TeachingPlan

OfComprehensiveEnglishCourse

《綜合英語》課程的性質、地位和作用

《綜合英語》課程是一門綜合英語技能課，是英語專業的主干課程。其主要目的在于培

養和提高學生綜合運用英語的能力。本課程主要通過語言基礎訓練與篇章講解分析，使學生

逐步提高語篇閱讀理解能力，了解英語各種文體的表達方式和特點，擴大詞匯量和熟悉英語

常用句型，具備基本的口頭與筆頭表達能力。鼓勵學生積極參與課堂的各種語言交際活動以

獲得基本的交際技能，并達到新《大綱》所規定的聽、說、讀、寫、譯等技能的要求。

《綜合英語》是為一、二年級英語專業的學生開設的一門旨在培養并提高學生語言綜合

技能的課程。首先，在語音方面，糾正學生的發音使他們能用較標準的語音語調完成簡單的、

基本的交際任務；在詞匯方面，鞏固學生已知詞匯，鼓勵并要求學生進行大量閱讀，拓展他

們的詞匯，使詞匯量達到大綱要求的四級詞匯量。其次，在鞏固學生基本英語語法知識的基

礎上提高學生的交際能力，一方面能用恰當的句型在不同的場景下流利地表達思想并做出反

應，另一方面，訓練學生掌握簡單的應用寫作的技巧，例如，掌握邀請函，祝賀函，介紹函，

電話留言等一些便條的寫法，在能口語表達的同時也能書面地達到簡單交際的要求；此外通

過大量的練習使學生對英語的連接詞及段落的構造和寫作有一些初步了解，為以后更系統的

寫作學習打下基礎。最后在翻譯方面，要求學生在翻譯單句的基礎上向較短的段落翻譯過渡。

Unit1

TimeAllotment

PartOneDutyReport,LanguageStructures&Dialogues(100minutes)

PartTwoDutyReport,Readings(100minutes)

PartThreeDutyReport,Exercises(100minutes)

MainTasks:

I.Grammar

1.Thesimplepastandthepresentperfectcontrasted

2.Thepastprogressive

3.Thepastperfect

Communicativeskills

1.Askingfor/givinginformationaboutsomebody's(first,second,last,etc.)visitto

acertainplace;

2.Askingforandgivinginformationaboutwhatwasgoingonintwodifferent

classesatthesametimeinthepast;

3.Askingforandgivinginformationaboutwhatwasgoingonatacertaintimein

thepast;

4.Givinginformationaboutactionscompletedbeforeacertaintimeinthe

past/beforeanotheractioninthepast;

5.Introducingyourselfandrespondingtoanintroductionwhenyouareintroduced.

III.Usefulwordsandexpressions

IV.Note-writing:Noteofintroduction

V.Useoftransitions

DetailedTeachingPointsandSuggestedTeachingProcedures

PartOneLanguageStructures&Dialogues

I.Grammarreview

I.Simplepastandpresentperfecttense

Verbsinsentencesbeginningwith“Thisisthefirst/second...timeareinthepresent

perfectform.Forexample,

ThisisthefirsttimeFvebeeninXi'an.

ThisisthesecondtimeI'veseenthismovie.

2.Pastprogressivetense

Pastprogressiveisacombinationoftheprogressiveaspectwiththepasttense.Theuse

ofthepastprogressivehasmuchincommonwiththatofthepresentprogressive,only

thetimereferencebeingpushedbacktothepast,oftenovertlyexpressedbyatime

-when/whileadverbial.Forexample,

Susanwaswashingherhairwhilehermotherwascooking.

Dickwaschangingaflattirewhilehisfatherwasmowingthelawn.

3.Pastperfecttense

Forthepastperfecttensewesetupanadditionalfocalpointinthepastandsaythat

anotheractwascompletedbeforethattime.Forexample,

GreghadfinishedhisworkwhenIvisitedhim.

ThechairhadcollapsedbeforeIsatonit.

In-classActivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthen

dothesubstitutionexercises.

II.Dialogues

HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionson

specificdetails.

Gothroughthedialogueandexplainsomelanguagepoints:

1.Youknowwhat?-Thisquestionisusedtointroduceapieceofinformationwhichis

surprising.AsimilarexpressionisGuesswhat?.

2.scenicspots-placesofnaturalattractivescenery

3.Iwasgreatlyimpressedbyitsnaturalbeauty.-Iwasmovedbyitsbeautifulscenery,impress-

toinfluencedeeply,esp.withafeelingofadmiration:Thestudentswereimpressedbyhis

inspiringspeech./Weareimpressedbyhisperformance.

