.Review the whole text and get familiar with it.

2.Review the language points learned.

3.Do the exercise of Vocabulary part.

7

Unit2

Values

1. Grasp the main idea and structure of the text.

2. How to write invitations

3. Master the usage of the words and expressions and   grammars in this unit  

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study writing an invitation

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Step 1. Deal with the words and expressions

Discussion

Question1: What is value according to your opinion?

  Question 2: Can you name some stories, news   reports of  valuable rich  people ?

 Step2.Text Understanding(Scan the text and answer   the questions according to the text)

Question 1. What would the richest American’s life be   like according to Jamie Beaulieu’s imagination?

Question 2.  How did Sam Walton acquire his   wealth?

Question 3.  What made the waiter feel   disappointed?

Question 4. Give a couple of examples to show that Sam   Walton didn’t want any special treatment.

Question5. What did everyone say about Walton?

Question 6.:  Why is it that the barber shop story   of Walton would have made headlines?

Question 7.  What made it difficult for Walton to   hold firm to his folksy habits?

Question 8.  What was his main concern as founder   of Wal-Mart?

Question 9.  What is the Wa-Mart way of life as   laid down by Walton/

Question 10. Why did Walton set up a college   scholarship fund and s disaster relief fund?

Question 11.  What did he think accounted for his   company’s success?

Question 12.  How did company lawyer Jim Hendren   evaluate Walton as a boss?

Step 3. Scan the text again to underline all the names   mentioned and tell who these persons are

1.Review the whole text and get familiar with it;

2.Do exercises of language Focus and Structure.

7

Unit3   Generation gap

1.Understand the main idea (Father meddled in children’   affairs with good intentions, but only to find his efforts unwelcome)and   structure(three settings, three scenes) of the text;

2.Appreciate the basic elements of a play;

3.Grasp the key language points and grammatical   structures in the text.

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study the ways of expository writing

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Step1.Pre-reading tasks

1.Listen to the recording two or three times and then   think over the following questions.

1)Who should be sitting up and take notice? Why?

2)What does the singer think of his parents’ way of   doing things?

2.Pair interview:

Step2. While-reading tasks

1.Text analysis

2. A brief introduction to plays

the major components of a play: characters, settings,   stage directions, language, conflicts, climax, and theme.

Ss identify the characters in the play.

3.Text organization

4.Language Study

Step 3 Post-reading activities

 Discussion question:

(1) What is the mother’s role in the play? Does   she take side with Father or the children? How do you know? (2) How do you   understand the title” Father Knows Better”?

 (3) What do you think causes the generation gap?

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

7

Unit4   The Virtual world

1.Understand the main idea (despite the many negative   effects of virtual life, the author prefers it to real life) and structure of   the text (contrast between virtual life and real life);

2.Learn some rules of interpreting new vocabulary and   usage related to computers and the Internet in English ;

3.Grasp the key language points and grammatical   structures in the text;

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study the ways of expository writing

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

 Step1. Pre-reading tasks

1.Listen to the recording two or three times and then   think over the following questions.

--What was the hero doing when his boss came   in?(surfing the Internet)

--How did he act in front of his boss?(He pretended to   be surprised at the computer which had crashed “unexpectedly”.)

2. Ask the students to look at the theme of this unit   (The Virtual World) and the title of Test A (A Virtual Life), then try to:

--find antonyms of “virtual world” and “virtual   life”;(real world, real life)

--suggest synonyms for “virtual world”;(cyberspace,   cyberia, etherworld, virtual reality, Internet world, networld, etc.)

Step2. While-Reading tasks

Text organization                                  Paragraphs

1) Description of the author’s virtual life                       

2) How she feels about it after staying on the Net for   a while  

3) What she does in trying to return to the real world            

4) How she feels about the real day-to-day world               

2.Content questions

3.Language study

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Finish writing the essay

4.Preview the new lesson.

7

Unit5   Overcoming obstacles

1.Understand the main idea (dreaming and hard work   helped Michael Stone on his way to success);

2.Appreciate   the narrative skills (using details to bring out a character; a surprising   ending; use of puns);

3.Master the key

language points and

grammatical structures in

the text

1.Understand the difficult sentences

2.Grasp the main idea and structure of the unit

1.Text organization   

1)Listen to the tape, then T guides Ss through the   directions for Text Organization Exercise 1, so that they know the text   consists of four parts.

 2) Ss scan the first sentence of Paras1—6, and   get ready to answer the following questions:

 -----Which first sentence switches from past   tense to past perfect tense?      -----Which first   sentence shows that the flashback is over and the narration returns to the   National Junior Olympics

 ------By now, do you know how to divide the text   into four parts? Write down your answers in the blanks provided in Text   Organization Exercise 1)

  2.Language points

  3Text Analysis

-----Without the last sentence, would you still admire   Michael Stone’s achievement?

-----Who would you admire better, a Michael Stone with   a sound body or a blind Michael Stone?

------Why does the author keep the secret about   Michael’ blindness until the last sentence?

  4. Finding out details

1. T introduces the activity by saying: A child usually   inherits characteristics from both his/her mother and father. So does Michael   Stone. Michael’s mother is romantic and passionate, while his father is a   hard-core realist. Work with a partner, find out those details about Michael   Stone that shows him to be his mother’s boy or his father’s son.

2. Some pairs report to the class their findings.

3. T asks Ss this question: Dreaming and hard work,   which is more important to Michael’s success? Why?

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

7

Unit6   Women, half the sky

1.Grasp the main idea (the belief in superwomen   encourages average women to achieve their goals) and structure of the text;

2.Appreciate how the author achieves coherence for her   essay;

3.Master key language points and grammatical structures   in the text;

1.Grasp the main idea.

2.Appreciate the narrative skills.

3.Some of the language points.

4.Simile and metaphor

Step 1 Before class：Investigate the male/female ratio in different majors   in our college and then make data map.

Step 2   Task check   Watch   different students’ statements about their majors in our college. Pay   attention to the genders and statistics mentioned. What comes to your mind   afterwards?

—Ask students two questions: What comes to your mind   afterwards?

—Students show the data maps in groups, analyze the   data.

Step3 Lead-in      Discussion   about pictures：What does   these pictures imply?

 —Some subjects are considered to be too difficult   for females. Boys believe so, even girls believe So.

—Many females encounter barriers in workplace after   they become mothers.

—Stereotypes still prevail even among us!

—That’s the way it is!

 Analyze the reasons：Externally, there are stereotypes and prejudice.                      Internally,   females set limitations on themselves.

