Book Four
Unit 1 Package Design
Teaching Objectives :
1. Topic: Appearance of objects, animals or human beings 2. Grammar Points: wh-ever, what-clause
3. Vocabulary: Expressions about the appearance of objects, goods, animals or human beings; grab, seduce, artifice, motivate, connote, evoke, impact, standout, subliminal, garish, rub it in, aspire to, deck out, react to, not so much…as…, have the look of, no wonder, grow into 4. Writing: Expository writing, Giving opinions
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible about the appearance of objects, goods, animals or human beings (direct students to imagine relative expressions as possible as they can)
1. Expressions of size:
colossal, miniature, huge, vast, immense, stout, chubby, plump, bulky, roly-poly , titan , mammoth, elephantine, small, diminutive, midget , tiny, teeny weeny
2. Expressions of shapes:
crooked, oval, undulating, angular, square, round, rectangle, hooked, humped, pointed, oblong, linear, symmetrical, truncated, bowlegged, snub-nosed, hunchbacked, curved, bulge, five feet long, two feet high and four feet wide, a space six by ten feet …
3. Expressions of material / texture:
wood, paper, plastic, fabric, silk, rayon, batik, nylon, wool, onionskin, cotton, tissue, parchment, silky, velvety, smooth, coarse, grainy, gritty, rough
4. Prepositional phrases of appearances:
like velvet, in yellow, on the crooked path , with plastic, towards obesity , along with a snub-nose
5. Figurative language:
(The con-man was) as smooth as silk, (His ego was) colossal, a midget in the land of titans, crooked (smile), serpentine-like (thinking), shaped like an hourglass, (He ate) like a horse, (ran) like a cheetah
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the five questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. Where do aliens and UFOs come from according to some people? 2. Describe one of the aliens referred to in the recording.
3. What did the fairy-like alien reportedly say about the appearance of the human being? 4. What did the aliens in the UFO that landed in American Somoa see when they landed? 5. What does one of the UFOs mentioned in the recording look like? Some key words should be paid more intention as follows:
Spinning, midget-sized, bulky, pointed-eared , cat-eyed, bulging, dimension, elongated,
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alarmed, hysteria
Part Ⅲ. Speaking Activities1. work in a small group, describing to your partner the
appearance of your best friend, your favorite animal, your dream house, your ideal boyfriend, etc.
2. prepare a short story. Very often we are deceived by our eyes. Have you had such an experience? Share your story with your partners and teachers and ask if they have experienced the same.
Part Ⅳ. Reading comprehension
1. Pre-reading Discussion (2-3 questions)
a. Some people claim that the package of a product not only gives customers visual pleasure, but is also part of the commodity, while others insist that it is a sort of waste, even a deception. What is your opinion?
b. Do you like things, for example, the soap you buy, packed in a plain package or a colorful or even a fancy package? And why?
2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) Pop art: a modern art movement that appeared in the US and Britain in the late 1950s. (2) bear up: to stand up to; to support
(3) the doughnut tower is mostly metaphor, not so much a work of art as the idea of one: the doughnut tower is not good enough for the work o9f art, just an idea for a work of popular art. It is symbolic.
(4) a business of equal parts art and artifice, science and deception: designing, producing and marketing packages is both art and a clever trick, both science and an act of cheating.
(5) why rub it in?: Rub it in means emphasizing or repeating an embarrassing fact or situation. (6) Sitting cheek-to-cheek in a romantic terra-cotta setting: sitting intimately together against a sentimental, brownish-red background.
(7) Lighten the load of laundry day: reduce the amount of work involved in doing laundry.
(8) emotionally rather than intellectually: People react to colors through feelings or emotions rather than reasoning.
(9) gives color subliminal power: enables color to influence people at an unconscious level. (10).these color “rules” were made to be broken: There are exceptions to those rules: rules are not always followed.
(11) turn things around: to see the relationship between product and package in a completely different way. What Angeli means is that we don’t need to care much about what is inside a package as long as the packaging itself attracts us.
Part Ⅴ. Homework
Translations for reference
1. The people in the flooded area are hungry for provisions, food, clothes and medicine. 2. As he sat up late watching TV, (it's) no wonder that he looks so tired. 3. If I were you, I wouldn't get involved with/in those complicated affairs. 4. Her skills are so excellent that the cakes she makes are simply works of art. 5. I know it was my fault but there is no need to rub it in. 6. This sort of work calls for a lot of patience.
7. The government declared that its foreign currency reserve is strong enough to resist the financial crisis
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Unit 2 Where the Sun Always Rises
Teaching Objectives :
1. Topic: Countryside & changes in country life
2. Grammar Points: Special uses of the historical present & the present progressive tenses 3. Vocabulary: pulsate, gingerly, silhouette, take in, set off, the last thing, man oeuvre, before long, make a effort, miss doing…, pick one’s way, catch one’s breath, make a landing, (be) streaked with, burst into, intent
4. Writing: Describing changes in country life
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible about country life and the changes regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of natural phenomena:
dawn, sunrise, twilight, sunset, moonlit, mist, fog, rain, snow, storm, hail, flowering, budding1
2. Expressions of flowers:
lily, rose, tulip, gardenia, daisy, daffodil, chrysanthemum, poinsettia, violet, sunflower, cactus 3. Expressions of trees:
pine, willow, poplar, fir, plane tree, magnolia, redwood 4. Expressions of animals / insects:
sheep, pig, buffalo, cow, bull, deer, goat, lizard, cicada, butterfly, dragonfly, frog, tadpole, ant, bee, termite, wasp, mosquito, fly, beetle, cricket, grasshopper
5. Verbs for talking about the countryside / changes (of life):
(The trees / flowers) blossom/are in full blossom in April, (Morning) awaken at the crack of dawn, (The leaves) decay in winter, (The little pond) sparkles in the sun, (Early morning mist) disappears with the sunrise, (The wind) wanes / dies away, (The storm) subsides, (The flood water) recedes, (The garden) thrives after rain. (Changes) bring new life into the village; (Old occupations) die / disappear / are replaced by …(New entertainment) comes into being, (Village life) declines / is gone forever. (Automobiles / Machinery) sweep(s) away...
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the five questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. why do some people prefer to live in the countryside and not in the city? 2. Describe Sharon’s family.
3. What does Sharon’s family think of her lifestyle?
4. What kind of hard times has Sharon experienced on her farm? 5. Does Sharon have any regrets?
Some key words should be paid more intention as follows:
Prefer…to, idealistic, materialistic, congested, hectic, the rat race, contemplation, recurrent, thrive , at a time, in terms of, status, same, rewards
Part Ⅲ. Speaking Activities
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1. Work in a small group, describing to your partner what changes have occurred in the countryside in the last ten years?
2. prepare a short story. If you had the opportunity to plant trees and flowers and grow vegetables and raise animals on your farm, what would you plant, grow and raise and why?
Part Ⅳ. Reading comprehension
1. Pre-reading Discussion (2-3 questions)
a. Can you tell your partner when visited the place and how it impressed you? b. what factors contribute most to one’s appreciation of natural beauty? 2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) Flash open: open quickly and wide. (2) take in: mentally absorb what is seen.
(3) The last thing this 14-year old wants to do: What the 14-year-old dislikes most is to get out of a warm bed and walk out into the freezing outdoors to see the sunrise. (4) make a supreme effort: make a very great effort.
(5) misses catching the screen door: does not get hold of the kitchen door before it slams. (6) Gingerly, we pick our way…: We walk in a careful and cautious manner. (7) Silhouettes our mother: Mother is outlined against the brilliant red of dawn.
(8) Hues of lavender, rose and amber begin to pulsate in the sky: The rising sun begins to turn the sky into a picture vibrating with colors. Notice the writer here uses the word “pulsate”, which is originally a verb denoting rhythmic movements such as heartbeat, to describe the colors in the sky as if they were quivering with a life of their own.
(9) amphitheater: An amphitheater is large roofless building with rows of seats on a slope all around a central area, used for competitions and plays. The amphitheater often reminds people of the building in ancient Rime and the spectacular views.
Part Ⅴ. Homework
Translations for reference
1. The rescue team set off at the first light of day to search for the missing child. 2. Although the goalkeeper tried his best, he missed the ball.
3. The news was so unexpected that she caught her breath in surprise.
4. Seeing the footballer score a goal, the spectators burst into thunderous applause.
5. Who do you think you are? – You’re the last person I would like to talk to about this matter! 6. The girl fixed her eyes intently on the telephone when she was waiting for her boyfriend's call 7. When the boy fell off his little bike, his father encouraged him to try again.