4./betyouhadlotsoffunthere.-Iamcertainyouhadlotsoffunthere.Anotherexample,/het

(that)itwillraintomorrow.

5.Itbroughtbacksuchsweetmemories.-Sweetmemoriescametomymind,bringback-to

causetoreturntothemind:Hearingthesongbroughtbackhappymemories.

6.Youremindmeofmylasttripthere.-Itseemstobesimilartomylasttripthere,remind

sbdy.ofsbdy./sthg.-toappeartobesimilarto;tocausetoremember:Thismuseumreminds

meoftheonewevisitedlastyear./Theeventremindedmeofmyschooldays.

7.IwishIhadbeentherewithyouthistime.一Thisisawishaboutanon-factinthepast.

Anotherexample,IwishIhadpassedtheexam.

8.hobbygroups-differentgroupsofstudentsclassifiedbyhobbies.

9.Somestagedanexhibition.一Someheldanexhibition,stage-toperformorarrangefor

publicshow;puton:TheartgroupisgoingtostageanartshowonSunday.

In-classActivityTwo

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpression.

2.AskthestudentstolistentoDialogueIIandthenretellit.

Homework:

1.Workinpairstopracticethesituationineachdialogue.

2.Workingroupstodiscussthetopicof“HowIspentthesummervacation”.

3.HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&IL

4.DothecorrespondingexercisesinWB.

PartTwoReadings

Havethestudentsreadthepassagefirstanddothecorrespondingexerciseinworkbook.Thenthe

teachermayaskthemquestionsinclasstochecktheircomprehension.

I.Usefulwordsandexpressions:

1.HerbertwenttoFranceforholiday.-Forisanprepositionusedheretoshowpurpose:I

cametothisbuildingforaninterview./Whatisthishandlefor?

2.runoutof-touseallone'ssupplies,tohavenomore:Iamafraidwe'verunoutofsugar.

3.expect-tothinkorbelieve(thatsomethingwillhappen):Iexpectthatshewillcometoour

party./Thespokesmanisexpectedtomakeanannouncementlaterontoday.

4.Thebackdoorburstopen.-Thedooropenedsuddenly,burst-tocomeintothestated

conditionsuddenlyandoftenviolently:Inspringtheflowersburstopen./Heburstfreefrom

thechains.Anothersimilaruseofthepattern:Thedoorbangedshut.

5.peerat-tolookverycarefullyorhard,esp.asifnotabletoseeclearly

peekat-totakeaquicklookatsomethingwhenoneshouldnot

peepat-tolookatsomethingquicklyandsecretly,esp.throughaholeorothersmallopening

6.convince-tomake(someone)completelycertainaboutsomething;persuade:Theyfailed

toconvincethedirectorsthattheirproposalwouldwork./1amconvincedbyyourstory.

7.asoundsleeper-adeepsleeper

8.tothumbaride/lift-toaskpassingmotoristsforafreeridebyholdingoutone'shandwith

thethumbraised

9.madehiswayinthedark-wentinthedark:Hemadehiswayhome.

10.Hewasnotsupposedtobeback.-Hewasnotconsideredtobeback.Besupposedto-to

beintendedto;tobegenerallyconsideredtobe;tohavetheregulationofbeing:The

volunteersaresupposedtohelptheblindinthestreet./Ihaven'treadthisnovel,butitis

supposedtobeagoodone.

11.tokeepaneyeon-towatchcarefully:Ioftenaskmyneighbortokeepaneyeonmyhouse

whileIamaway.

12.wasaboutto-Thisconstructionexpressestheimmediatefutureinthepast.Insome

contexts,itisoftenusedinthesenseofanunfulfilledintention.Forexample,

Iwasabouttoleavewhenhecametovisitme.

II.Note-writing

Notesmustbepreciseanddirect;however,thestyleiscasual.Innotesofintroduction,the

followingareusuallyincluded:

1.Thenameofthepersontobeintroduced

2.His/Heridentity

3.Thepurposeoftheintroduction

4.Appreciation

III.Useoftransitions

Transitions,orlinkingwordsarewordsthatjoinoneideatoanotheridea.Transitionsadd

coherencetowritingbyjoiningideastogether.Theyhelpawriterformbridgesfromone

sentencetoanother.Thereadercrossesthebridgebyconnectingonesentencetoanother,if

thetransitionalwordsaregoodones.Havethestudentsdiscussthealternativesforeachblank

inGuidedwritingandhelpthemdistinguishoneconnectivefromanother.