Step 4 Global reading   Interpretation of the   Text Title

  —When you read the title “A Woman Can Do   Anything That  a Man Can”,

    what kind of woman image do you   come up with？

   Text Organization：Skim the text and find out what contents have been   mentioned .

 — Part one: What qualities the woman had? What   growing experience the woman had?

  — Part two: What efforts the woman made?   What barriers the woman experienced?

   What help the woman got from parents?   What advice the woman got from teachers?

— Part three: What lessons the woman learn?

Step 5 Detailed reading     Read   Between the Lines

 —Select the toys mentioned in paragraph 1.Put   them into two groups according to boys’ and girls’ likes.

—What irony is presented in paragraph 2?

 —What is the author’s intention to share such   experience in paragraph 3?

—What is the reason for the author to apply to the   summer program？

—What are her achievements mentioned in paragraph5?

  Language Study

   Word formation:hard-pressed

Step 6   Scan reading         —Read in detail the Top10 Male-dominated   Industries

—Feminism

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

7

Unit7   Learning about English

1.Understand the   main idea (because of its tolerance for outside influence, English has become   a great language) and the structure of the text;

 2.Understand   some idiomatic English usages mentioned in the unit;

1.Get to know the   author’s opinion in the text

2.Some sentence   structures in the text.

1）Pre-reading tasks

 listen to   the tape and answer the questions

1)What is the   passage about?

English is a   great language, but it is also a crazy language.

2)What’s your   impression on the English language?

3) Can you give   one or two examples to illustrate the messiness of the English language?

2) while-reading   tasks

1) interpretation   of the title The Glorious Messiness of English

2) The text can   be divided into three parts. Students scan the first sentence of each   paragraph in Text A to find out where the present tense is switched to the   past tense and where the present tense is resumed.

3) Text analyses

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

7

Unit8 Protecting   our environment

1.Grasp the main   idea (we should adopt a sensible environmentalism) and structure of the text   (each part containing a contrast).

2.Appreciate the   various argumentative skills employed in the text.

3.Master the key   language points and grammatical structures in the text.

1.Grasp the main   idea.

2.Appreciate the   various argumentative skills.

3.Some of the   language points.

1.Pre-reading   task: T asks Ss to speak out anything they can think of in association with   environmental protection.

2.Reading   comprehension: 3.Text Organization in the textbook

 4.Group   discussion

①Do you think it   is necessary to distinguish between environmental luxuries and environmental   necessities? Why or why not?

②Cite evidence of   pollution in your environment, and predict its consequences, both immediate   and far-reaching.

5. Language   points

1.Learn the words   and expressions by heart.

2.Preview this   unit.

3.Do the   Vocabulary exercise.

4.Let Ss   write about what kind of pollution they will encounter in their daily life.

7

 Unit 1 Changes in the Way We Live

1. Grasp the main idea – tolerance for solitude and   energy made it possible for the writer’s family to enjoy their pleasant but   sometimes harsh country life;

2. Appreciate the various techniques employed by the   writer – comparison and contrast, topic sentences followed by detail   sentences, use of transitional devices, etc.;

3.Master the key language points and grammatical   structures in the text;

 1.Practice the usage of words and expressions to   train students’ application ability;

2.Finish the task of discussing to train the students’   speaking and writing ability;

3.Study the writing strategy of comparison and   contrast;

4.Understand the difficult sentences;

Grasp the main idea and structure of the unit.

 Pre-reading tasks

Step 1. Warm-up

1. Before discussion

a. the countryside

b. Individual Retirement Account

c. Buying Insurance

2. Please break into small groups and discuss one   of the following questions

Q1. Why do so many migrant workers move from the   country to the city?

Q2. Why are tours of Zhou Zhuang (周庄), Li   Jiang (丽江) or any other old towns so popular?

Q3. Where do you prefer to live, in the country or in   the city? Why?

Step2. Words and expressions

While-reading tasks

Step3. Fast reading and summing up main idea of each   part

Step 4. Careful reading and summing up each Para

Para 1: There two things I have always wanted to do.

Para 2: It is a self-reliant sort of life.

Para 3: It’s a satisfying life too.

Para 4-5: Every family member would do some work.

Para 6: They got through the first winter by their hard   work.

Para 7: It brought two floods in the first spring.

Para 8: The author quitted his job.

Para 9: The author had to do something in order to   write stories.

Para 10-11: The family managed to cope with some   problems after the income was reduced.

Para 12-13: There are two special qualities for leading   a such life.

Para 14-15: They are satisfied with the life.

Step 6. Deal with some difficult sentences

1.Review the whole text and get familiar with it.

2.Review the language points learned.

3.Do the exercise of Vocabulary part.

6

Unit 2 Civil Rights Heroes

1. Understand the main idea, early civil-rights   struggles in the US, esp. the Underground Railroad;

2. Learn to use library resources and other resources   for information;

3. Grasp the key language points and grammatical   structures in the text;

 Practice the usage of words and expressions to   train students’ application ability;

Finish the task of discussing to train the students’   speaking and writing ability;

Study the ways of writing strategy;

Understand the difficult sentences;

Grasp the main idea and structure of the unit.

Pre-reading tasks

Step1. Words and expressions

Step 2. Points for discussion

Culture Notes

a Freedom and rights

b the civil rights movement

c the Underground Railroad

Q1What are the special contributions of Abraham, John   and Martin to the Americans?

Q2 What are the reasons for American Civil War?

Q3Do you know some stories related slavery? Talk about   it.

While-reading tasks

Step3. Fast reading and summing up main idea of each   part

Step4. Careful reading and summing up each Para

Step5.Deal with some difficult sentences

1. Learn the words and expressions by heart.、

2.Review the whole text and get familiar with it.

6

Unit3   Security

1.Understand the main idea and structure of the text;

2.Learn to use comparison and contrast in writing and   to use keywords for efficient reading；

3.Grasp the key language points and grammatical   structures in the text.

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study the ways of expository writing

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Step1. Words and expressions

Step 2. Points for discussion

Before discussion：Culture Notes

Crime prevention

Airport Security

Question 1. In our families, what do we do to try to   prevent burglaries? / For example, is there a burglary proof door at your   apartment?

Question 2. In our contact with the outside world, what   precautions do we take to steer clear of danger? / For example, do we speak   to strangers?

Step4. Fast reading and summing up main idea of each   part

Step 5. Careful reading and summing up each Para

Step6.Deal with some difficult sentences

Ask the students to point out.

