21世纪大学英语电子教案n4-unit1

Unit 1 Text A Who is great?

I. Teaching Objectives

1. To understand the audio materials of this unit.

2. To grasp the key words, Phrases and structure.

3. To mast the skills of writing and reading in this unit.

1) understanding the writing skill of Using both direct quotation and indirect quotation to

present the ideas from anther book,

2) three levels of understanding and evaluation:

II. Teaching Content

1. Lead-in activities

2. Text Organization

3. Skill learning in writing and reading

4. Language points ( key words, phrases and difficult sentences)

5. Grammar Focus

1)The conjunction that used to introduce a clause of reason

2) The adverb instead used alone )

6. Guided Practice (exercises, oral practice and group work)

7. After-class Assignments

III. Teaching Process

1. Warm-up Questions / Activities

1) In your opinion, what are the characteristics of great people? (the differences between great people and other people)

2) Tell your classmates about a great person you particularly admire

2. Text Organization

Part I Para 1-3 Introduction of the topic by the examples of some great people.

Para II Para 4-5 Definition of being great. (Who is great?)

Para III Para 6-20 Common characteristics of great people

1) A “never surrender” attitude. 2) B irth order and timing.3)IQ, ability to communicate and way of thinking. 4) Love for one’s work.

3. Skill learning in writing and reading

1) Reading skill:

There are three levels of understanding and evaluation in efficient reading:

a. To grasp the overall idea of main point of a given passage along with its general structure;

b. To subject the specific details to closer examination and explain what something means and why it is introduced;

c. To evaluate what the author has said, determine what conclusions might be drawn and what judgment could be passed on.

2) Writing skill:

This text is a magazine article which reports on the ideas of another book, When presenting ideas from another source, it is important to be clear about the source of your information and

wording, Giving proper credit to your sources is called citation and the failure to do this is a serious offense known as plagiarism

In presenting the ideas from Simonton’s book, the author of the article uses both direct quotation

(repeating words from a source exactly and using quotation marks) and indirect quotation(repeating the ideas from a source, but putting them into one’s own words).

4. Language Points:

1. Albert Einstein did so poorly in school that teachers thought he was slow.—

Albert Einstein was such a poor student that teachers thought he was not intelligent. slow—adj. (= slow-witted) not clever, not quick to learn, not understanding things quickly迟钝的，不灵活的

e.g. a slow learner

The child is slow at figures.

2. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants un the French Army.---That Napoleon Bonaparte as a young man was only one of the large numbers of ordinary artillery lieutenants in the French Army.

artillery n. heavy guns used in land warfare[总称]（1）火炮，大炮（2）[the ---] 炮兵（部队）3．Survey v. examine the condition of(a building etc.)/n. general view or cinsideration Antonym: inspection, investigation, survey

Cf.：inspection 检查、视察；investigation 指（具体地）调查、研究某事；survey指全局性的检查或全面调查。如：make a survey of the economic system 对经济制度进行

全面的调查。

4．Despite their unspectacular beginnings, each would go on to carve a place for himself in history.---Though they performed nothing splendid un the beginning, each of

them would later made a name for himself in history.

carve– vt. 1) form sth. by cutting away material from wood or stone

e.g. The pot was carved out of a single piece of stone.

Before Halloween, the children carved a pumpkin into a frightening mask.

2) build one’s (career, reputation, etc.) by hard work

e.g. The new airline hopes to carve a place for itself in the European market.

She’s carved out a successful career for herself in the Ministry of Education. 5．Or did their greatness have more to do with timing, devotion and, perhapsm an uncompromising personality?---Or did they become great more because they lived in the right time, were devoted to their careers, and perhaps bore inflexible determination in character? have (something, nothing, a lot, etc.) to do with– be connected with sb. / sth. to the extent specified

e.g. Her job has nothing to do with computers.

Hard work has a lot to do with his success.

timing– n. determining the right time as a way of achieving the desired result

e.g. “Have we arrived too early?” “No, your timing is perfect (= you have arrived at exactly the right moment)—dinner is almost ready.”