Homework:

1.Guidedwriting

2.ExercisesinWB

3.Interactionactivities

PartThreeExercises

Checktheexercisesandexplainthedifficultpointsinthem.

Unit2

TimeAllotment

PartOneDutyReport,LanguageStructures&Dialogues(100minutes)

PartTwoDutyReport,Readings(100minutes)

PartThreeDutyReport,Exercises(100minutes)

MainTasks:

I.Grammar

Thenominalclauseusedastheobject,introducedby

1.if

2.wh-word

3.that

ILCommunicativeskills

1.Askingforandgivinginformationaboutafutureevent

2.Askingforandgivinginformationaboutapastevent

3.Expressingone'sinabilitytoansweraquestionandrecommendingsomebodyelseto

givetheinformation

4.Askingforandgivinginformationofthetruthofanevent

5.Expressingagreement

6.Findingtheway

III.Usefulwordsandexpressions

IV.Note-writing:noteofintroduction

DetailedTeachingPointsandSuggestedTeachingProcedures

PartOneLanguageStructures&Dialogues

I.Grammarreview

Insteadofusinganounwithmodifierstofunctionasanobject,wemayuseanominal

clause:

Doyouknowifthere'salecturethisafternoon?

Everybodyknowsthatmoneydoesnftgrowontrees.

Notethattheconnectivesusedinthetwosentencesaredifferent.Inthefirstsentence,the

objectclauseisoriginallyayes-noquestion,ie,“Istherealecturethisafternoon?^^Whena

yes-noquestionisturnedintoanobjectclause,theconnectiveifisusedandthewordorder

ofthequestionchangesalittle.Inthesecondsentence,theobjectclauseisastatement.

Whenastatementisturnedintoanobjectclause,theconnectivethatisusedandtheword

orderofthestatementdoesnotchange.Theconnectivethatisoftenomittedinshortand

informalsentences.

II.LanguageStructurePractice

In-classActivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendo

thesubstitutionexercises.

Usefulwordsandexpressions:

1.1don'tthinkhedoes.-Whenthinkisusedtointroduceanegativeidea,thenegativeparticlenot

isnotusedinthesubordinateclause;instead,itcomesbackbeforethink.Otherverbsusedin

thesamewayare:believe,suppose,imagine,etc.,e.g.,Idon'tbelievethatJohnknewthetruth.

2.whatfor-why,forwhatpurpose:IwillgotoShanghainextweek.-Whatfor?/Whatishe

comingtothemeetingfor?

3.highjump-asportinwhichsomeonemakesajumpoverabarwhichisgraduallyraisedhigher

andhigher跳高Othersportevents:longjump/broadjump跳遠,triplejump三級跳遠，sprint

短跑，walkingrace競走，hurdles跨欄，400-metrrelayrace四百米接力賽，marathon馬

拉松賽跑，100-meterdash一百米賽跑，1500-melerrace一千五百米賽跑

Dialogues

HavethestudentslistentotherecordingofDialogueIonceortwiceandaskthemquestionson

specificdetails.

GothroughDialogueIandexplainsomelanguagepoints:

1.resort-placewherepeopleregularlygoforholidays

2.besides-inaddition;also:Idon'twanttogo;besides,Iamtootired.Usage:Comparebesides

andexcept.Besidesmeansaswellas.TenofuswenttothepartybesidesJohn.(=Johnwent

theretoo)Exceptmeansbutnotorleavingout.AllofuswenttothepartyexceptJohn.(=John

didnotgothere)

3.Italldepends.-Ithasnotyetbeendecided.Whenthereisnodefiniteanswertoaquestion,one

usuallysays,“Itdepends.^^or“Thatdepends.u<,meaningthatthequestioncanonlybeanswered

oncertainconditions.

4.atrade-off-abalancebetweentwoopposingsituationsorqualities,intendedtoproducean

acceptableordesirableresult:Inordertokeeppriceslow,therehastobeatrade-offbetween

qualityandquantity.

5.ajohn-Americanslangfor“toilet”.ABritishequivalentis“aloo”.

6.incidentally-bytheway.Incidentallyisusedheretoindicateashifttoanothersubject.

7.apackagetour-acompletelyplannedtourortripatafixedpricearrangedbyatravelagency,

whichincludestravel,hotels,meals,etc.

8.Constantdrippingwearsawayastone.-水滴石穿。

9.Littlestrokesfellgreatoaks.-妣蜉撼大樹。

10.Manyalittlemakesamickle.-積少成多。

In-classActivityTwo

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpressions.