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit4   Imagination

and   creativity

1.Grasp   the main idea of Text A (Einstein was a child of his time.);

2.Appreciate   the various techniques employed by the writer (using a question as the title   of the   text, illustrating his answer with various supporting   facts, use of subheadings, use of quotations, etc.);

3.Master   the key language points in Text A and learn how to use them in context;

4.Understand   the cultural background related to the content; express themselves more   freely on the theme of Imagination and Creativity

5.write   an essay using comparison and contrast.

1.Practice   the usage of words and expressions to train students’ application ability

2.Finish   the task of discussing to train the students’ speaking and writing ability

3.Understand   the difficult sentences

4.Grasp   the main idea and structure of the unit

Step   1: Warming up

1.Introduction   of Einstein and his achievements.

2.Debate-----   Einstein used to say “Imagination is more important than knowledge” while   some other experts attach more importance to knowledge. What’s your opinion?

Step   2: Global Analysis of Text A

1. Organization   of the Text

2.Language/Culture Study

Step   3: Writing Assignment

Topic:   The Role of Imagination in the Advance of Science and Technology

1.Review   the whole text and get familiar with it.

2.Review   the structure that have been learned and vocabulary

3.Finish   writing the essay

4.Preview   the new lesson.

6

Unit5   Giving thanks

1.Understand the main idea (dreaming and hard work   helped Michael Stone on his way to success);

2.Appreciate   the narrative skills (using details to bring out a character; a surprising   ending; use of puns);

3.Master the key

language points and

grammatical structures in

the text

1.Understand the difficult sentences

2.Grasp the main idea and structure of the unit

Step1.Introtuction:Thanksgiving Day 

step2 New Words and Expressions

Step3 Text Studying

Text Organization

I   1-9   On thanksgiving Day 1943,   as a young coastguardsman at sea, the writer came up with the idea of   expressing his gratitude to people who had helped him before.

II  10-16   The writer wrote three   thank-you letters to his father, the Rev. Nelson and his grandmother.

III  17-23  The writer got three letters in   reply.

IV  24-26  The writer wishes everyone to find   the good and praise it.   

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit6   The human touch

1. Talk about Human virues.

2. Understand the main idea.

3. Use the words and expressions and grammars in this   passage 

1.Grasp the main idea.

2.Appreciate the narrative skills.

3.Some of the language points.

4.Simile and metaphor

Step 1. Warming up Name some virtues such as love ,   wisdom, courage and so on.

Step 2.words and expressions

Step 3. Have a discussion

What kind of virtue do you value most? Why?

Step 4While-reading tasks

1. Scenes in the story

2. 1) Ss work in pairs to list the names of   characters in each paragraph.

2) T explains to Ss: A story is composed of scenes.   Normally a change of character(s) indicates a change in scene.

3) Ss divide the text into scenes according to the   changes in character.

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit7  Making a Living

1. Talk about how   to be a good salesperson what quality is essential and why.

2.Appreciate the   characteristics of journalistic writing.   

3. Grasp the main   idea and structure of the text.

4. Master the   usage of the words and expressions and grammars in this unit.  

1. Practice the   usage of words and expressions to train students’ application ability.

2. Finish the   task of discussing to train the students’ speaking and writing ability.

3. Learn how to   write a synopsis.

4. Understand the   difficult sentences.

5. Grasp the main   idea and structure of the unit

Step1. Words and expressions

Step 2. Role play

1. Before the   role play (Culture Notes)

a. Salesmanship

b. Sales   promotion

c. Four stages in   promoting a product

2. One   student will act as a salesperson. All other students will act as his/her   potential customers. He/She will have ten minutes to persuade others to buy   his/her goods. One of them can buy from the salesperson. All others must come   up with an excuse not to buy.

Some hints :   brand name, presentation, labeling, packaging, instructions, reliability , after-sales   service and so forth.

Useful   expressions: This is our (model). It costs (price). It’s suitable for   (purpose).  We can deliver (from stock). It’s available in (color) and   (size). We can offer a discount of (%).

Step 3. Careful   reading and difficult sentences

1.Content   questions

2.Flashbacks of   past events and experiences

Step 4. Group   discussion

1. What has Bill   Porter been struggling for all his life? Do you think it is worth his   efforts?

2. How do you   feel toward Bill Porter? Why？

3. How does the   author succeed in combining in-depth reporting with skillful writing to   produce an inspiring and enduring profile of the salesman Bill Porter?

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit8 Cloning

1. Talk about the   history of the scientific research into cloning.

2. Appreciate the   writing strategies employed by the author.   

3. Grasp the main   idea and structure of the text.

4. Master the   usage of the words and expressions and grammars in this unit.  

1. Practice the   usage of words and expressions to train students’ application ability.

2. Finish the   task of discussing to train the students’ speaking and writing ability.

3. Learn how to   write a persuasive essay.

4. Understand the   difficult sentences.

5. Grasp the main   idea and structure of the unit

Step1. Words and   expressions

Step 2.   Out-of-class research project

1. The research   project should be assigned at the end of the last unit. Ss form groups to use   library resources and Internet resources to get answers to the following   questions:

---- What is   cloning?

---- Give a brief   history of the scientific research into cloning.

---- What are the   major pros and cons of human cloning?

---- During your   research, what new vocabulary items have you come across that are related to   cloning?

Groups report to   class. To save time and give presentation opportunities to more groups, no   one group need answer all the questions. A group member may write down new   vocabulary items(in both English and Chinese) on the blackboard while another   member is presenting.

Step3. Fast   reading and summing up main idea of each part

Step 4. Careful   reading and difficult sentences

1.Role play: make   a telephone call between Ian Wilmut and John Bracken to describe Dolly’s   birth (when, where, weight) and the corresponding response at that time. Pay   attention to the tone the two take in the telephone conversation

2. Group   discussion

1. Is science   pure? Can it be divorced from its consequences? Why or why not?

2. What is good   and what is evil? How much potential for evil can we tolerate to obtain   something that might be good?

3. What do you   think of the prospects of human cloning?

1.Learn the words   and expressions by heart.

2.Preview this   unit.

3.Do the   Vocabulary exercise.

4.Let Ss write   about what kind of pollution they will encounter in their daily life.

6

  Unit 1 Fighting with the forces of nature

1.Grasp the main idea and structure of the text;

2.Do a comparison and contrast between Napoleon’s   invasion of Russia and Hitler’s invasion of the Soviet Union;

3.Master the key language points and grammatical   structures in the text;

 1. Practice the usage of words and expressions to   train students’ application ability

2. Finish the task of discussing to train the students’   speaking and writing ability

3. Learn the difference between comparison and contrast

 4.Understand the difficult sentences

5. Grasp the main idea and structure of the unit

Step 1  Pre-reading tasks

1. Warm-up questions

(1) Discussion: Man or nature, which is more powerful?