To be a good tennis player, you have to have good timing (= to be able to hit the ball at the right moment).

6. They have found evidence to help explain why some people rise above ---they have found

helpful facts to explain why some people become great

rise above –become outstanding

e.g. Kate rose above and did well in her classes.

A woman who can rise above (such disadvantages) is clearly exceptional.

7. Their findings could have implications for us all.---The evidence they have found could have effect on us all.

Implication – n. thing that is suggested or implied rather than openly stated

e.g. The new law has far-reaching implications for the future of the stock market.

I know that company is cutting back its spending but I’m not sure what the implications are for our department.

8. some times great people don’t make it into the history books---some great people fail to be written into the history books

make it – be successful

9. A lot of women … went unrecognized.–A lot of women … failed to be accepted as great people.

10. great figures – great people

e.g. He is a controversial figure.

He was a key figure in the independent struggle.

11.If great achievers share anything,…,it is an unrelenting drive to succeed.---If great people have people have anything in common,…,it (=what they have in common) is a persistent effort to succeed.

Share – have the same quality, feeling, idea, etc.

e.g. Tom and his brother share an interest in pop music. China and Japan share many characteristics.

drive – n. energy, ability to get things done; motivation and persistence to achieve something e.g. Sales people need determination and drive.

Without my mother’s drive and energy, our family would have starved.

12. be endowed with– be provided naturally with ( a good quality, ability characteristic, features,

etc.)

e.g. Sh e’s endowed with intelligence as well as beauty.

The place is generously endowed with prehistoric sites.

13. flag and fail– alliteration, the use of two or more words close together which all begin with

the same letter or sound to create a musical rhythm to the speech.

e.g. Time and tide wait for no man.

Round the rugged rocks the ragged rascal ran.

14. a striking pattern – a remarkable and interesting rule

15. make good leaders– become good leaders.

16. Timing is another factor.– Living in the r ight time also has something to do with someone’s

becoming great.

17. he would go nowhere as a politician. – he would not make a successful politician

If you say that you are nowhere, that you are going or getting nowhere, or that something is getting you nowhere, you mean that all your efforts are not successful and are not producing any worthwhile results.

e.g. He’ll go nowhere with her; she’s too young.

I’m trying to persuade her to come but I’m getting nowhere.

18. fireside chat – an informal conversation

19. but not overly so – but not too bright

20. Beyond a certain point…, other factors…become more important than innate

intelligence –When a person is more intelligent than necessary…, other things become more important to his becoming great than inborn intelligence

21. Keplar’s genius…was not so much in solving a mathematical challenge. It was in

thinking about the numbers in a unique way….–Keplar’s great talent… was not so much in solving a difficult mathematical problem as in thinking about the numbers in a unique way…. 22. Set…apart –make … different from or superior to others

e.g. His exceptional height set him apart from the rest of the men.

The attributes set humans apart from even the most intelligent machines.

22. You have to put in your effort and put up with all the frustrations and obstacles. – You

have to spend your energy on work and be ready to accept defeats and difficulties.

put in – use or spend (effort, time, etc.)

23. whether or not their genius is acknowledged by contemporaries – whether or not they are

recognized by people of their own times for their genius

5. Grammar Focus

1)The conjunction that used to introduce a clause of reason

The word that can be used as a conjunction, esp. in the pattern not that …, (but) that …, to introduce a clause of reason, meaning “not because …, (but) because …”.

Examples:

It’s not that I care what they think, it’s that I’m worrying about you.

We wept, not that we were frightened but that we were ashamed.

She wouldn’t tell me how much it cost, not that I was really interested.

Not that I mind but why didn’t you phone yesterday?

She hasn’t written to me yet—not that she ever said she would.

2)The adverb instead used alone

Apart from being used in the compound preposition, the adverb instead can be used alone in the meaning of “as an alternative or replacement”.

Examples:

Judy did not answer. Instead she looked out of the taxi window.

We must abandon our dependence on conventional fossil fuels and instead move over to a hydrogen-based economy.