2.AskthestudentstolistentoDialogueIIandthenretellit.

Homework:

1.Workinpairstopracticethesituationineachdialogue.

2.Workinpairstodothe“Role-play”inSB.

3.HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&II.

4.DothecorrespondingexercisesinWB.

PartTwoReadings

Text-relatedinformation:Whenachildgrowsup,heiseagertoleavehometoseetheworld

himselfandtoexperiencethesociety.Butparentshavecomplicatedfeelings.Theywonderifthe

childcanmanageeverythinginthesociety.Whatifhefails,whatifheishurt,andwhatifheisin

troubleareallworriesofparents.Anyway,experiencecan'tbetaught.Childrenhavetoencounter

everything,goodorbad,inordertogrow.

In-classactivity:

1.Havethestudentsdiscusstheirfirstexperienceofleavinghome.Howdidtheyfeelbeforeand

afterleavinghome?

2.HavethestudentsreadPassageIfirstanddothecorrespondingexerciseinWB.Thenaskthem

questionstochecktheircomprehension.

Usefulwordsandexpressions:

1.slap-hitquicklywiththeflatpartofthehand:Ifyousaydirtywordsagain,Iwill

slapyourface!Usage:Compareslap,smack,andpunch.Slapandsmackarebothusedabout

hittingsomeonewithanopenhand.Slapisusuallyusedabouthittingsomeoneacrosstheface.

Smackisusedespeciallyabouthittingchildren.BequietorI'llsmackyou./Filsmackyour

bottomifyoudon'tbehave.Punchisusedabouthittingsomeoneorsomethingwithaclosed

hand.Aboxertriestopunchhisopponent.

2.inparticular-especially:Inoticedhiseyesinparticularbecausetheyweresuchanunusual

color.

3.putpressureon-haveforcefulinfluenceon:Thepublicistryingtoputpressureonthe

governmenttochangethelaw.

4.ifIcouldstanduptoit-ifIhadthecouragetofacethedifficulty.Standupto-torefuseto

acceptunjustunfavorabletreatmentofoneselfbysomeone:Don'tlethersaythingslikethat

aboutyourwork—youshouldstanduptoherabitmore.

5.ifitwaswrongofme-ifIwaswrongSimilarexpressionsare"It'skindofyouto…"It'sso

generousofyouto...”.

6.Wewon7standinyourway.-Wewon'tbeanobstacletoyou;wewon'tmakeitdifficultfor

you.

Homework:

1.GuidedwritinginSB.

2.ExercisesinWB.

3.Interactionactivities:Workingroupstodiscussvariouswaysoftraveling.

PartThreeExercises

Checktheexercisesandexplainthedifficultpointsinthem.

Unit3

TimeAllotment

PartOneDutyReport,LanguageStructures&Dialogues(100minutes)

PartTwoDutyReport,Readings(100minutes)

PartThreeDutyReport,Exercises(100minutes)

MainTasks:

I.Grammar

Thepassivesentence

1.inthesimplepresent

2.inthepresentperfect

3.inthesimplepast

4.inthefuture

II.Communicativeskills

1.Identifyingandaskingsomebodytoidentifyanobject

2.Inquiringwhethersomethinghasbeendoneandwhodidit

3.Inquiringwhatsomebodywasaskedtodoonacertainoccasion

4.Askingforinformationaboutsomethingwhichhasbeenpostponed

5.Makingcomparisonsbetweenpast,presentandfuture

III.Usefulwordsandexpressions

IV.Note-writing:noteofinvitation

DetailedTeachingPointsandSuggestedTeachingProcedures:

PartOne

I.Grammarreview

Passivevoice:

ThepassivevoiceofEnglishtransitiveverbsisformedbytheauxiliarybe+-edparticiple.

Sincetheauxiliarybecantakedifferentformsoftenseandaspect,wehavesixpassive

constructions:thesimplepresent,thesimplepast,thepresentprogressive,thepastprogressive,the

presentperfect,andthepastperfect.

Asentencewhosepredicateverbispassiveiscalledapassivesentence.Thepassivesentence

isusedwhenwearenotsomuchinterestedinthedoerofanactionasinthereceiveroftheaction.