(2) Teacher’s conclusion: Man changes nature in order   to live. However, man must also be careful not to disregard the laws of   nature. When Napoleon and Hitler finally realized their arrogance, it was   already too late.

2. Text analysis: the text falls into four parts, as   can be seen from the subtitles provided by the author. Have a quick look at   the text and find out the main idea to each of them.

Step 2  While-reading activities

1. Ask questions to check their understanding of   the text.

2. Language study

Step 3 Post-reading activities   1.   Discussion question:

 (1) In what way was Hitler’s offensive against   the Soviet Union similar to Napoleon’s campaign against Russia? In what way   were they different?

 (2) Do you think the harsh Russian winter the   only factor that led to Napoleon’s and Hitler’s defeat? Why or why not?

1.Review the whole text and get familiar with it.

2.Review the language points learned.

3.Do the exercise of Vocabulary part.

6

Unit 2 Smart cars

1.Grasp the main idea and structure of the text;

2.Learn some techniques in expository   writing(definition, quotes, a mixture of facts and opinions, etc.)

3.Master the key language points and grammatical   structures in the text;

 1. Practice the usage of words and expressions to   train students’ application ability

2. Finish the task of discussing to train the students’   speaking and writing ability

3. Learn the difference between comparison and contrast

4. Understand the difficult sentences

5. Grasp the main idea and structure of the unit

Step 1  Pre-reading tasks

1. Warm-up questions

(1) Free writing: Ss are given ten minutes to free   write, beginning with the sentence: “Even if I could afford a car, I may not   actually want to drive one because……”

(2) Ss exchange their papers with at least three fellow   Ss, noting down reasons given by the others as to why they wouldn’t drive a   car.

(3) T asks several Ss to report to class the reasons   for not driving a car given both by him and by others.

(4) Teacher’s conclusion: some scientists and engineers   have come up with the idea of a “smart car”. Let’s read to find out what this   smart car can do.

Step2While-reading activities 1. Ask questions to check   their understanding of the text.

2. Language study Step3Post-reading activities

 Discussion question:

(1) What hopes do you have for the future of smart   cars?  

 (2) If you were asked to help design a smart car,   what suggestions would you make?

1.Learn the words and expressions by heart.、

2.Review the whole text and get familiar with it.

6

Unit3

Job   Interview

1. Talk about Interview

2. Grasp the main idea and structure of the text.

3. Master the usage of the words and expressions and   grammars in this unit  

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study the ways of writing job application letters

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Step1. Words and expressions

Step 2. Points for discussion

Before discussion (Culture Notes)

1.Job Interview

2.Preparing for the Interview

3.Some “DOs” and “DON’Ts”

Step4. Fast reading and summing up main idea of each   part

Step 5. Careful reading and summing up each Para

Step6 Deal with some difficult sentences

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit4   Globalization

1.Understand the main idea (despite the many negative   effects of virtual life, the author prefers it to real life) and structure of   the text (contrast between virtual life and real life);

2.Learn some rules of interpreting new vocabulary and   usage related to computers and the Internet in English ;

3.Grasp the key language points and grammatical   structures in the text;

1.Practice the usage of words and expressions to train   students’ application ability

2.Finish the task of discussing to train the students’   speaking and writing ability

3.Study the ways of expository writing

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Step1. Brainstorming

1.What do you think is globalization? Brainstorm as   many possible examples about globalization.

2.Background information

Samuel Phillips Huntington

An American Political Scientist

Step2:While-reading

Text organization

What is Globalization?

Step3 Detailed reading

1. Difficult   Sentences

2. Words and Expressions

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Finish writing the essay

4.Preview the new lesson.

6

Unit5   Never judge by appearances

1.Grasp the main idea of Text A;

2.Learn to make predictions and understand the power of   contrast in a story;

3.Master the key language points in Text A and learn   how to use them in context;

1.Practice the usage of words and expressions to train   students’ application ability.

2.Finish the task of discussing to train the students’   speaking and writing ability.

3.Study the ways of concluding an essay.

4.Understand the difficult sentences.

5.Grasp the main idea and structure of the unit.

Step1:Group discussion

Show students a picture of a person and ask them to   describe the person.

Discuss about first impressions. Do you believe in   first impressions? Why or why not?

Step2:Global Reading

1. Word-web

 Think of as many as possible words and phrases   about friend.

2.Outline

Part One : It is no easy job to judge people, for they   aren’t always what they appear to be.

Part Two: Kind   and

gentle, Edward   Burton, a

wealthy merchant,   appeared

as if he could   not bear to hurt

a fly.

Part Three : As it turned out, Burton was cold-blooded   enough to send a friend to certain death.

Step3:Detailed Reading  

2. Difficult   Sentences

2. Words and Expressions

Step4:Discussion and Debate

1.What do you think of friendship and how do you get   it?

2.Why do you think people need friends?

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit6   The pace of life

1.Grasp the main idea and structure of the text

2.Learn to distinguish supporting facts from opinions,   and to use both in their writings

3.Master the key language points and grammatical   structures in the text

1. Main idea and structure of the text

2. The usage of some new words and phrases

3.Learn to memorize words with the knowledge of their   formation

Step1:Group discussion

1.Discuss your hour-by-hour log with your group   members. Find similarities and differences in how you spend your time.

Report to class the similarities and differences.

Discussion:

2.What did we use to expect from technology?

3.Do you agree with the author that all time-liberating   techniques in relieving the widespread sense of time famine are doomed to   failure?

Step2:Global Reading

1. Look at pictures: When talking about "stress", what kind of words can make you 

feel stress? 

2. Pair work: What do you think causes the highest degree of stress for the average 

person? 

Step3: Presentation 

Task 1. About the Author

Task 2 Background information on Technology

Task3 Analyze the text

Task4Talk about the Pictures

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit7  The 9/11 terrorist attacks

1.Learn something   about the 9/11 terrorist attacks.

2. Understand the   main idea and detail information of each

Para .

3.Master the key   language points.

1. Main idea and structure of the text

2. The usage of some new words and phrases

3.Learn to   memorize words with the knowledge of their formation

Step1:Pre-reading   tasks:

1. Ask students   the following questions on the recording:

 -- How many   planes were hijacked on September 11.2001? What were their targets?

 -- Why do   you think the plane crashed?

2. Pair work:   Dialogue

Ss form pairs to   prepare a dialogue between the wife of Todd Beamer their child /parent   /friend or a friend a or a psychiatrist after the Sept. 11 event. The   dialogue may be about:

－－What happened during the flight?