6. Guided Practice (exercises, oral practice and group work)

1) Summary

A). Ask several students to retell the text by using their own words.

B). Talk about the main idea or theme of the text.

2) exercises: vocabulary and word-building

3) group the students in 2-4, describing the following great people in brief

Winston Churchill, Franklin D. Roosevelt, Martin Luther King

7. After-class Assignments

1.Recite the paragraph on page 11.and,

2. finish the exercises of vocabulary and translation

Text B How to Be a Leader

Language Points:

1. exam the differences between the two—study and find out the differences between a President and a leader

2. In easy times we are ambivalent–the leader, after all ,makes demands, challenges the status quo, shakes things up.–In times of peace and prosperity we are not sure where we hope for a leader or a President, for the leader, in spite of what he does for us, makes major reforms and effect radical changes in the existing order.

3. when he comes, he must offer a simple, eloquent message—when a leader appears, the leader must put forward a brief, forceful statement

4. FDR=Franklin Delano Roosevelt

5. that’s what leadership is about—That (=Knowing how to use power) is something that leaders are expected to do.

The pattern this/that is what an activity, etc. is about is used when you are saying what the activity, etc. involves and what its aims are.

Examples:

This is what our job is all about.

6. project firmness—convey the impression that he is firm by his speech, behaviour and appearance

The way you projec something or project yourself as something is the way you represent something to other people through your speech, behaviour and appearance.

Examples:

Recently the president has projected a much tougher image.

7. The leader follows, thoug a step ahead. –Thoug in appearance the leader is ahead of people, in fact he follows people where they go.

8. ride the waves –move forward supported by the waves; (fig.) break through difficulties and hardships

9. A leader must stir our blood, not appeal to our reason. –A leader must rouse our enthusiasm, not ask us to do what is reasonable.

Stir sb.’s blood—rouse sb. to excitement or enthusiasm

Examples:

The music really stirred my blood.

If you appeal to someone’s sense of honour, reason, justice, etc. you suggest that if they want to seem honourable, reasonable, just, etc., they should do what you ask.

Examples:

We went into the Professor’s office confident that we could appeal to his reason.

10. convince us that all is not lost even when we’re afraid it is—make us believe that there is still some hope of success even when we’re afraid there is not

All is not lost=not all is lost

11. in the final analysis—after everything has been considered

Examples:

In the final analysis our job is to tell the public the facts.

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Unit One Test A Time-out Test B Ready, Set, Go – and Get There Practical Reading: Help Centre – After-sales Care Teaching Objectives From studying this unit, students are expected to 1. have listening and speaking practices to explore time management and acquire the theme-related expressions and their functional structures; 2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises; 3. know the structure of imperative sentences; 4. be able to read an after-sales policy; 5. be able to write a résumé cover letter. Difficult language points: 1. Learn how to use the structure “too...to” 2.Learn how to use imperative sentences Teaching Methods: Discussion, Exercise and Presenting Teaching Periods: 8 Periods Background Information: Personal Time Management Time management strategies are often associated with the recommendation to set personal goals. These goals are recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This process results in a plan with a task list or a schedule or calendar of activities. A task list (also to-do list or things-to-do) is a list of tasks to be completed, such as chores or steps toward completing a project. Task lists are often prioritized. An early advocate of “ABC” prioritization was Alan Lakein. In his system “A” items were the most important (“A-1” the most important within that group), “B” next most important, “C” least important. A particular method of applying the ABC method assigns “A” to tasks to be done within a day, “B” a week, and “C” a month. Basic Tips on Time Management for Students Every student spends a lot of time studying and almost every one of them would like their studying to be more efficient. Here are some basic tips to manage your time better when studying. Minimize Distractions Eliminate everything that might be a distraction in the area where you are studying. Make sure there’s nothing nearby that might be tempting. If you love surfing the net, turn off the internet while you study. If you are totally into video games, discipline yourself to only play them after you have finished your studying as a reward. Don’t put the video games anywhere near your study area.