Unit 3 Animal Magic
Teaching Objectives :1. Topic: Science & future of man
2. Grammar Points: Statement + comment clause
3. Vocabulary: Expressions about science & future of man; cohesive devices such as hence/ therefore, however, so that, though…yet…, if so, therefore; uproar, maximum, ironically, eventually, shortage, rejection, activate, originate, resemble, pass on, alter, clinical trial, a solution to, be fatal to, go into, bear… in mind, long-term
4. Writing: Discussion, making predictions and assessment of development in science
PartⅠ. Brainstorming
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Work together with your group to discuss and think of as many words/phrases/expressions as possible about scientific development and the future of human beings regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Verbs referring to the future:
expect, anticipate, draw near, loom, await, approach, be impending, predict, foretell, look forward to, hope for, foresee
2. Expressions related to biotechnology:
biology, clone, gene, DNA, embryology, genetics, chromosome, microbiology, bacteria, micro-organism, mutation
3. Expressions related to computer science:
disc, software, hardware, screen, monitor, mouse, drive, memory, CPU , laptop, virus, program (AmE.) programme (BriE.), print-out, CD-ROM , DVD-ROM , RW-ROM e-mail, the Internet, word-processing, browser...
4. Expressions of achievement:
reach one's goal, make progress, come through, succeed, triumph, accomplish, fulfill, make it,
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and complete the four following tasks by choosing the correct answers (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. What does the speaker mean by “an enchanted world”? 2. What does the speaker mean by “a disenchanted world”?
3. What are some of the negative results of the modern scientific world view?
4. What remedies does the speaker mention to improve the modern Western condition? Some key words should be paid more intention as follows:
enchanted, rigid, alien, the oneness between human beings and nature, disenchantment, reinforce
Part Ⅲ. Speaking Activities
1. work in a small group, describing to your partner what you do not want to see happen and what you do want to see happen in the future.
2. As a national policy, China will continue its commitment to scientific and technological advancement. Discuss your understanding of this strategy and say how we can maximize of the blessings that science can bring to us.
Part Ⅳ. Reading comprehension
1. Pre-reading Discussion (2-3 questions)
a. It is not uncommon to hear of human-to-human organ transplants. But do you think it possible to transplant animal organs into the human body?
b. what would be the greatest problem with transplanting animal organs into a human body, scientific or ethical?
2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) Immune system:system by which the body protects itself against diseases.
(2) foreign body: object that has got into something else, usually by accident, and should not be
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there; foreign: coming from outside. The transplant organ comes from another body and is not native to the patient.
(3) Pig’s organs, though, are close in function and size to those of humans… fatal to humans: Pig organs are similar to those of humans in many ways but different enough not to transmit deadly disease to humans.
(4) primate: here, member of the group of mammals which includes humans, monkeys and apes.
(5) clinical trials: practical medical work on humans that is done in a hospital or clinic.
(6) otherwise: or else; in the circumstances other than those considered. E.g. Bring your umbrella, otherwise, you’ll get wet.
(7) barrier: here, something that makes it difficult or impossible for something else to happen or to be achieved.
(8) diabetes: medical condition in which someone’s body is unable to control the level of sugar in their blood.
(9) enzyme: chemical substance that is found in living creatures which produces changes in other substances without being changed itself.
(10) a form of cannibalism: similar to the eating of human flesh; cannibal: an animal that feeds on flesh of its own species.
(11) Animal rights campaigners: those people who fight for the rights of animals.
Part Ⅴ. Homework
Translations for reference
1. The press had criticized her so often that in the end she had become immune to what was said.
2. Air pollution is caused by industries and vehicles which release large amounts of waste gas into atmosphere.
3. The doctor required me to wear goggles at work to prevent foreign objects from getting into my eyes.
4. As parents can pass on their chromosomes to their offspring, some diseases are hereditary. 5. He possesses a remarkable talent for doing business, but we don't see him as a potential leader in business circle.
6. The epoch-making summit conference was beamed by satellite all over the world.
Unit 4 The Dream of an Hour
Teaching Objectives
1. Topic: Dilemma of life
2. Grammar Points: Cleft sentences (statements and questions); It as formal object3. Vocabulary: elusive, bespeak, veil, composedly, exalt, save, forestall, self-assertion, be afflicted with, abandon, enable, count for, implore, die of, impose on, strive to do
4. Writing: Writing a story about little dilemmas in life PartⅠ. Brainstorming
work together with your group to discuss and think of as many words/phrases/expressions as possible about dilemmas of life regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of ability or inability to do something:
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able to do, unable to do, fail to do, can do, no problem, a piece of cake , make it, have what it takes to , over my head , beyond me , too much for (me)
2. Expressions for giving reasons:
due to, because (of), in (the) light of the fact that , thanks to, on account of , by reasons of, as a result of, owing to, for the sake of, to that end
3. Expression of wanting and hoping:
hope to, expect, desire to, look forward to, dream of, wait up for, long for, thirst after , aspire to(for), watch for, have in prospect
4. Expressions of disappointment
much to my disappointment, I don't know why, rude awakening , it saddens me to, what a let-down, how could you...?, dashed hopes, fall short of, not up to expectation
5. Expressions of frustration / being caught in a difficult situation:
can't make up one's mind, be caught in a trap, be baffled , be cornered, be checkmated , back to the wall , in a hole , in deep water , at wit's end, be fed up. Enough is enough! It's a handful! What a pain! What a load to carry! Will this ever end? I can’t stand it anymore!
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four following questions (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. Why does the speaker feel he is a hermit?
2. How would you describe the speaker as a young man?
3. What are some of the things the speaker finds difficult doing?
4. Does the speaker have a positive or negative opinion of America? How do you know? Some key words should be paid more intention as follows:
misfit, contempt, hermit, withdraw, absurd, nourishment, fit in, in the midst of , be crazy for, show, Americanised men and women
Part Ⅲ. Speaking Activities
1. work in a small group, discussing with your partner some of the disappointments you have experienced in your life and some of your frustrations.
2. The younger generation usually shares a different value system from the older generation. Seek advice from your partner on how to resolve the conflicts between you and your parents.
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions)
a. Can you stand somebody persistently imposing his/her will on you, even if he/she is well-intentioned?
b. Most of us have some inner desires. How would you feel if your long-suppressed desire finds a momentary outlet?
2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) Kate Chopin (1851-1904) was an American writer born St. Louis, USA. The dream of an Hour appeared originally in Vogue magazine in 1894. Kate Chopin’s stories were frequently published in such leading periodicals as the Atlantic Monthly, Harper’s and Century, and were subsequently collected in Bayou Folk (1894) and A Night in Acadia (1897).(2) intelligence:
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information
(3) He had only taken the time to assure himself…less tender friend in bearing the sad message: He wasted no time sending a second message to confirm the news. And immediately, he made an effort to be the first to inform Mrs. Mallard in case his less careful, less tender friends would go and tell her before him.
(4) to accept its significance: to accept the meaning and the truth of the message.
(5) when the storm o f grief had spent itself…: when she wore herself out with crying. (6) …whose gaze was fixed away of f yonder: she was staring at something far off in the distance.
(7) A suspension of intelligent thought: ( The mind) stopped working in an intelligent manner; stopped thinking in order to understand what had happened.
(8) The face that had never looked save with love upon her: Her husband”s face had always expressed love for her. Save means except, a formal use.v(9) A kind intention or a cruel
intention…no less a crime: The imposition of one’s will upon another was a criminal act, whether it was done out of kindness or cruelty. She realized then that her husband’s forcing his will upon hers was a crime.
(10) …she was drinking in a very elixir of life: She was breathing in something which would make her happy.
(11) a little travel-stained: (Mr. Mallard looked) a little tired and dusty with his journey.
Part Ⅴ. Homework
Translations for reference
1. Many developing countries after independence were afflicted with economic problems to begin with.
2. In order to protect domestic industries, the government decided to impose an anti-dumping tariff on imported products.
3. Knowledge without practical experience counts for little.
4. Thousands of people were forced to abandon their homes to the invading enemy troops. 5. I've lived in Shanghai so long that I look upon the city as my second home 6. The roof will have to be propped up while repairs are being carried out. 7. In the face of great hardship, he managed to keep his sense of humor.