－－What were the reactions of the wife and their child /   parent / friend / psychiatrist?

－－What is their outlook for the future?

Step2:While-reading   tasks:

Title   interpretation

Text Analysis

Cultural Notes

Language Study

Step3:Post-reading   tasks:

Getting to know   what a familiar essay is

1.Review the whole text and get familiar with it.

2.Review the structure that have been learned and   vocabulary

3.Preview the new lesson.

6

Unit8 Go   traveling

1. Understand the   main idea and structure of the text;

2. Appreciate the   fluid and sensual writing style;

3. Grasp the key   language points and grammatical structures in the text;

1. Practice the   usage of words and expressions to train students’ application ability.

2. Finish the task   of discussing to train the students’ speaking and writing ability.

3. Learn how to   write a persuasive essay.

4. Understand the   difficult sentences.

5. Grasp the main   idea and structure of the unit

 Step1:Pre-reading   tasks

1. T asks Ss the   following questions on the recording:  

    --   Where is the author living? (the Niagara region)

How did the   author feel when he / she decided to stop by and take a look at Niagara Falls         through the eyes of a tourist? (awed,   mystified, a sense of wonder)

2. The appeal of   some place far away

  Each   group discusses one of the following three questions:

 ---What are   some distinctive features of an out-of-the-way, inaccessible place such as a            jungle, desert, or   remote mountainous area?

  --   Why would such a place appeal to many people today?

  --What   are the characteristics of those people who are attracted to such places?

 Step2:While-reading tasks

Understanding text structure

Text Analysis

Cultural Notes

Language Study

1.Learn the words   and expressions by heart.

2.Preview this   unit.

3.Do the   Vocabulary exercise.

4.Let Ss write   about what kind of pollution they will encounter in their daily life.

6

第一学期

1.Sitcom：Growing   up pains

2.Sand and Stone

3.Little prince

4.How to make friends at new school？

5.What friendship means to me？

6.A Forever Friend

7. The American dream

8.The great depression in American

9.Work for live or live for work

1.Spaghetti

2.Double Ninth Festival

3.Halloween

4.English traditions

5.Single’s day

6.FamilyAlbumU.S.A：Thanks giving day

16

第二学期

1. The blind date

2. A Valentine story

3. Animals’ intelligence

4. Screen talk：Animal

5. Newsflash

6. What’s your learning style ?

7. Fable of the lazy teenager

8. How an allowance helps children learn   about money?

9. Motivational mirror

10. Happiness

11. Generation gap

12. E-Life

1.Lantern’s day

2.Spring festival

3.Tomb-sweeping Day

4.April fool’s day

5.Dragon boat festival

6.Mother’s day

16

第三学期

1.Newsflash

2.Hot issue: G20 Submit

3.Women in the modern world

4.Poem appreciation: The road not taken

5.Time is a bank

6.Cities or countryside

7.Anti-smoking roles

8.Kill your phone

9.Campus Security

10.Ship sandwich

11.Hot issue:Hugging lions

12.Snake cafe

1.Mid-autumn day

2.Day for elders

3.Christmas gift

4.Orange battle

16

第四学期

CET4 listening practice

BBC learning English: Words in the news

16

1

Grow   up成长

Only   Love

Words/expressions/sentences/

background

confuse

make up one’s   mind

dawn

face to face

see through

pray

play one’s part

单词/短语/歌词/背景

听说读写译

1.What can make   you move on for a long time?

让你长时间坚持目标的动力是什么？

2.How can you   find your real love?

如何找到自己心中真正热爱的事情？

1．What kind of job do you want to   have?

你想要从事什么工作？

2. What will   you choose between  a job which you   like but the salary is not high and a job which you don’t like but the salary   is ok?

在高薪但不喜欢与喜欢但不高薪的工作之间你如何选择？

3. When you   lose your own life because your job is too busy , what will you do?

因为工作太忙而失去自己生活的时候，你该如何做？

4. When your lover   will leave you because your job takes almost all of your time, what is your   choice?

在爱人与工作之间，你的选择是什么？

5. What kind of   life do you want?

你想要的生活是什么样子？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

2

Friendship友谊

Auld   Long

Syne友谊地久天长

  Words/expressions/sentences/

background

acquaintance/ bring to mind/change your   mind/jewelry

单词/短语/歌词/背景

听说读写译

1.What qualities do you expect your friends to have?

你希望朋友具有什么样的品质？

2.What role does friendship play in your life?

朋友在你的生活中扮演着什么角色？

3. Are there any friends who you were   intimate but now you have lost touch with each other? Why?有曾经很亲密的朋友现在走散了吗？

4. What will you do , if your best   friend betrays you?

如果你最好的朋友背叛了你，你怎么做？

5. What position does friendship occupy among wealth, health   ,power, lover, families?

在友谊，财富，健康，权力，爱情，亲情之中，友谊占据什么位置？

1. How to make friends in career?

如何在职场中交朋友？

2.Can you be real friends with your colleagues? Why and How?

职场中存在真正的朋友吗？为什么？

3.How to keep the relationship with your colleagues?

如何处理同时关系？

4. How to get on with your boss?       

如何处理与老板之间的关系？ 

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

3

The American   Dream美国梦

Dream it   possible

梦想成真

Words/expressions/sentences/

background

club/soar/chord/unstoppable/chase/turn  into/ come alive/worth doing

单词/短语/歌词/背景

听说读写译

1.What’s   your dream?

你的梦想是什么？

2..Have   you make any plans about your college life?

对大学生活的规划是什么？

3.   Are you hard-working now? Are you cherishing your life now?

你觉得自己现在努力吗？你珍惜目前的生活吗？

4.   To achieve your goals in college, what can you do now?

为了实现你的大学目标，你该怎么做？

1.What’s   your dream in your career?

你的职场梦想是什么？

2.   Do you have a plan about your development in career?

你对未来职场发展的规划是什么？

3.   What qualities should you have in order to realize your dream in career?

为了实现你的职场梦想，你该具有什么样的品质，平时该怎么做？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

4

Work to live or   live to work活着是为了工作还是工作是为了活着

What a   wonderful world

多么美好的世界

Words/expressions/sentences/

background

Wonderful/bloom/bless/sacred/rainbow/shake   hands

单词/短语/歌词/背景

听说读写译

1.Do you always   think that the world  is wonderful?

你觉得世界美好吗？

2. Do you think   you are living a happy college life? Why or why not?

你的大学生活快乐吗？

3.What   determines your sense of happiness?

你的幸福感由什么决定？

4. How can we   live a happy life ?

如何让自己更幸福？

1.What’s your purpose of working?

