的 bearing n. 1.关系，影响 2.举止，姿态 3.方位，方向 ▲justification n. 正当的理由 heap n. 1.一堆 2.大量，许多 vt. （使）堆起 shed vt. 1.流出，流下，发出 2.去掉，摆脱 3.脱落，脱去 n. 棚，小屋 drawer n. 抽屉 Phrases and Expressions work out 发展很好；证明是成功的 store away 收起来，储存，储备 insist on/upon 坚决要求 坚持认为 make no mistake (about sth.) 别弄错了；毫无疑问 gain in 得到更多的…… make/hit

Unit 2 Section A A Busy Weekday Morning Teaching Plan (4 periods) Objectives Students will be able to: 1. grasp the main idea (the essence of writing is to explore the generation gap ) 2. master the key language points and grammatical structures in the text; 3. conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit. Warm-up exercises #FormatImgID_0#1. What are some of the things you think the children and the parents might have different ideas about? ---- Children and their parents might have different ideas about many things, like dressing, food, music, etc. 2. How can the older and the younger generation have real communication with and understand each other? ---- The older and the younger generation should not be blind to what is important in each other’s worlds. They should never ignore each other, but admit the differences, and try to establish a real communication and understanding between them. Cultural Notes 1. Green Waves is a fictional name for a musical group made up by the writer for use in this story. 2. French Lilac Blue is a fictional name for eye-liner make-up made up by the writer for use in this story. Global Reading 1. Text Analysis 1). The author presents what Sandy did on a weekday morning through a time order, describing a series of actions according to a sequenced order. To describe something according to the order of time is especially common with narrative writing. From the reading passage we can find that the presentation of details clearly follows the progress of time, as is apparent from the following words or sentences. 2). The beginning sentence of the story tells us about the time: The radio clicked on. This is a very strong reminder of the time. From the passage we find that it was 6:15 A.M., time for getting up. After a couple of events, we find thatafter her shower, the conversation went on and something more happened. Then suddenly she looked at the clock again; it was late, still a strong indication of the time passing. And at last she ran to catch the school bus, which tells us that Sandy left for school. The time marker is expressed through the action of leaving. 3). Part Division of the Text Part I (Para.1-4): Direct conflicts between Sandy and her father over her favorite music. Part II (Para.5-7): Sandy took a shower and got ready to have her breakfast. Part III (Para. 8-25): Sandy and her mother were in disagreement over several minor things, such as eating, teeth-brushing, dressing, and makeup. Part IV (Para.26): As she hurried to the school bus, Sandy missed her brother at college, with whom she often shared her feelings. 2. Scan section A, paragraphs 5 and 6, and find out all the time markers or sequenced actions. Detailed Reading (language study & summary of the text) 1. Language study 1) . New words 1. click vi. make a short, sharp sound 发出"嘟"、"咔嗒"等轻微响声 e.g. The key clicked in the lock. 钥匙在琐里"咔嗒"响了一声。 n. a short, sharp sound 咔嗒声 e.g. The door opened with a click. 门"咔嗒"一声开了 2. stuff n. matter; material 东西;材料 e.g. He put some kind of stuff on his leg. 他往腿上涂了些什么东西。 Let's pick up this stuff before we go.咱们走前把这东西带上 3. grab vt. take suddenly and roughly 抓取，攫取 e.g. She grabbed the book and went off for school. 她抓起书就上学校去了。 4. pierce v. make a hole in 穿洞; 刺穿，刺破 e.g. Oh, you are wearing ear rings! When did you have your ears pierced? 哦，你戴耳环了!是什么时候穿的耳朵? 2). Phrases and expressions 1. blast forth: sounds) come out suddenly (声音)突然响起来 e.g. As she turns on the radio, music blasts forth. 她一打开收音机，音乐就响了起来。 2. burst into 1. enter hurriedly, often with force 匆匆进入 e.g. The children burst into the room for toys.孩子们冲进房间拿玩具。 2. start suddenly 突然爆发 e.g. She burst into laughing at the wrong time. 她