Unit 5 The Land Where There Were No old Men
Teaching Objectives :
1. Topic: Fighting prejudices
2. Grammar Points: that-clause as apposition to NP (noun phrase) & other related structures3. Vocabulary: Expressions about social prejudices; thoughtful, councilor, sprout, pardon, shrivel, stack, put up with, on…terms, overcome, straight away, come upon
4. Writing: Social prejudices
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible of prejudices against different people regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of prejudices against women:
a nag , capricious, emotional, illogical, having longer hair than insight, talkative, wordy,
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mouthy, nagging, rigid, less intelligent than men, whimsical, inconsistent, fretful, bossy
2. Expressions of prejudices against men:
rough, selfish, cold-blooded, careless, irresponsible, unreliable, indifferent, unfeeling, domineering, headstrong
3. Expressions of prejudices against old people:
senile , over-the-hill, stubborn, out-dated, old-fashioned, old fogy , having seen better days, dogmatic, boring
4. Expressions of prejudices against young people:
immature, wasting time by fooling around, green, cheeky, inexperienced, good-for-nothing, unreliable
5. Expressions of prejudices against poor people:
lazy, stupid, inferior, dirty, dishonest, the needy, the have-nots, idiot 6. Expressions of prejudices against wealthy people:
greedy, selfish, pompous, pretentious, ostentatious, arrogant, heartless 7. Expressions of prejudices against successful people:
join the rat race , workaholic, sell-out , winning is everything, the ruthless succeed, sell one's soul
8. Expressions of prejudices against unsuccessful people:
failure, washout , loser, humbled, beaten, good-for-nothing, stupid, lazy, incompetent, have made his /her compromises
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the following four questions (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. What kind of teachers did the speaker have in high school and why didn’t they get the chance to teach at college?
2. How were woman students treated at Radcliffe College?
3. As a teacher, what prejudices did she find existing in higher education? 4. What advice does the speaker offer women?
Some key words should be paid more intention as follows:
the Depression, at large, intellectual community, passivity, indoctrinate, stereotypical, shaper, deviants, marginal, bias, male racist
Part Ⅲ. Speaking Activities
1. work in a small group, discussing with your partner what prejudices have you found existing in your college or university and society at large?
2. What can be done to lessen or even end sexism, and prejudices against the underprivileged such as the old, the inferior, the poor, the less-educated, the unsuccessful, etc.? Do you think it is even possible to end prejudice or do you think prejudice is part of human nature?
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions)
a. What roles can old people play in your city/hometown?
b. What, in your opinion, should be done to ensure the legal rights of old people? 2. Listen to the text for one or two times and summarize the story.
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3. Language points
(1) The story is taken from Pacala and Tandala and other Rumanian Folk-tales, translated by Jean Ure.
(2) and all: that is, all the other signs of old age, such as feebleness and uselessness.
(3) and that was that: This expression means so there was no more to be said or done, i.e. the old people should simply die.
(4).they’ve got a head on their shoulders: They are intelligent. (5) Bother: worry; disturb (6) passed away: died
(7) so they say: so it is said; so people say
(8) took pity on his father: felt sorry for his father
(9) after all: in spite of anything that might be said against old people (10) thick and fast: in rapid succession (11) put up with: tolerate(12) was upon them: arrived suddenly (13) for the time being: at present, for a time (14) Rake it over…: Go over it with a rake
(15) up and down the country: all over the country (16) got to hear of it: heard of it after a time
4.Read the text quickly and summarize the main idea
5.Read the text carefully and then discuss the detail questions
Part Ⅴ. Homework
1. Essay questions: discuss the essay questions in page 82and then write down your opinions. 2. Finish the exercises in Language work and do the exercises in Extended Activities . Translations for reference
1. We took pity on the couple waiting for a bus in the rain and gave them a lift. 2. He finds it difficult to put up with the noise of the construction site.
3. Mary and John fell out of love finally. They are not even on speaking terms now. 4. Listeners' letters on this topic have been coming in thick and fast.
5. I came upon this bundle of letters when I was sorting out the documents. 6. My boss is so conservative that another of my great ideas has bitten the dust. 7. Smoking does more harm than good to the health.
8. The manager was late for the meeting because he was detained in the office by some unexpected visitors.
9. Installing computers has enabled us to do away with a lot of paperwork.
Unit 6 Lifting the Veil
Teaching Objectives
1. Topic: Travel
2. Grammar Points: v-ed/v-ing as non-finite clauses
3. Vocabulary: Expressions about traveling and tourism; prepositional phrases for physical relationships; in one’s teens, luxuriant, lose sight, delightful, craggy, elegant, rapt intensity, cluttered, shoulders squared / squared shoulders, out of tune, fume, feel disdain for, testify to, (be) caught up in, be fashioned out, marvel at, summon…to, (be) seated, in rhythm with
4. Writing: describing places
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PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible about travel regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Places to visit:
tourist attractions, tourist site, mountains, countryside, village, beach, scenic spot, city, downtown, outskirts, suburbs, fun park, entertainment/amusement park (游乐场), museum, square, monument, temple, mosque, church, pagoda, pavilion, waterfalls, skiing ground, camping site, lake, show, destination, hotel, restaurant, hostel, in the open
2. Expressions to describe travels:
book a trip, take a boat/train/sightseeing coach (or bus)/aeroplane/subway, join a package tour group, find the way to..., get lost, walk, stroll, roam about, spend (time)visiting..., go by car/bus/train/plane/on foot
3. People who travel:
tourist, traveler, tour guide, travel agent, passenger 4. Things people take/get when traveling:
(digital) camera, sunglasses, helmet, map, itinerary, souvenir, tour guide, brochure 5. Expressions of physical positions:
on the left of, on the right of, on the left-hand side of, on the side of, on the edge of, on the other side of, in the comer of, at the top of, at the bottom of, in the middle of, at the back of, at the front of
6. Expressions of enjoying views:
marvel at the view, admire the view / sight / scene / scenery / charm, delight one's eyes, refresh one's mind, ... take one's breath away
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and complete the following tasks (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. Where are the following places?
Boutiques:_______ Chinese Restaurant:_______ Games Room:_____ Hotel Garden________
2. Study the map in the book and mark the names with appropriate numbers. Some key words should be paid more intention as follows:
on behalf of, have… to yourself, boutique, be in full bloom, the main entrance, eatery, be available, …dinner is served between half past seven and ten
Part Ⅲ. Speaking Activities
Work in a small group, tell your partner something about your favorite places. You may ask the following questions:
1.What is your favorite scenic spot? 2. What’s there to be seen? 3.Why does it appeal to you?
4. How much do you know about the culture, custom, or history of that place? 5. How long will it take you to tour that place?
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6. How do you get there?
7.What is the best way to enjoy that place?
8. Are there any disadvantages of going to that place?
Part Ⅳ. Reading comprehension
1. Pre-reading Discussion (2-3 questions)
a. Is it sensible for a blind man to go sightseeing?
b. Do you believe that a blind man can help us normal people see things more clearly? Why or why not?
2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) a huge backlog of work: a lot of work which is overdue.
(2) feeling disdain for this collection of ogling humanity: the narrator was not happy to be in the company of the crowd of eager tourists.(3) he held his head motionless at an odd angle: As the man was blind, his head was not poised towards where his eyes seemed to be directed.
(4) Luxuriant silvery hair: thick grey hair. Notice the difference between Luxuriant and luxurious. E.g. Luxuriant forests carpet the hillside./ The family was too poor to afford that luxurious car.
(5) Strong, craggy face: crag is rough rock. But a craggy face means the face has clear-cut features, which implies a strong or powerful personality.
(6) The blind man and I followed, caught up in a long string of tourists: The blind man and the narrator found themselves in a stream of tourists, and moved passively along with them.
(7) as a prelude to the show: as an introduction to the main show.
(8) but the spherical sound box is fashioned out of a whole coconut shell: But the round sound box is made out of w whole coconut shell. This use of fashion is rather formal.
(9) suppressing my surprise: hiding how surprised I was at my discovery of how the musical instrument was made.(10) whose profile is partially lit from the stage: The narrator is describing the silhouette of a Japanese lady partially lit by the stage lights.
(11) I excused myself: I apologized /said “excuse me” and then lift the seat (for the backstage).
(12) A lump formed in my throat: The narrator was deeply moved at this moment. He was about to cry.
(13) in this hectic world: in this busy world. Hectic means having a lot of feverish excitement and rushed activities.(14) I was not able to tell him that the magic had been done to me: I wished I would be able to tell the chairman that some magic had been done to me. By magic, the narrator is referring to how the blind man had opened his eyes to everything around him. This revelation was very precious to the narrator.
Part Ⅴ. Homework
1. Essay questions: discuss the essay questions in page 105 and then write down your opinions.
2. Finish the exercises in Language work and do the exercises in Extended Activities . Translations for reference
1. Parents must accompany their children to school because the traffic is too busy on the road. 2. Loaded with packs, I was unable to walk fast.