Veryofteninapassivesentence,thedoerofanactionisvagueorunimportantorunknown,soit

isoftennotexplicitlystated.Whenthedoerofanactionisstatedinapassivesentence,itisplaced

inaby-phrase.Whetherornotaby-phraseisusedinapassivesentenceisdeterminedbya

numberoffactors.Generallyspeaking,aby-phraseisindispensablewhenthespeaker/writer

wantstostresstheagentordoeroftheaction,andnotnecessarywhentheagentordoerofthe

actioninunimportantorunknown.

In-classactivityOne

Askthestudentstofillinthegapsineachdialoguewhilelisteningtotherecordingandthendo

thesubstitutionexercises.

Somedifficultwordsorphrases:

1.duet-apieceofmusicfortwoperformers;solo-apieceofmusicforoneperformer

2.crosstalk-rapidexchangeofcleverremarks,esp.betweentwoactors斗嘴，相聲

3.twoweeksfromtoday-thefifteenthdaycountingfromtoday

4.tomorrowweek-theeighthdaycountingfromtomorrow

5.aweekonSunday-theeighthdaycountingfromSunday.

6.tocalloff-tocause(aplannedevent)nottotakeplace:Thelecturehastobecalledoffbecause

theprofessorissick.

ILDialogues

Havethestudentslistentotherecordingofthedialogueonceortwiceandaskthemquestionson

specificdetails.

Gothroughthedialogueandexplainsomelanguagepoints:

1.challenging-needingthefulluseofoneabilitiesandeffort;difficultbutinaninteresting

way,e.g.Iliketodochallengingjobs.

2.annual-everyyearoronceayear;oforforoneyea亡

annualevent/festival/convention;What'syourannualincome?

3.torenew-toreplace(somethingold)withsomethingnewofthesamekind:Imustrenew

mylibrarycard,renewable-thatmustberenewed:Thecardisrenewableafter12

months.

4.mealplan-aprepaidarrangementforschoolmeals

5.freefrom-without;safefrom;untroubledorunspoiltby:Aftertheoperation,

theladyisfreefrompain.

6.hustleandbustle-hurriedactivity

7.distract-totake(apersonortheirattention)offsomething,esp.forashort

time:Thestudentsaredistractedbythenoiseoutside,distraction-something

orsomeonethatdistracts,esp.anamusement:Therearetoomanydistractions

heretoworkproperly.

8.divert-toturnawayfromsomething;distract:Theoutbreakoffightingin

theNorthhasdivertedpublicattentionawayfromothernationalproblems.

diversion

-somethingthatturnssomeone'sattentionawayfromsomethingelsethatonedoesnot

wishtobenoticed:Ithinkyourlastargumentwasadiversiontomakeusforgetthe

mainpoint.

9.Itisanotherplus.-It'sanotheradvantage.

10.orientationprogram-aprogramthatintroducesnewstudentstouniversitylife

11.access-meansorrightofusing,reaching,orobtaining:Studentshaveveryeasyaccess

tocomputers,accessible-adj.easytoreach,enterorobtain

12.Theyareopentostudents.-Allthestudentshavetherighttousethem,open-that

anyonecanenter:Lecturesonpublichygieneareopentoall.=Allthepeopleare

allowedtogotothelectures.

13.makethemostof-getthebestadvantagefrom:We'veonlygotoneday

inLondon,solet'smakethemostofitandtrytoseeeverything.

14.theairhasbeencleanedconsiderably-Theairhasbeencleaned

greatly.considerably-much,agreatdeal:Il'sconsiderablycoldertodaythanit

wasyesterday.

15.incredible-tostrangetobebelieved;unbelievableorveryhardtobelieve:a

veryincredibleidea/excuse/That'sthemostincrediblecoincidenceI'veeverheardof!

In-classActivityTwo

1.AskthestudentstoreadDialogueIaloudinpairswithfeelingandexpression.

2.AskthestudentstolistentoDialogueIIandthenretellit.

Homework:

1.Workinpairstopracticethesituationineachdialogue.

2.Workinpairstodotherole-play:Whenandhowtogoto

3.HavethestudentsformtheirowndialoguesbyusingthephrasesfromDialoguesI&IIor

situationssuggestedinSB.

4.DothecorrespondingexercisesinWB.

PartTwoReadings

Text-relatedinformation:

INTELLIGENT,informedpeoplereadnewspapers!

SodoEnglishlearners.

Infact,itisimportantforforeignlanguagelearnerstobecomenewspaperreadersaswell.The

benefitsare:

Greaterfluencyinreading.

Exposuretonewvocabulary.

Exposuretohowotherpeoplewrite:theirstyle,tone,useofliterarytechniques.

Exposuretoideas,debatesandissues.

AlltheseworktogethertoimproveyourcommandofEnglish.