在你感到自在了，你已经适应了新的文化。 文化冲击是生活在异国他乡的人无法避免的东西。 当你在经历文化冲击的这四个阶段时，它似乎并不是一件有益的事。 然而，当你完全适应了某一种新的文化时，你会更加充分地喜爱这种文化的。 你学会了如何和他人交流，而且还了解了不同文化背景下人们的大量生活情况。 此外，了解其他各种文化，以及懂得当你身处其中时如何去适应所新视野大学英语受到的冲击，可以帮助你更好地了解自己。 

气态元素） wax vi. 变大，增强 n. 蜡 destruction n. 破坏，摧毁 withstand vt. 经受，承受，顶住 weld vt. 焊接 joint n. 1.接头，接缝，接合处 2.关节 a. 共有的，联合的 architect n. 建筑师，设计师 column n. 1.圆柱，石柱，碑 2.(印刷品每页上的)列，栏 horizontal a. 与地平线平行的，平的，水平的 beam n. 1.梁，横梁 2.光束，射束 vi. 1.愉快地微笑 2.发光，发热 vt. 播送(消息、电视节目等) vertical a. 垂直的，竖的，立式的 pillar n. 1.柱子，柱状

即把信送去。 This phrase can also be used figuratively to refer to time, meaning: near in time. The end –of-term exam is at hand. 期末考试近在眼前。 4. I pick them up,…(Para.1) Pick up: lift sth. Or sb. From a surface The boy picked up a stone and threw it at the window.男孩捡起一块石头朝窗户扔去。 I picked up the telephone and rang her number.我那

resources. 3. Typical patterns for suggestion 原句: Presently, all we can do is look at smug shots and stick our fingers in the dam. (L. 63) 而目前，我们所能做的就是看看罪犯的照片，并参与到构筑抑制犯罪的大坝中去。 句型提炼 All (that) sb could/can do is (to) do sth. 某人所能做的事是…… 应用： a. 作为大学生，你现在所能做的事情就是全身心地获取知识。 As a student, all you’ve got

country house 村舍周围的广阔庭院 (12)remaining: a still existing ,still present ,that is left Mix the remaining ingredients .将剩下的配料搅拌一下。 (13)conflict :n {C U}(of opinion ,desires, etc) opposition :difference :clash It is not surprising that such a view has led to great conflict .一种观点引起了很大的意见分歧是不足为怪的。 (14)Heavy

Unit Seven Section A Lighten Your Load and Save Your Life Teaching objective: to teach the students how to use some new words and phrases, typical sentence structures out of the text; to practice the students’ skill of translating and summarizing; and to get the students know how to relieve their stress in study and life. Questions for discussion 1. Do you often experience stress in your study or everyday life? 2. How do you get rid of it? Teaching process: Step One: Warm up activity Background information: Benjamin (Ben) Franklin, a very famous American of the 1700’s best known for his experiments with electricity and nature using kites. Step Two: Text analysis 1. Central topic: Centering around how to lighten your load and save your life, the passage analyzes the root of stress and provides the ways of reducing stress according to the study of Dr. Robert S. Eliot of Nebraska University. Part I (Paras.1-7): The relation between stress and health discovered by Dr. Robert S. Eliot. Part II (Paras. 8-11): The root of stress. Part III (Paras. 12-20): The ways of lightening the load. 2. Major writing techniques 1) Quotation 2) Exemplification 3) Cause and effect Step Three Words and Phrases 1. be overwhelmed with / by; overwhelming / irresistible / overpowering / devastating 2. out of control: beyond control / under control 3. among other things: to name a few She’s very keen on sports: among other things, she plays tennis once a week. 4. excess: extra / additional; excessive: too much; exceed / surpass / excel / top excess: amount that is more than necessary Inflation results from an excess of demand over supply. excessive / exceed / access excel ( excellent ) / surpass / exceed / in excess of 超过, 多于/ access To excel in something is to be very good at it. People excel in different things. In international competitions, the Chinese excel in (at) table-tennis and badminton. surpass vt 越过，超过;凌驾 The task surpassed his skill. The cost will not exceed $50. 费用不会超过50美元。 The results of the competition exceeded our expectations. 比赛的结果比我们预料的好。 5. 1) attribute to = owe … to 归因于，认为是……的结果 The heavy snow attributed the delay of our school bus this morning. 因下雪而耽搁 David attributed his company's success to the unity of all the staff and their persevering hard work. 大卫说他们公司之所以获得成功是由于全体员工的团结和坚持不懈努力工作的结果。 2) contribute vt. 贡献出; 投(稿); 捐赠(款项等) contribute to the Red Cross 向红十字会捐献 contribute to a literary journal 向文学杂志投稿 Drink contributed to his ruin. 酗酒促使他毁灭。 They contributed food and clothing for the refugees. 他们向难民捐赠食品和