3. He made several attempts before finally passing the university entrance examinations.
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4. Young people tend to feel disdain for anything old-fashioned.
5. This novel testifies to his rich knowledge of the culture of the tribe.
6. Due to a backlog of paper work, the company had to put off interviewing the job applicants. 7. The teacher pointed out that there were several places in his performance that were out of tune
Unit 7 Time to stop excuse for lateness
Teaching Objectives
1. Topic: Employment and careers
2. Grammar Points: Construction with while/as/when…clause
3. Vocabulary: Expressions about employment and careers; unwarranted; justify; untrustworthy; discard; once in a blue moon; take…for granted, give credence to, inferior to. break…habit, disregard…as, guilty of , tolerant of, a matter of
4. Writing: Discuss matters of work discipline, or describe an event about punctuality PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of disciplinary matters at the workplace:
be punctual, leave-taking, be absent, ask for leave, take French leave , ask for/have a day off, take/have sick leave, study leave, maternity leave, visiting leave
2. Expressions of types of employment:
internship, part-time, commission, contracting, full-time, volunteering, work-study apprenticeship
3. Expressions of recruiting/firing:
interview, make inquiries about an opening/a vacancy, apply for a position, employ, fire, lay off, dismiss, sack, award (a project to a construction company), be transferred from one department to another, let someone go, be made redundant, out of work
4. Expressions of positions /job titles:
supervisor, senior engineer, leader, chairman of the department (of mathematics), dean (of the foreign language school), president of (the university, college, etc.), manager, chief executive, general manager, department manager, chairman of the board, members of the board, secretary, clerk, technicians, assistant, intern, security guard, janitor
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.) 1.What makes John a good policeman?
2. Has John’s job as a policeman been easy and safe? 3. Why was John awarded citations?
4. Why don’t some people like policemen in John’s district? Some key words should be paid more intention as follows:
Ever since; If I wasn’t a …..; I admit it hasn’t been…. To me that’s success….
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But you know, when someone has been hit by a car and you walk into the crowed standing around dumbfounded and you take charge, telling this person to get a blanket, this one to get some water, and you comfort the injured person, that looks good in front of the crowd…..
Part Ⅲ. Speaking Activities
1. If there are two types persons for you to choose for a sales position in your company: one is very hard-working, responsible and able, but once had a mental breakdown; another one is
quick-tempered and aggressive and once was fined for fighting with one policeman when she was breaking the traffic regulations. Which one will you choose? Why? Work in a small group, describing to your partner people your choice and the reason. Students may take turns asking and answering questions
2. Discuss how we could establish a new work ethic. Describe as many as you can regarding the office’s time concept for every employee. Discuss these matters and others that need to be dealt with in the new market economy where jobs are no longer guaranteed for life and where responsibilities count for much more than in the past.
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2 questions)
a. Why is punctuality a necessity in all public affairs in a civilized society?
b. Have you ever noticed the difference in people’s attitudes toward the keeping of time in the rural and urban areas?
2. Listen to the text for one or two times and summarize the story. 3. Language points explanation:
(1) once in a blue room: very rarely or never eg. I see her once in a blue room.
An opportunity as good as this occurs only once in a blue room. (2) handle problems: deal with problems (lateness in the text)
(3) approach time differently: have different understanding of time. (4) over the next hill: a metaphor that means achievable with one effort
(5) so studiously compiled by academics: is worked out painstakingly by scholars. (6) be tardy: be undisciplined
(7) flexible time: a work system in which the staff of a company are allowed to work at different time schedules
4.Read the text quickly and summarize the main paragraphs ( 5.Read the text carefully and then discuss the detail questions
Part Ⅴ. Homework
Retell the story using the clues given in page 123, part A, comprehension work. Translations for reference
1. An opportunity as good as this arises / occurs only once in a blue moon.
2. The boy felt guilty for taking money from his mother's handbag without permission. 3. She did not give credence to a single word of his story.
4. Generally speaking, teachers are tolerant of their students' mistakes.
5. I took it for granted you'd want to come with us, so I bought you a ticket.
6. Thanks to the manager's repeated counseling, the staff soon broke the bad habit of coming late to work.
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7. He's furious with her now, but he'll forgive her soon. It's just / only a matter of a few hours, that's all.
Unit 8 Hummingbird Winter
Teaching Objectives :
1. Topic: Human being and animals
2. Grammar Points: inversion for emphasis.
3. Vocabulary: Expressions for human-animal relationships; thrill, dazzling, entice, in bloom, feasible, squeaky, hiring, balance, in sheer disbelief, cock,tilt, strengthen the bond; hovel frost-bitten, make one’s move, trail, couldn’t believe one’s eyes, capture one’s heart , make it, in anticipation of , get the nerve to do one’s eyes, capture one’s heart , make it, in anticipation of , get the nerve to do
4. Writing : Writing a story or expository piece about animals
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of animal body parts:
fur, paw, feather, plumage, claw, tail, beak, wing, fang, horn, hoof, fin, trunk, hide, mane 2. Expressions of keeping pets:
walking dogs, training, keeping the pigeons in the cage, keeping a pet as a companion, feed, bath, spay your pet , pat your pet , love your pet
3. Expressions of characteristics of animals:
fierce, submissive, docile, clever, understanding, dangerous, poisonous, loveable, independent, loyal, playful, cute, friendly.
4. Some common proverbs and sayings with animals.
love me, love my dog; a black sheep ; meek as sheep; he works like a dog ; wily as a fox
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. what happens when the children on the island of Tutuila come together and sing a special chant near a magic rock?
2.why did the two Samoan women jump into the sea?
3. what happened at the magic rock after the author offered food, said a prayer, and sang a sacred song?
Some key words should be paid more intention as follows:
Legends and myths about the relationship, these tales humans and animals communicate, “God did not speak directly to man, but sent certain animals to tell man that He showed himself through the beasts, and that from them, and from the stars and the sun and the moon, man should learn”, America Indian, “ the above are just two examples of interspecies communication. There are many others. with some good fortune, you too can have such an experience.
Part Ⅲ. Speaking Activities
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1. If you could communicate with animals, what animals would you like to communicate with? Why? What would you say to the animal? work in a small group, describing to your partner about this.
2. Do you have or have you ever had a pet? What are the positive or negative points of owning a pet? share your ideas to your classmates.
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions)
Have you ever heard of hummingbirds? What is special about a hummingbird? 2. Listen to the text for one or two times and summarize the story. 3. Language points explanation; (1) Content: a) be satisfied to do sth
e.g. He is content to stay in his content job. b) the materials which included
e.g. The content of your essay is excellent, but is not very well expressed. (2) capture one’s heart
e.g. The exciting plot of the film captured the hearts of the audience. (3) settle down a) calm down
e.g. Wait until the children settle down before you start the lesson b) live in a fixed place
e.g. When are you going to marry and settle down? (4) let go of: release or loosen
e.g. The retired president was unwilling to let go of his privileges. (5) sun room: a room with large windows, designed to receive sunlight (6) aviary: a large enclosure or building for keeping birds (7) misted: sprinkled water on the plant leaves
4.Read the text quickly and summarize the main paragraphs ( 5.Read the text carefully and then discuss the detail questions
Part Ⅴ. Homework
Retell the story using the clues given in Page 143, Part D. Translations for reference
1. He failed to make it as a pop singer, but he turned out to be a successful businessman. 2. The thrilling plot of the movie captured the hearts of the audience.
3. One of the company’s main concerns is to ensure the safety of its employees. 4. The retired president was unwilling to let go of his privileges. 5. Nancy could feel hot tears welling up in her eyes.
6. The best way to strengthen our bond is not to give gifts but to exchange our opinions frankly. 7. You’ll end up in hospital if you drive your car like this.