你工作的意义是什么？

2.If you don’t like your job, what will you do?

如果你不喜欢你的工作，该怎么办？

3.How to balance the relation between your job and   life?

如何平衡工作与生活之间的关系？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

5

Romance浪漫

Casablanca卡萨布兰卡

Words/expressions/sentences/

background

flickering/pop-corn/beneath/champagne/caviar/candle/shadow/spot/moonlight/silver

单词/短语/歌词/背景

听说读写译

1.What is   romance?

什么是浪漫？

2.What kind of   love is romantic in college life?

你觉得浪漫的大学爱情是什么模样？

3.What’s your   attitude towards college love?

你对大学爱情的看法是什么？

1.      Is   love the most important part in your life?

爱情是生活中最重要的部分吗？

2.      How   to deal with the relation between love and job?

如何处理爱情与工作之间的关系？

3.      How   can you make your nervous and stressful working life romantic?

如何让紧张琐碎的职场生活浪漫有趣一些？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

6

Educational   Problems

教育问题

Trouble is a   friend

麻烦是朋友

Words/expressions/sentences/

background

no   matter/moan/lose control/wing/play a part/foe/sucker/charm

单词/短语/歌词/背景

听说读写译

1. What trouble   do you often meet in your daily life?

你在生活中经常会遇到哪些麻烦？

2. When trouble   comes to you, what will you do? 

当有麻烦时，你如何处理？

3. How do you   understand “trouble is a friend”?

你如何理解麻烦是朋友？

4. Are you   optimistic or pessimistic? Why do you think so?

你乐观还是悲观？

5. How much do   you know about Depression or depressive disorder?

你对抑郁症了解多少？

1. When you   feel depressed or gloomy in your work, what will you do to relax yourself?

当你在工作中，觉得悲观沮丧的时候，该怎么做？

2. How can you   take trouble as a friend in your career?

如何在职场中把麻烦当作朋友，与之和平共处？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

1

1.这一战，拼来了山河无恙、家国安宁，充分展示了中国人民不畏强暴的钢铁意志！
   Through this war, we fought for a safe motherland, fully demonstrating   that the Chinese people will always defy brutal suppression with the   iron-like spirit.

2.这一战，打出了中国人民的精气神，充分展示了中国人民万众一心的顽强品格！
  Through this war, we displayed the high spirit of the Chinese   people and also their tenacious efforts

3.这一战，让全世界对中国刮目相看，充分展示了中国人民维护世界和平的坚定决心！
  ²Through this war, the whole world had to take a fresh look at China. It also   demonstrated how the Chinese people are determined to safeguard world peace.    

Words/expressions/sentences/

demonstrating

suppression

iron-like

tenacious

单词/短语/句子

听说读写译

一个强大的国家是给了我们尊严，我们的岁月静好，是因为有无数人的默默付出，梁启超说过：少年强则国强，作为新时代的大学生，我们应该如何？We are respected because we have a powerful country, and there are so many people making contributions for our peaceful life. Liang Qichao had ever said," our country will be powerful if the youth are powerful." As the college students, what we can do for our motherland?

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

2

4.抗美援朝战争伟大胜利，是中国人民站起来后屹立于世界东方的宣言书，是中华民族走向伟大复兴的重要里程碑。

The great victory of the War to Resist US Aggression and Aid   Korea is a declaration that the Chinese people have stood firm in   the East, and an important milestone in the Chinese nation's march   toward the great rejuvenation.

Words/expressions/sentences/

Resist/ Aggression/ declaration/ milestone / rejuvenation/stand   firm

单词/短语/句子

听说读写译

If necessary, will you   serve in the army or perform military service?  Why?

如果必要，你会服兵役吗？为什么？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

3

5.西方侵略者几百年来只要在东方一个海岸上架起几尊大炮就可霸占一个国家的时代是一去不复返了！

The era of Western invaders setting up several /s in   the oriental part of this world and occupying one nation as a   result was gone!

 6.中国人民深知，对待侵略者，就得用他们听得懂的语言同他们对话，这就是以战止战、以武止戈，用胜利赢得和平、赢得尊重。
  The Chinese people knew we should speak to the invaders in the   language they understand, that is to end the war with war and stop   the invasion with force and earn peace and respect with victory.

Words/expressions/sentences/

Era/invader/invader/   oriental

单词/短语/句子

听说读写译

When  our country is offended, what we should do?

When you are offended in your daily life, what you should do?

当我们的国家收到侵犯时，我们该怎么做？当你在日常生活中遭到冒犯的时候，又该怎么做？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

4

7.中国人民不惹事也不怕事，在任何困难和风险面前，腿肚子不会抖，腰杆子不会弯，中华民族是吓不倒、压不垮的！
  The Chinese people don’t create troubles, nor are we afraid of troubles. No   matter what the difficulty and challenges, we’ll not tremble or bend down to   power politics or suppression. The Chinese nation stands tough to fear   mongering （制造恐慌） and extreme pressures.

 8.现在中国人民已经组织起来了，是惹不得的。如果惹翻了，是不好办的！
  The Chinese people are well organized and are not to be challenged. And if   you dare to cause trouble, bear the consequences.

Words/expressions/sentences/

Tremble/ bend down/   stand tough to/monger/consequence

单词/短语/句子

听说读写译

1.Why can we Chinese now have the power to confront the defiance   from some foreign countries?

 为什么现在我们中国人有实力来面对某些外国国家的挑衅？

2.If you want to be respected ,what qualities should you have ?

如果你想被尊重，你应该具备什么样的品质呢？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

5

9.面对来自各方面的风险挑战，面对各种阻力压力，中国人民总能逢山开路、遇水架桥，总能展现大智大勇、锐意开拓进取，“杀出一条血路”！

 In the face of all types of challenges and all sorts   of pressures and obstacles, Chinese people are able to dig a   tunnel through mountains, and build bridges across rivers and   forge ahead with their wisdom, and make endeavors on the path   to success.

Words/expressions/sentences/

Obstacle/ tunnel/ forge   ahead/endeavor

单词/短语/句子

听说读写译

1．What   challenges is China now facing?

What measures has our   country taken to deal with the difficulties and pressures?

中国目前面临着哪些挑战？

我们国家采取了哪些措施来应对？

 2. What challenges and chances do you meet in your college   life? What have you done to solve them?

你在大学生活中遇到了哪些挑战和机遇？你是如何应对的？

3. Imagine that you suffer the great pressure from your work in   the future, what will you do?

假设以后在工作中遭受了很大的压力，你如何来应对？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

6

10.没有任何一支政治力量能像中国共产党这样，为了民族复兴、人民幸福，不惜流血牺牲，不懈努力奋斗，团结凝聚亿万群众不断走向胜利。

No political force is   like the Communist Party, who shed blood and fight tirelessly for the   rejuvenation of the nation and the happiness of its people, and unite and   lead the country toward one victory after another.