New Horizon College English (Book 2) Unit 6 Contents Section A As His Name Is, So Is He! Section B Judge by Appearances Section C The Pain in Wearing High Heels Objectives Students will be able to: 1. have a better understanding of the influence of names on people; 2. master the key language points grammatical structures in the text; 3. develop their ability in expressing their ideas in both spoken and written form; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Section A As His Name Is, So Is He! I. Background Information II. Warm-Up Activities III. Understanding the Text IV. Words and Expressions V. Speaking Activities Homework I. Background Information 1.About names: For this reading passage, we have many proper names, which contain cultural background. The following websites might offer you a lot of information you may be interested in. 2. The Bible: II. Warm-Up Activities 1). Is there any story about your name? Tell us the story. 2). Why are people so careful when giving a baby a name? 3). What do you know about these people from their names? Survey findings: •Susan: The most attractive female name •Richard: Most attractive •David: Most attractive •Harry: Sound dull III. Understanding the Text 1. Questions for Discussion Work in groups and answer the following questions according to the passage. 1) Did Debbie like her former name? Why? Or why not? 2) According to Debbie, what difference did it make when she substituted her middle name, Lynne, for her first Debbie? 3) What did the writer think of Debbie’s name change? 4) According to the writer, why did one prominent magazine consistently refuse to print “Joe” in his byline? 5) In para5, why was the woman ill at ease? 6) Why did the writer say that we were all guilty of name stereotyping to some extent? 7) How can name-based prejudices affect classroom achievement? 8) According to the writer, what can you do if your name doesn’t seem to fit you? 2. Text Structure Analysis Central topic: The influence of names on people Main ideas of each paragraph Para. 1: Debbie does not feel good about her name. Para. 2: Her change of name helped bring success to her career. Para. 3: It is important to have the right name because it suggests certain qualities. Para. 4: Names are attached to specific images. Para. 5: Names with a positive sense can work for people, even encourage new acquaintances. Para. 6: People are sometimes guilty of name stereotyping in relation to names. Para. 7: Prejudices against or in favor of certain names can affect students’ classroom achievements, objectively graded IQ and popularity with their peers. Para. 8: If you think your name does not suit you, you can change your old name. IV. Words & Expressions ation n. Free information will be sent out an application to the office. Students learned the practical application of the theory. ate. He is not a friend but an associate. 他是同事，而不是朋友。 They were closely associated during the war. 战争期间他们的关系很密切。 e n. A few drinks broke through his reserve. 几杯酒下肚他就打开了话匣子。 the gold reserve 黄金储备 y. Tom is well qualified for the job. 汤姆很有资格做这份工作。 refine one’s language 使某人的语言更为文雅 Oil is industrially refined. 燃料油是经工业提炼而成的。 ntance n. He has a wide circle of acquaintances. 他交际甚广。 He has some little acquaintance with the Japanese language. 他略懂一些日语。 type The police have been criticized for having stereotyped images of black people. 有人批评警方对黑人有