8. In truth we feared for her safety although we didn’t let it be known.
Unit 9 Chinese Food
Teaching Objectives
1. Topic: Health issues
2. Grammar Points: Future infinitive structures.
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3. Vocabulary: Expressions for talking about health issues; elusive, bedecked with, ecstasy, harmony, ubiquitous, inherent, sage, derive, attend to, come about, part and parcel, at the root, conform to, be indifferent to , proceed with, with regard to
4. Writing: Describe one’s hobbies/ favorite food/sport/entertainment PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of being healthy:
be healthy, stay in good shape, have a clean bill of health, a sound mind in a sound body, fit and robust, glowing health, hale and hearty, feel like a million, can't complain, sound as a whistle, fresh, able-bodied, full of life, in the pink, physically fit, safe and sound, blooming, rosy-cheeked
2. Expressions of being ill:
Be ill/sick/feeble and frail, come down with (flu/fever), ill health, feeling terrible/ill/awful/rotten rundown, feeling like the walking dead / feeling rundown, feeling out of sorts , break out with , sick as a dog, on one's back , under the weather, unwell, have/run a temperature
3. Expressions of treatment (medical/non-medical):
take medicine, have...removed, (have an operation), therapeutic healing (治疗康复), injection, inoculation (预防接种), medical check-up, medical tests, antibiotic treatment (抗生素治疗), cure-all, pick-me-up (提神饮料或食品;兴奋剂), painkiller, antidote (解毒药), miracle drugs (特效药), medicinal, faith healer (靠祈祷等治病的信仰疗法), panacea (万应灵丹), acupuncture (针 PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. what is the modern new theory concerning human illness? 2. what are the “seven health life habits”?
3. What does the notion of Seven Healthy Life Habits reveal about public attitudes toward death and dying?
4. Does the author completely accept the latest grand theory explaining all of human disease?Some key words should be paid more intention as follows:
Has always been under pressure to …Today’s illnesses are caused by….. The New York Times
as a way of , staying alive…If you believe that you can ward off the common causes of premature death-canceer , heart disease, and stroke…We should go carefully with the promise and wait for science to come in, as it has in the past, with the solid facts.
Part Ⅲ. Speaking Activities
1. work in a small group, describing to your partner people you know about “seven health life habits”.
2. tell your partner in your mind about the relationships between a sound body and music. At the same time, state any personal experiences of music as a healing agent
Part Ⅳ. Reading comprehension about the text
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1. Pre-reading Discussion (2-3 questions)
a. Do you prefer Chinese food or Western food ? What is your favorite dish? b. Do you think cuisine reflects the cultural characteristics of a people? 2. Listen to the text for one or two times and summarize the story. 3. Language points:
1. Keenth Lo is a Chinese British, well-known gourmet and successful restaurant owner. He is the author of a number of books on food.
2. attend to matters of business: take care of business matters
3. ...and ultimately one's spiritual and moral fibre and well-being: Food can determine whether a person is spiritually and morally strong and sound.
4. quotes no less an authority than Confucius...: cites as important an authority as Confucius. no less than : as much as, I paid no less than $25 for the book.
5. with regard to the primal importance of food: in relation to the supreme importance of food.
6. to be smothered...through its preparation: Great love and care are to be given to the preparation of food. to smother...with...to given an excessive amount of something (such as love/attention/care, etc)...
7. to have time lavished on it.. pleasure of eating: to spend plenty of time enjoying the food 8. plain walls: walls unadorned with paintings, pictures etc.
9. proceed with the serious business: go on with the serious business of eating
10. to eat with a capital E: to perform the ceremonious act of eating, i.e., to eat really seriously
11. Hoboken: a city in the eastern part of the USA
12. Huddersfield: a town near Leeds, Bradford and Manchester in the UK
13. Certainly, a kind of Chinese food...as the US railways: Many Chinese emigrated to America (especially to the western part of the USA) in the 19th century to work on railway construction jobs and they brought with them some kind of Chinese food
14. chop suey joints; small restaurants serving a Chinese-style dish of meat stewed and fried with bean sprouts, bamboo shoots, onions, and served with rice, joint: an informal term for a cheap restaurant or night club (usually in poor condition)
15. ...all these have become much more part and parcel of the average person's life: Sensual pleasures (colour, texture, movement, food, drink, rock music) have become an important part of people's lives in the West.
16. quick to satisfy the taste buds: (Chinese cooks are always) ready to satisfy people's desire for tasty food. taste buds: small points on the surface of one's tongue, sensitive to the flavor of food or drink.
17. phenomenal spread: incredibly widespread, spread to a very large area.
18. It is a shared experience … others to contrast: Eating a Chinese meal in a restaurant is a communal experience of sharing many different kinds of dishes, painstakingly designed to create special effects.
19. … all these and more challenge the palate: The rich variety of Chinese food will never fail to attract people.
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20. In a Chinese meal that has … as a kind of buffet: The Chinese have not changed their way of eating to follow the Western practice. In a Chinese meal, food is presented as a kind of buffet, with each person helping himself to the individual dishes.
21. Individual portions as such are not provided: Separate servings of food are not given to each person. Instead, people share a variety of dishes by sampling a portion from each one.
22. The eye must be pleased … the palate: Chinese food is pleasant to see as well as to taste. 23. Emily Hahn is an American woman writer who married a Chinese and came to settle in China in the 1930s.
24. … there is moral excellence in good looking: There is a spiritual dimension to Chinese cooking in that one participates in the ultimate unity and interconnectedness of all life (food, animals, plants, fruits, human beings, water, etc.) that is, participates in Tao — the ultimate oneness and harmony of the universe.
Part Ⅴ. Homework
Retell the story using the clues given in Page 164, comprehension work. Translations for reference
1. The landlady told me that the rent must be paid in advance.
2. Although this company boasts that its products are superior to those of other companies, they are actually inferior in quality.
3. What lies at the root of the problem is their lack of interest.
4. The police interviewed several witnesses, but none of them could tell how the accident came about.
5. The new building of the department store does not conform to the safety regulations. 6. She derived great satisfaction from her stamp collection.
7. Colorful balloons and flags added to the festive atmosphere of the small town. 8. Money is very important, but happiness is not always associated with wealth.
Unit 10 Hong Kong
Teaching Objectives :
1. Topic: City life and modernity 2. Grammar Points: Articles
3. Vocabulary: expressions about city life and modernity, highlight, zeal, thrive, spectacular, prevail, hover ,serene, incessantly, a profusion of, at times, a haven for, pulsate with, factory seconds, glitter, mind-boggling, the graced with, zip about
4. Writing: describing a city or a town PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Nouns for places in a city:
shopping / business district, city centre, residential area, industrial district, suburbs, outskirts, harbour, tourist attractions, scenic spots, shopping centre, historic sites, shipyards, waterfront, warehouse district
2. Expressions for places of entertainment and leisure in a city:
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theatre, opera house, movie house, cinema, court hall, radio station, TV station, art gallery, museum, hotel, restaurant, hostel, cafe, tea house, night-club, karaoke parlour, disco, pool hall, games arcade, bowling alley, dance hall, amusement / entertainment park, video-arcade
3. Expressions for places of sports activities in a city:
gymnasium, sports field, football field, stadium, swimming pool, bowling alley, golf course, skating rink, boxing ring, racing course, basketball stadium, baseball park, tennis court, volleyball court
4. Expressions for city views:
skyline, neon lights, colourful lighting, shop front / facade, waterfront, rooftops, skyscrapers, churches, temples, parks, streets, roads, highways, expressways, street markets, high rises, landmarks '
5. Expressions for means of transportation in a city:
bus, trolley-bus (电车), taxi, cab, automobile, motor bike, cable-car, bicycle, pedi-cab, subway (US)/ the Underground (UK)/ the tube (UK)
6. Adjectives for describing towns or cities:
picturesque, historic, spacious, crowded, industrial, polluted, modem, old-fashioned, scenic commercial, expensive, charming, bustling, dynamic, metropolitan
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. How did Paul Theroux depict Shnghai in Riding the Iron Rooster? 2. In what ways has Shanghai been transformed since 1991? 3. Is all of old Shanghai gone?
4. Describe the new GAP Restaurant in Shanghai. Some key words should be paid more intention as follows:
An old brown reverside city Growing sideways
A strong sense of Old China
For a century , the city has been….. The change is not just taking place at….
A lifestyle venue dedicated to food, the celebration of life, and commerce. And it is filled with groups of young professionals
Part Ⅲ. Speaking Activities
1. if you had the choice, what city in China would you like to live in and why? Also, discuss with your classmates what city in the world would you like to live in and why?
2. what are some of the favorite things you like doing in the3 city? What are some of the things you have to do as a city dweller that you really do not kike doing?
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions) a. what do you know about Hong Kong?
b. what do you hope to know about Hong Kong?