Words/expressions/sentences/

Communist Party/   tirelessly

单词/短语/句子

听说读写译

1. Why can China do  a good job in fighting the Novel   Coronavirus?

为什么中国在控制新冠状病毒方面取得了显著成效？

2. As a college student,   what we should do in

fighting the Novel   Coronavirus?

作为一名大学生，在防治新冠状病毒期间该如何做？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

7

11.当今世界，任何单边主义、保护主义、极端利己主义，都是根本行不通的！任何讹诈、封锁、极限施压的方式，都是根本行不通的！任何我行我素、唯我独尊的行径，任何搞霸权、霸道、霸凌的行径，都是根本行不通的！不仅根本行不通，最终必然是死路一条！

In today’s world, any   unilateralism, protectionism and ideology of extreme self-interest are   totally unworkable, and any blackmailing, blockades and extreme pressure are   totally unworkable. Any actions that focus only on oneself and any efforts to   engage in hegemony and bullying will simply not work – not only will it not   work, but it will be a dead end.

Words/expressions/sentences/

unilateralism/protectionism   /ideology/ unworkable/ blackmailing/blockade

单词/短语/句子

听说读写译

Why  are any unilateralism, protectionism and   ideology of extreme self-interest totally unworkable？

为什么任何单边主义，保护主义和极端利己主义是行不通的？

As a college student ,   how to find your own position in your class?

作为一名大学生，如何找准自己在班级中的位置？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

8

12.我们决不会坐视国家主权、安全、发展利益受损，决不会允许任何人任何势力侵犯和分裂祖国的神圣领土。一旦发生这样的严重情况，中国人民必将予以迎头痛击！

We will never sit idle   when our national sovereignty, security and development interests are   undermined. We will never allow anyone or any force to invade or separate our   sacred land. When such thing occurs, the Chinese people will meet the   challenge head-on.

Words/expressions/sentences/

Sovereignty/ security/   separate/ sacred/ meet the challenge head-on

单词/短语/句子

听说读写译

1.when our national   sovereignty, security and development interests are undermined，what   should our country do in your idea?

当我们国家的主权，安全和利益受到侵犯时，我们该怎么做？

2.In daily life,  if your interests are undermined, what will   you do ?

在日常生活中，如果你的利益遭到侵犯，你会怎么做？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

9

1.和则两利 斗则俱伤

A peaceful and   harmonious bilateral relationship between these two countries will make both   winners，while a confrontational one will make both losers

Words/expressions/sentences/

harmonious /bilateral   /relationship/ confrontational

单词/短语/句子

听说读写译

1. Why is the peace most   important for the development of the world?

为什么和平是世界发展的主题?

2. How to keep a   harmonious relation among your class?

如何形成良好的班级氛围？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

10

2.行百里者半九十

Half of the people who   have embarked on a one hundred mile journey may fall by the wayside

3.华山再高 顶有过路

No matter how high the   mountain is ，one can always ascend to its tops

Words/expressions/sentences/

embarked on/ wayside

/ ascend

单词/短语/句子

听说读写译

1. How can a country   keep moving on for a long time?

一个国家如何保持长久向前的动力？

2. Why do we say: the   more you learn, the more innocent you are?

为什么说知道的越多，越懂得自己的无知？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

11

4.我深深爱着我的国家

没有一片土地让我这样深情和激动

没有一条河流让我这样沉思和祈福

余心之所善兮 虽九死其尤未悔

I have deep love for   this country

I love every inch of its   land

I love every river that   flows on this piece of earth with deep passion and deep affection

For the idea that I hold   dear to my heart

I will not regret a   thousand depth to die

Words/expressions/sentences/

Passion/ affection/   depth

单词/短语/句子

听说读写译

1.What have you done to   show your love to our country?

你爱国的具体表现是什么？

2.  As a college student,  what contributions have you made to your   class or your college?

作为一名大学生，你对自己的班级或者学校做出过什么贡献？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

12

5.人或加讪 心无疵兮

My conscience stays   untainted in spite of the rumors and slanders from the outside

6.兄弟虽有小忿 不废懿亲

Differences between   brothers cannot sever their blood ties.

Words/expressions/sentences/

Conscience/   untainted/rumor/slander /sever

When you are mistaken by   others, what will you do?

当你被别人误解时，你会怎么做？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

13

7.不畏浮云遮望眼 只缘身在最高层

As a Chinese poem reads

We have no fear of the   clouds that may block our sights

As we are already at the   top of the height.

Words/expressions/sentences/

block our sights

/ height.

单词/短语/句子

听说读写译

How to make yourself   better and better?

如何让自己越来越好？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

14

8.入则恳恳以尽忠 出则谦谦以自悔

When one is in office he   should discharge his duty conscientiously

When leaving office he   should conduct himself with humanity and exercise self-reflection

Words/expressions/sentences/

discharge/   conscientiously/ conduct/ humanity

单词/短语/句子

听说读写译

1.What is your   responsibility as a Chinese?

作为中国人的责任是什么？

2.What is your   responsibility as a college student?

作为一名大学生的责任是什么？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

15

9.苟利国家生死以 岂因祸福避趋之

I shall dedicates myself   to the interests of the country in life and death irrespective of personal   will and world

10.知我罪我 其惟春秋

There are people who   will appreciate what I have done,

but there are also   people who will criticize me,

ultimately, history will   have the final say

Words/expressions/sentences/

irrespective of/   appreciate/ criticize/ ultimately

单词/短语/句子

听说读写译

1. Will you sacrifice   your own benefits for our country?

你会为了国家牺牲个人利益吗？

2. Do you care about the   judgements from others?

你在意来自别人的评价吗？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

16

11.守职而不废 处义而不回

I will not waver and   carry out my duties，

And will remain true to   my conviction

Words/expressions/sentences/

Waver/ remain/   conviction

单词/短语/句子

听说读写译

When you are suspected   by others, will you change your initial heart?

当你被他人怀疑时，你会改变初心吗？

How do we keep our   initial heart?

如何坚守初心？

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

1.The  Beautiful Lady Yang

Her face is seen in flower   and her dress（is seen） in cloud.

A beauty by the rails   caressed by vernal breeze.

If not a fairy queen from   Jade-green proud,

She must be Goddess of the   Moon a dreamer sees.