Agenciesatwork

Youwonderwherethenewscomesfrom?Herearesomeofthemajorsources.

Newsagenciesusuallyworkinthebackground.Asthemajornewsproviders,newsagencies

providereports,photosorgraphicstonewspapers,televisionstations,websitesandmagazines

worldwide.Thoughtheirnamesareoftenhidden,theyareeverywhere.

Reuters:Foundedin1861intheUK,Reutersbillsitselfastheworld'slargestinternational

multimedianewsagency.Reuterssuppliesnews-text,graphics,videoandpictures-tomedia

organizationsandwebsitesaroundtheworld.Itoperatesin200citiesin94countriesandhasstaff

at197newsbureaus.

AP:Foundedin1848intheUS,theAssociatedpressisanotherofthebiggestandclaimsthatitis

asourceofnews,photos,graphics,audioandvideoformorethan1billionpeopleaday.Inthe

US,APserves5,000radioandtelevisionstationsand1,700newspapers.Inaddition,thereare8,

500newspaper,radioandtelevisionsubscribersin121countriesoverseas.Ithas3,700employees

workingin242bureaus.APhasreceived47PulitzerPrizesandhas28photoPulitzers.

AFP:AgenceFrance-Pressisaworldwidemultimedianewsagency,foundedin1835inFrance.It

hasmorethan2,000employees,900workingoutsideFrance.Itsaysitproduces400,000-600,

000wordsoftext,700photosand50newsgraphicseveryday.AFPispresentin165countries,

with110bureaus.

DPA:DeutschePresse-AfenturisGermany'sleadingnewsagency.Ithasanetworkof

correspondentsaroundthegloe,providingnewsstories,photos,graphicsandradioreports.That

includesofficesandstaffin100countries.

Xinhua:XinhuaNewsAgencyisChina'slargestnewsandinformationgatherer.Itputsout400,

000charactersofvarioustypesofnewseverydaytonewspapers,radiostationsandTBstationsat

thecountry.Overseas,itreleases400,000wordsdailyinChinese,English,French,Spanish,

Russian,ArabianandPortuguese.

TopUKnationalnewspapers

Popular(orred-toptabloid)

RankingPublicationPublishername/City

1TheSunNewsInternationalNewspapersLtd.

2DailyMiiTorTrinityMirrorplc

3DailyStarExpressNewspapersLimited

4DailyRecordScottishDailyRecord&SundayMail

LimitedMid-market(betweentabloidandbroadsheets)

1TheDailyMailTheDailyMail(AssociatedNewspapersLtd)

2DailyExpressExpressNewspapersLimited

Qualitynewspapers(orbroadsheets)

1TheDailyTelegraphTelegraphGroupLimited

2TheTimesNewsInternationalNewspapersLtd.

3TheGuardianGuardianNewspapersLtd.

4TheIndependentIndependentNewspapers(UK)

5FinancialTimesFinancialTimesLtd.

Top10USnewspapers

RankingPublicationPublishername/City

1USAtodayGannettCompanyInc.,Washington,DC

2TheWallStreetJournalDowJones&Co.Inc.,NewYork

3NewYorkTimesNewYorkTimesCompany,NewYork

4LosAngelesTimesNewYorkTimesCompany,NewYork

5TheWashingtonPostWashingtonPostCompany,Washington,DC

6ChicagoTribuneTribunePublishingCompany,Chicago

7NewYorkDailyNewsNewYorkDailyNews,NewYork

8DenverPost/RockyTheE.W.ScrippsCompany/MediaNews

MountainNewsGroup,Inc.Denver

9TheDallasMorningNewsBeloCoiporationDallas

10PhiladelphiaInquirerKnightRidder,Inc.Philadelphia

—from21thCentury,June5,2003

In-classActivityOne

HavethestudentsreadthepassagefirstanddothecorrespondingexerciseinWB.Thenthe

teachermayaskthemquestionsinclasstochecktheircomprehension.

II.Usefulwordsandexpressions:

1.civilized-havingahighlydevelopedsocialorganization

2.cynic-someonewhothinksthatpeopletendtoactonlyintheirowninterest,andwhoalways

hasalowopinion(sometimesunfairly)ofpeople'sreasonsfordoingthings

3.deliver-send

4.qualitypapers-newspaperscateringforpeoplewithmoreintellectualintereststhanthe

averagepeople

5.popularpapers-newspaperscateringfortheaveragereaders

6....papersinBritainareperhapslessextreme...—papersinBritainareperhapsneit