2. Listen to the text for one or two times and summarize the story.
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3. Language points explanation;
(1) helter-skelter: in a disorderly arrangement
(2) zip about: move about at a high speed around the middle of the hills and mountains (3) bustling metropolis: a bus modern city
(4) the shopping mecca; the shopping centre, especially a modern one (5) mind-boggling: startling to the mind
(6) metal shops: shops where metal products are sold (7) at times: sometimes
e.g. At times, the teacher could find the student’s potential ability in a unimaginable way. 4.Read the text quickly and summarize the main paragraphs ( 5.Read the text carefully and then discuss the detail questions
Part Ⅴ. Homework
Translations for reference
1. The tourists cheered with excitement when they saw water cascading down the mountainside. 2. Owing to the policy of reform, the small town is thriving day by day. 3. Could you read through this for me and highlight the important points? 4. At times I wonder if rote learning is worthwhile.
5. The superstitions that used to prevail in Old China are disappearing gradually.
6. Thanks to the improvement in export sales, the company has successfully fulfilled its marketing plan.
Unit 11. The power of a good name
Teaching Objectives
1. Topic: Lessons from life (School of life, education of the young) 2. Grammar Points: further passive structures.
3. Vocabulary: expressions about personal qualities, evaluation of personal behavior, cynical , abuse, bestow, weathered, disintegrate, vanish, pervasive, sustain, nothing better than, give somebody initiative, propel, have a stake in, keep…straight, on credit 4. Writing: understanding education: what is the best school?
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of cleverness (positive):
intelligent, smart, sharp, keen , perceptive, wise, understanding, mindful, brainy, bright, quick-witted, brilliant
2. Expressions of cleverness (negative):
cunning, sly, artful, wily , shifty, tricky, scheming , foxy, calculating 3. Expressions of positive attitudes toward other people:
polite, respect, respectful, think well / highly of, hold someone in esteem / in high regards, see someone in a good light, speak well of someone, like / love someone
4. Expressions of negative attitudes towards other people:
look down upon, despise, belittle , disparage, loathe, abhor, cannot bear, shrink from
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PartⅡ. Listening comprehensionListen to the listening material for about 3 times and
answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.) 1. Describe the school management before the reform and what is being changed now? 2. What made Mr. and Mrs. Chen decide to educate their daughter at home? 3. How did Mr. and Mrs. Chen manage to teach their daughter?
4. What do the inspections think of the education the girl is receiving? Some key words should be paid more intention as follows:
Nor do I; were asked to...; put my pen to the paper...;old people's nursing home; timid person; make myself understood; obviously; a list of ; retired; a tiny woman; wrinkled face; clumsily; diligently; attached to...
Part Ⅲ. Speaking Activities1. what are some of the things about your best friend you
accept and what are those things you want to see changed? Why do you want to see these things changed? Can they be changed? Would your friend agree with you?
2. Have you discovered your centre, the primary focus of your life, your centre of interest, your passion in life? Discuss this topic with your partner.
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions) a. How can we earn a good name? b. And what should we do to keep it?
2. Listen to the text for one or two times and summarize the story. 3. Language points explanation;
1. wire and fencing: materials for building up a fence
2. getting behind the wheel of our Chevy pick-up: driving our small Chevy truck
3. a damper on my spirits: something that makes me low in spirits. Damper: a person, or thing, or situation that gets people down
4. ask for credit: The boy had to ask the store owner to let him have the goods now but pay later, since his father gave him no money.
5. good for it: a colloquialism meaning being trustworthy. The store owner believed that the boy’s father would pay him when he had the money.
6. the register: a machine in a shop etc. with a drawer for money, recording every transaction of the sale, totaling receipts etc.
7. weathered man: The man’s face was wrinkled by constant exposure to the weather.
8. bestow a capital of good will of immense value: A good name gives one a great deal of good will of great value.
9. compromising it: damaging or weakening it, especially by misconduct
10. had a stake in one another—and in ourselves: (I and my siblings) share a strong interest in each other’s well-being. Here is a headline from an American newspaper: The Afro-Americans have a stake in Bill Clinton (which implies that if Clinton is removed form office, the Afro-Americans will suffer.)
11. General Colin Powell: former army general who commanded the U.S. forces during the 1991 Gulf war
12. restore a sense of shame in its neighborhoods: make people once again feel shameful
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when they do something wrong or when they lie and cheat, etc.
13. keeps families and neighborhood straight: (Pride) keeps people and neighborhoods honest and respectful of the law.
14. … a sense of shame is the reverse side of that coin: A sense of shame produces the same effect from the opposite direction.
15. pregnant out of wedlock: to be pregnant when not married 16. dealing drugs: buying and selling illegal drugs
17. respect goes to the most violent: Violent people are often portrayed as heroes in the movies and on television
18. the pervasive profanity: widespread use of disrespectful, rude and vulgar language
19. don’t think twice: an idiomatic expression which means to give no consideration or thought before acting or speaking
20. came to know of my success in the world: became aware of my success in the world 21. his passing: (a euphemism) his death
Part Ⅴ. Homework
Translations for reference
1. If you can’t afford to pay in cash, you can buy the car on credit.
2. I said I’d help him and that’s what I’m going to do. I shall keep my word. 3. I've a stake in this company and don't wish to see it go bankrupt.
4. With the development of industrial production, the old feudal system began to fall apart. 5. He is very competent and keeps everything straight on the farm.
6. The new educational system aims to give the students the initiative to learn more subjects. 7. Before starting on our trip we should tune the car up.
Unit 12 The never-ending FightTeaching Objectives :
1. Topic: Fighting superstitions
2. Grammar Points: Conditional with special tense: would/should
3. Vocabulary: Expressions for fighting superstitions, plague , fallible, sophisticated, eternal, inscrutable, bribe, predict, deprive, lure into , have a pipeline to, at one’s disposal, search for, by and large, in essence, believe in, threaten somebody with defense, demand 4. Writing: Discussing superstitions
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
a. Expressions of Chinese superstitions:
lucky numbers (such as 6, 8, etc.), unlucky numbers (such as 4, 7 etc.), worshiping the dead by making offerings to dead ancestors (祭祖), hell money (冥纸), tell one’s future by one’s facial/palm features (相面/看手相), fengshui (风水, or geomancy in the West, but not as popular as in China), bless one’s family by bribing the ghosts through burning paper money, incense, etc., burn paper houses, vehicles, etc. for the dead persons to use in the next world, punish someone by reincarnating him/her as inferior animals in the next world, believe in people with supernatural powers, pseudo-science (various stories of magic powers, for instance, curing a patient’s illness through Qigong (气功) without seeing or even knowing anything about the patient; stories of
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retribution, last judgment etc.), zodiac (黄道), astrology (星占学), kowtow for good luck / heavenly blessing, pray to God for rain, set off fireworks for good fortune, etc.
b. Expressions of English superstitions:
Knock on wood, hang a horse shoe over the door, keep a rabbit’s foot, keep one’s fingers crossed, discover a four-leaf clover (The above are considered to be able to bring good luck); walk under a ladder, break a mirror, see a black cat across one’s way (The above are considered to be able to bring bad luck), someone having supernatural powers, paranormal person (有奇异功能,如隔墙看字等能力的人), zodiac (黄道), astrology (星占学), horoscope (星相), pray to God for rain, etc…., tell one’s future by gazing into a crystal ball, last judgment , destruction of the world by God
3. Expressions of believing:
believe in, have faith in, have credence in, give credence to, have no doubt (that), there is no doubt that, be convinced, be sure / certain / assured (that), bet on , be unquestionable, take my word for it! you can count/bank on it!
4. Expressions of disbelieving:
disbelieve, be skeptical, doubtful, dubious, take … with a grain of salt , unconvincing, implausible, untenable, filled with doubt, incredulity, says who? , unbelievable, misgiving, questionable, you’re joking / kidding, in a pig’s eye , pigs might fly! , don’t be ridiculous, can’t swallow that …
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. why was Mr. Albert Smith found guilty of manslaughter?
2. Why does Mr. Smith believe a blood transfusion can harm a person? 3. Does the interviewer agree or disagree with Mr. Smith’s view? 4.Why does Mr. Smith believe his decision was the correct one? Some key words should be paid more intention as follows:
Many of you are undoubtedly aware of the fact that…..
I have been faithful to the beliefs of my religion and the verdict will …..
It is because they are too young to understand that ……There have been many strange sects in the history…..
I stand by my decision and beliefs, beliefs which…..
Part Ⅲ. Speaking Activities
1. Are you or anyone you know suppositious ? In what ways are you or they superstitious? What was the consequence of their superstition?
2. If it were possible to live a second life, how would that change your everyday life and thinking herein this world, in this society? Suspend disbelief and use your imagination in discussion.
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions)
a. Many people believe n fortune-telling, the power of lucky numbers and supernatural forces. We call them superstitions because these beliefs can not be scientifically proved. Why do people
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hold superstitious beliefs?
b. Is it possible that the advances in science and technology could eventually eliminate superstitions in people’s mind, and why?