云想衣裳花想容，春风拂槛露华浓。若非群玉山头见，会向瑶台月下逢。

Words/expressions/sentences/

Beauty/rail/ caress/   vernal/fairy

单词/短语/句子

听说读写译

1.What words can you use   to praise a woman?

2. If you praise your   colleagues, what can you say?

3. Translate the poem into   Chinese with your   own words.

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

2.Drinking Alone under the   Moon

Among the flowers , from a   pot of wine

I drink without a   companion of mine.

I raise my cup to invite   the Moon who blends

Her light with my shadow   and we’re three friends.

The moon does not know how   to drink her share;

In vain my shadow follows   me here and there.

Together with them for the   time I stay,

And make merry before   spring’s spent away.

I sing and the Moon   lingers to hear my song;

My shadow’s a mess while I   dance along.

Sober, we three remain   cheerful and gay;

Drunken, we part and each   may go his way.

Our friendship will   outshine all earthly love;

Next time we’ll meet   beyond the stars above.

花间一壶酒，独酌无相亲。

举杯邀明月，对影成三人。

月既不解饮，影徒随我身。

暂伴月将影，行乐须及春。

我歌月徘徊，我舞影零乱。

醒时同交欢，醒后各分散。

永结无情游，相期邈云汉。

Words/expressions/sentences/

Companion/blend/shadow/merry/linger/

Spend   away/cheerful/outshine

单词/短语/句子

听说读写译

1.What poems do you know   about the moon?

2.   Translate the poem into Chinese with your   own words.

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

3.Gazing on Mount Tai

O peak of peaks, how high   it stands!

One boundless green   overspreads two States.

A marvel done by Nature’s   hands,

Over light and shade it   dominates.

Clouds rise there from and   lave my breast;

 I stretch my eyes to see birds fleet,

I will ascend the mountain’s   crest;

It dwarfs all peaks under   my feet.

岱宗夫如何，齐鲁青未了

造化钟神秀，阴阳割昏晓。

荡胸生层云，决雌入归鸟。

会当凌绝顶，一览众山小。

Words/expressions/sentences/

Peak/overspread/marvel/dominate/lave/   ascend/crest/dwarf

单词/短语/句子

听说读写译

1.What mountains have you   ever been to?

2.Do you like climb   mountains? Why？

3.Translate it into   Chinese with your own words.

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

4.Butterflies in love with   flowers

I lean alone on balcony in   light, light breeze;

As far as the eye see,

On the horizon dark   parting grief grows unseen.

In fading sunlight rises   smoke over grass green.

Who understands why mutely   on the rails I lean?

I’d drown in wine my   parting grief;

Chanting before the cup,   strained mirth brings no relief.

I find my gown too large,   but I will not regret;

It’s worth while growing   languid for my coquette.

倚危楼风细细。望尽春愁，黯黯生天际。

草色烟光残照里，无言谁会凭阑意。

拟把疏狂图一醉。对酒当歌，强乐还无味。

衣带渐宽终不悔，为伊消得人憔悴。

Words/expressions/sentences/

Lean /  balcony /    mutely  / rail  drown / Chanting/   strained /mirth   gown    / languid  / coquette

单词/短语/句子

听说读写译

Say some poems   about departing grief in Chinese.

2.Translate it   into Chinese with your own words.

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

5. Calming the Waves

Listen not to the rain beating   against the trees.

Why don’t you slowly walk   and chant at ease?

Better than saddled horse   I like sandals and cane.

O I would fain

Spend a straw-cloaked life   in mist and rain.

Drunken , I’m sobered by   vernal wind shrill

And rather chill.

In front I see the   slanting sun atop the hill;

Turning my head, I see the   dreary beaten track.

Let me go back!

Impervious to wind , rain   or shine, I’ll have my will.

莫听穿林打叶声，何妨吟啸且徐行。竹杖芒鞋轻胜马，谁怕？一蓑烟雨任平生。

料峭春风吹酒醒，微冷，山头斜照却相迎。回首向来萧瑟处，归去，也无风雨也无晴。

Words/expressions/sentences/

chant/saddle /cane /fain          /Straw-cloaked/sober/

vernal/shrill/ Slanting   sun    /dreary / impervious

单词/短语/句子

听说读写译

1.What’s the author’s   attitude towards life?

2.Translate the poem into   Chinese with your own words.

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

6.Riverside Town
  Hunting at Mizhou

Rejuvenated, I my fiery   zeal display;

On left hand leash, a   yellow hound,

On right hand wrist, a   falcon grey.

A thousand silk-capped,   sable-coated horsemen sweep

Across the rising ground

And hillocks steep

Townspeople pour out of   the city gate

To watch the tiger-hunting   magistrate.

Heart gladdened with   strong wine, who cares

About a few new-frosted   hairs?

When will the court   imperial send

An envoy to recall the   exile? Then I’ll bend

My bow like a full moon,   and aiming northwest, I

Will shoot down the fierce   wolf from the sky.

老夫聊发少年狂，左牵黄，右擎苍。锦帽貂裘，千骑卷平冈。为报倾城随太守，亲射虎，看孙郎。
    

酒酣胸胆尚开张，鬓微霜，又何妨。持节云中，何日遣冯唐？会挽雕弓如满月，西北望，射天狼。

Words/expressions/sentences/

Chant /fiery /zeal/Leash   /hound /wrist/Falcon                /hillock   /steep/Pour out/magistrate/ frost/Imperial            /envoy / excile 

单词/短语/句子

听说读写译

1.Translations

2. Can you comment on this   poem?

1.课堂发言

展现自我

2.师生互动

思维碰撞

3.平台分享

百花齐放

4.随机点名

出其不意

5.弹幕开启

真我流露

终结性评价

笔试闭卷考试

教师评定

50%

      形成性评价

课堂主动发言

每次加2分，满分10分

10%

课堂解说PPT(制作精美，解说流利)

自评、互评、教师评定相结合

10%

笔记整理

自评、互评、教师评定相结合

10%

平台作业

自评，互评，教师评定相结合

10%

百词斩单词打卡

QQ群打卡

10%

出勤，课堂提问

倒扣分（满分10分，旷课一次扣一分，提问时不听讲扣一分，扣完为止）

总分

100

教材或讲义

 全新版大学英语（第二版）·综合教程（1）学生用书1-4册，李荫华主编，上海外语教育出版社。

参考资料

1.全新版大学英语语法手册，李荫华主编，上海外语教育出版社

2.全新版大学英语听说教程，虞苏美、李慧琴主编，上海外语教育出版社

所需仪器、设备

电脑、投影设备、视频播放器等

教学软件

自制PPT

课程PPT