2. Listen to the text for one or two times and summarize the story. 3. Language points explanation;
1. About the author: Isaac Asimov, scientist and science fiction writer, is one of the most prolific writers in the history of the printed word, the author of over three hundred books. In an essay originally published in The Humanist magazine, Asimov’s view of the future state of the human spirit is frankly at odds with many of his contemporaries. Asimov claims to speak for reason and the scientific pursuit of truth, which he sees not only as the proudest achievement of the modern age but also as, in the words of his title, “the never-ending fight”. Isaac Asimov was born in Russia in 1920. His family came to New York when he was young and he was educated at Columbia University, taking his BA, MA, and PhD in chemistry. When this essay was published, Asimov was president of the American Humanist Association.
2. I found myself expressing contempt….that plague humanity: The writer feels superstitious beliefs are worthless, harmful to humanity and deserve this scorn.
3. to accord them a kind of humble respect: to show them our humble respect 4. without let or hindrance: freely
5. there is indeed something to this: this indeed makes some sense 6. by and large: in general
7. inscrutable supernatural forces: mysterious supernatural forces
8.. eternal bliss: According to the Christian faith, good people go up to heaven after death and are blessed with eternal happiness.
9. have a pipeline to something supernatural: have access to the supernatural force
10.. I offer the fallible human mind doing … from generation to generation: What I offer is the rational thinking completed by the human mind. Although it often makes mistakes, the human mind does its best to improve its understanding of the world from generation to generation.
11. without let or hindrance: freely
12. therefore we “elitists” should not … the less sophisticated: Scientists and rationalists
should not think that they are more knowledgeable and can deprive ordinary people of the comfort and solace of superstition.
13. the fall of cards and the run of horses: playing cards and gambling on horse races in which the occurrence of an event is completely determined by chance
14. sociopaths: people whose behavior is violent, anti-social, and out of line with society 15. but can it not be argued that … and their life to do with as they wish?: But can people argue that it is a personal matter if a person chooses to abuse his own body and health?
16. a big brother: a character in the book Nineteen Eighty-Four by the British writer George Orwell. In the story, Big Brother is the head of the state and although he is not seen in person there are pictures of him everywhere with the message “Big Brother is watching you”. The expression is now used to describe a leader of an organization or a government that has absolute power, allows no freedom, and keeps a close watch on people’s activities.
17. what of the drinker who drives and kills?: What about the drunk driver who drives a car and kills people?
18. by and large: in general
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Part Ⅴ. Homework
Translations for reference
1. They were deprived of normal childhood happiness by the war.
2. Blossoming valleys and the beautiful colors of autumn lure numerous visitors into the mountains.
3. What he said meant in essence that he didn't support our plan.
4. Having sold the house, she had a considerable amount of money at her disposal.
5. There are some things that I don't like about this job. but by and large it's quite enjoyable. 6. They bribed the congressman with a large sum of money to get his support for their proposal at the meeting.
7. The policy has not only produced obvious short-term effects but will also exert a long-term influence on the future development of society.
8. Influenced by the international economic crisis, many of the local companies are in the grip of a recession.
Unit 13 The Poets and the Housewife
Teaching Objectives
1. Topic: City life and modernity 2. Grammar Points: Articles
3. Vocabulary: expressions about city life and modernity, highlight, zeal, thrive, spectacular, prevail, hover ,serene, incessantly, a profusion of, at times, a haven for, pulsate with, factory seconds, glitter, mind-boggling, the graced with, zip about 4. Writing: describing a city o a town
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of daydreaming / fantasizing
daydreaming, fancy, castle building, pope dreaming, dreamy, entranced, dreamy-eyed, chimera , bubble, fantasy, vision, imagining, imagination, see in one’s mind’s eye
2. Expressions of seeing realities
being realistic, practical, pragmatic, down to earth, practical-minded, matter-of-fact, sound thinking, sensible, with both feet on the ground, visual perception, haptic perception
3. Expressions of differences / contrasts
be different from / than, differentiate between … and …, instead of …, rather than …, dissimilar, unlike, nothing like, not to be compared with, differ
4. Expressions of similarities
both A and B, neither A nor B, So do we, the same as, identical, complement, match, double, mate, parallel, twin, resemblance, look like, alike, akin
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four questions using your own words as follows: (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the
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last time, re-release the tape to consolidate the idea.)1. How did Paul Theroux depict Shnghai in Riding the Iron Rooster?
2. In what ways has Shanghai been transformed since 1991? 3. Is all of old Shanghai gone?
4. Describe the new GAP Restaurant in Shanghai.Some key words should be paid more intention as follows:
An old brown reverside city Growing sideways
A strong sense of Old China
For a century , the city has been….. The change is not just taking place at….
A lifestyle venue dedicated to food, the celebration of life, and commerce. And it is filled with groups of young professionals
Part Ⅲ. Speaking Activities1. if you had the choice, what city in China would you like
to live in and why? Also, discuss with your classmates what city in the world would you like to live in and why?
2. what are some of the favorite things you like doing in the3 city? What are some of the things you have to do as a city dweller that you really do not kike doing?
Part Ⅳ. Reading comprehension about the text
1. Pre-reading Discussion (2-3 questions) a. what do you know about Hong Kong?
b. what do you hope to know about Hong Kong?
2. Listen to the text for one or two times and summarize the story. 3. Language points
1. Martin Armstrong died in 1974 at the age of ninety-two. He wrote both novels and histories, but is, perhaps, best known for his short stories. The Poets and the Housewife makes use of an old way of telling stories (telling a fable here) to make very much a modern point. Appearances do deceive! So does the language. It looks like old English (it is a fable) but there are surprises.
2. In places the language sounds archaic because of the use of old words and expressions such as quoth, lighted down. The language of the story is deceptive in that though the archaic expressions are used in places to lend an old fashioned air to the story, the language as a whole is modern, with much of it in colloquial English.
3. shut up shop: Metaphorically, (they) left their study.
4. to collect copy: to collect life experiences in the countryside so that they can use them in their writing
5. they were careful to dress themselves carelessly: Notice the irony here. The two poets’ careless dressing was actually the result of careful planning.
6. one put on a black collar …. a cravat of raging scarlet: They wore eccentric, colourful clothing including a black collar, black and white pants, and a bright red scarf.
7. we must dress our parts: We must so dress ourselves that the clothing fits our role as poets.
8. poking about with their walking sticks after …: Thrashing their walking sticks around, they sought (were after) new life experiences to serve as new material for their writing.
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9. the devil of a storm: a very bad storm
10. left off seeking for copy …: They stopped seeking for new life experiences and huddled under a tree to protect themselves from the storm.
11. lighted down from Lord knows where: They appeared to have descended from nowhere. 12. a lodge: a small house at the gate of a park or the entrance to the grounds of a large house, occupied by a gatekeeper, gardener, etc.
13. the wet: the rains
14. their bloom was impaired: Their spirits and élan were greatly damaged by the rain. 15. all their extremities: The rain dripped from their heads, arms, hands and legs.
16. Why play the heron who … beneath the eaves?: Why be proud and foolish when you could be practical? Use your common sense, and come out of the rain.
17. had a drop too much: The housewife thought the two poets had too much liquor and were drunk.
18. smiling deprecatingly upon her: smiling at her contemptuously.
19. Madam, you are pleased to be dry: The two poets meant that the woman was pleased to be out of the rain. Notice the play on words. Dry can also mean free from alcoholic drink. That is, the woman didn’t have any drink. See note 21 for wet.
20. quoth: archaic, said
21. are pleased to be wet: She said they had chosen to get wet outdoors in the rain. Notice the play on the word wet. Wet can also mean liquor drinking, especially to the degree of getting drunk.
22. inquiring rhetorically: i.e. the questions Did you ever? What next? are asked for producing an effect rather than for getting an answer.
23. Did you ever? What next?: These two expressions are used to express exasperation and great surprise.
24. the rain came down like hell: It was raining very hard; it was a downpour. 25. sousing all things: Everything was soaked in water.
26. in the name of civilization and common-sense: The woman was pleading with the two poets to come out of the rain. In the name of: with appeal to. E.g., In the name of mercy, I entreat you to put the cat to sleep to stop its suffering.
Part Ⅴ. Homework
Translations for reference
1. They usually leave off work at 5 o’clock, but today they have to work overtime.
2. All the museums and art galleries in the city are open to the public for free / free of charge. 3. It’s very discouraging to be sneered at by them all the time.
4. She has been a little run down lately and the doctor has advised her to take a short holiday. 5. The whole city is bathed in a sea of joy today.
6. It’s very dark outside, and the sky is covered, as it were, with a black curtain. 7. I booked two film tickets by phone yesterday in the name of Thomas.
Unit 14 They Will Not be Forgotten
Teaching Objectives
1. Topic: Dilemma of life
2. Grammar Points: Cleft sentences (statements and questions); It as formal object3.
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Vocabulary: elusive, bespeak, veil, composedly, exalt, save, forestall, self-assertion, be afflicted with, abandon, enable, count for, implore, die of, impose on, strive to do
4. Writing: Writing a story about little dilemmas in life
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible about dilemmas of life regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Prepositional phrases denoting the past:
in the Tang Dynasty , during the Second World War, at the Battle of Gettysburg , of Roman history, after the Nanking Massacre , from ancient Athens, until the Song
Dynasty, by 1914, from time immemorial , since a long ago, since the world was young, some time ago, ages ago, in times past, in the old days, during the reign of Wu Ti, in the 1930s
2. Some common patterns for expressing past events / acts:
(It) happened a long time ago, They had done … by the end of the century, In the past, (he) would go, … dated back to, … originated from
3. Adjectives evaluating past events / acts:
(negative) atrocious, bestial , dark, barbaric, uncivilized, savage, cruel, turbulent, cold-blooded, harsh, unmerciful
(positive) prosperous, enlightened, beneficial, patriotic , benevolent, humane , humanitarian , gallant, civil, chivalrous
4. Expressions of forgetting:
forget, loss of memory, absent-minded, lapse of memory, fall into oblivion, pass out of public consciousness, unable to recall, suffer from amnesia , have a mental block
5. Expressions of remembrance:
memorise, remember, recall, remind, something brought back a lot of memories, made somebody think of the past days, bring somebody back to childhood / sweet memory of one’s childhood, get lost / be deep in memory, call to mind, bear in mind, look back, dig into the past, become nostalgic, reminisce
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the four following questions (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. Why does the speaker feel he is a hermit?
2. How would you describe the speaker as a young man?
3. What are some of the things the speaker finds difficult doing?
4. Does the speaker have a positive or negative opinion of America? How do you know? Some key words should be paid more intention as follows:
misfit, contempt, hermit, withdraw, absurd, nourishment, fit in, in the midst of , be crazy for, show, Americanised men and women
Part Ⅲ. Speaking Activities1. work in a small group, discussing with your partner
some of the disappointments you have experienced in your life and some of your frustrations. 2. The younger generation usually shares a different value system from the older generation. Seek advice from your partner on how to resolve the conflicts between you and your parents.
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Part Ⅳ. Reading comprehension about the text 1. Pre-reading Discussion (2-3 questions)
a. Can you stand somebody persistently imposing his/her will on you, even if he/she is well-intentioned?
b. Most of us have some inner desires. How would you feel if your long-suppressed desire finds a momentary outlet?
2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) Kate Chopin (1851-1904) was an American writer born St. Louis, USA. The dream of an Hour appeared originally in Vogue magazine in 1894. Kate Chopin’s stories were frequently published in such leading periodicals as the Atlantic Monthly, Harper’s and Century, and were subsequently collected in Bayou Folk (1894) and A Night in Acadia (1897).(2) intelligence: information
(3) He had only taken the time to assure himself…less tender friend in bearing the sad message: He wasted no time sending a second message to confirm the news. And immediately, he made an effort to be the first to inform Mrs. Mallard in case his less careful, less tender friends would go and tell her before him.
(4)to accept its significance: to accept the meaning and the truth of the message.
(5) when the storm o f grief had spent itself…: when she wore herself out with crying. (6) …whose gaze was fixed away of f yonder: she was staring at something far off in the distance.
(7) A suspension of intelligent thought: ( The mind) stopped working in an intelligent manner; stopped thinking in order to understand what had happened.
(8) The face that had never looked save with love upon her: Her husband”s face had always expressed love for her. Save means except, a formal use.(9) A kind intention or a cruel
intention…no less a crime: The imposition of one’s will upon another was a criminal act, whether it was done out of kindness or cruelty. She realized then that her husband’s forcing his will upon hers was a crime.
(10) …she was drinking in a very elixir of life: She was breathing in something which would make her happy.
(11) a little travel-stained: (Mr. Mallard looked) a little tired and dusty with his journey.
Part Ⅴ. Homework
Translations for reference
1. There is a Greek art collection on display at the museum at the moment.
2. Lost in the forest and out of food, he was reduced to eating wild herbs and fruit to keep himself alive.
3. This area has been marked off as a future playground.
4. There was no choice but to wade through the muddy water.
5. The congressman appealed to the government to set up more schools.
6. They were in a dreadful plight when their money and passports were stolen while they were on holiday in a foreign country.
7. At the urging of her friends, I arranged for a doctor to see her.
8. He tried to keep up a calm appearance, but his trembling voice gave him away.
Unit 15 In a Manner of Speaking
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Teaching Objectives
1. Topic: Fighting prejudices
2. Grammar Points: that-clause as apposition to NP (noun phrase) & other related structures 3. Vocabulary: Expressions about social prejudices; thoughtful, councilor, sprout, pardon, shrivel, stack, put up with, on…terms, overcome, straight away, come upon
4. Writing: Social prejudices
PartⅠ. Brainstorming
Work together with your group to discuss and think of as many words/phrases/expressions as possible of prejudices against different people regarding the following topics: (direct students to imagine relative expressions as possible as they can)
1. Expressions of prejudices against different people. 2. Expressions of prejudices against men
3.Expressions of prejudices against old people
4. Expressions of prejudices against young people 5. Expressions of prejudices against poor people 6. Expressions of prejudices against wealthy people 7. Expressions of prejudices against successful people 8. Expressions of prejudices against unsuccessful people
PartⅡ. Listening comprehension
Listen to the listening material for about 3 times and answer the following four questions (for the first time, release the tape on the normal speed, try to grasp the main idea; for the second time, slow down the speed, let students make sure every sentence; at the last time, re-release the tape to consolidate the idea.)
1. What kind of teachers did the speaker have in high school and why didn’t they get the chance to teach at college?
2. How were woman students treated at Radcliffe College?
3. As a teacher, what prejudices did she find existing in higher education? 4. What advice does the speaker offer women?
Some key words should be paid more intention as follows:
the Depression, at large, intellectual community, passivity, indoctrinate, stereotypical, shaper, deviants, marginal, bias, male racist
Part Ⅲ. Speaking Activities
1. work in a small group, discussing with your partner what prejudices have you found existing in your college or university and society at large?
2. What can be done to lessen or even end sexism, and prejudices against the underprivileged such as the old, the inferior, the poor, the less-educated, the unsuccessful, etc.? Do you think it is even possible to end prejudice or do you think prejudice is part of human nature?
Part Ⅳ. Reading comprehension
1. Pre-reading Discussion (2-3 questions)
a. What roles can old people play in your city/hometown?
b. What, in your opinion, should be done to ensure the legal rights of old people? 2. Listen to the text for one or two times and summarize the story. 3. Language points
(1) The story is taken from Pacala and Tandala and other Rumanian Folk-tales, translated by
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Jean Ure.
(2) and all: that is, all the other signs of old age, such as feebleness and uselessness.(3) and that was that: This expression means so there was no more to be said or done, i.e. the old people should simply die.
(4).they’ve got a head on their shoulders: They are intelligent. (5) Bother: worry; disturb (6) passed away: died
(7).so they say: so it is said; so people say
(8) took pity on his father: felt sorry for his father
(9) after all: in spite of anything that might be said against old people (10) thick and fast: in rapid succession
(11) put up with: tolerate(12) was upon them: arrived suddenly (13) for the time being: at present, for a time (14) Rake it over…: Go over it with a rake
(15) up and down the country: all over the country (16) got to hear of it: heard of it after a time
Part Ⅴ. Homework
1. Essay questions: discuss the essay questions in page 82and then write down your opinions. 2. Finish the exercises in Language work and do the exercises in Extended Activities . Translations for reference:
1. She seems to take little pleasure in doing such things.
2. The professor told us that the tradition of landscape painting could date from the prehistoric
age.
3. After attending the lecture of the famous writer, he decided to give up medicine and take to
literature.
4. Let’s dispense with the formalities and go directly into the discussion.
5. These animals run extraordinarily fast and in consequence their hunting methods are very
efficient indeed.
6. The police searched every house in the district for the escaped criminal, but to no avail. 7. Parents tend to take very great pride in the achievements of their children. 8.
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