21世纪大学英语教案第四册unit5
Unit 5 T ext A Prison StudiesI. T eaching Objectives1. 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 a personal narrative2) mastering the reading skill of skimming the text for main ideas, and reading the text carefully for the details.II. Teaching Content1. Lead-in activities2. Text Organization3. Skill learning in writing and reading4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus (The pattern may / might as well do sth.)6. Guided Practice (exercises, oral practice and group work)7. After-class AssignmentsIII. Teaching Process1.W arm-up Activity:Questions for Ss’ discussion:1)What do you often do in your spare time?2)What do you think of the role that reading plays in you life?2.Text-organizationPart I (Para1) Introduction: My profound knowledge is the result of my prison studies.Part II (Para 2-14) Main body: How I began my prison studies and how hard I kept it.Part III (Para 15-16) Conclusion: The prison studies is so significant that it has changed mylife course forever.3.Skill Learning in Writing and ReadingText A is an example of a personal narrative. Malcolm X is telling an important story from his own life, and he presents the events in the order in which they occurred. Malcolm X‟s story is effective because it is centered around a theme - how his prison studies have changed his life by giving him a love of reading –and because it contains many details that let the reader vividly picture the experience he is describing.For example, to write a story of an important event from your own life. This could be an event from your personal life or an important event from your school career. Be sure to clearly describe the events and to include details which will let the reader know how you felt and why this event was important to you.4. Language Points1. Many who today hear me somewhere in person, or on television … will think that I went to school far beyond the eighth grade. –Many people who are actually present at my speeches somewhere or hear them on television these days… will think that I have got much more education than just eight years‟ schooling.If you do something or go somewhere in person, you do it or go there yourself so that you are physically present.e.g. I had seen her before on TV, but she looked very different when I met her in person.They talk a lot to one another, over the telephone and in person.2. Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him.– Bimbi had always been the leading speaker of any conversation in which he took part, and I had tried to follow his example.Take charge of – take control of; become responsible fore.g. The boss asked him to take charge of the office for a few days when she was away.They advertised for a nurse to take sole charge of their children while they were at work.3. But every book I picked up had few sentences which didn‘t contain anywhere from one to nearly all of the words that might as well have been in Chinese. – But every book I took up was full of sentences which contained one or almost all of the words which were completely unknown to me.Few s entences which didn‟t contain = many sentences that containAnywhere from one to nearly all – indefinitely from one to almost allY ou can use anywhere to refer to a point (e.g. an amount ) within a stated range when you do not know what exactly the point is.e.g. Y ou could expect to be paid anywhere between $7 and $15 an hour.He could get anywhere form three to seven years‟ imprisonment.Words that might as well have been in Chinese – words that were as unknown to me as if they had been in Chinese4. still going through only book-reading motions –still reading books without understanding what they saidgo through motions –pretend to do something by making the movements associated with the particular actione.g. The actor went through the motions of putting imaginary noodles into his mouth.He caught my eye and went through the motions of sympathetically clapping.5. the best thing I could do was get hold of a dictionary – the best way to carry on reading was to find a dictionaryget hold of – take in the hands; manage to finde.g. I threw him the rope and he got hold of it.Where can I get hold of some stamps?The phrase get hold of is an infinitive without to used as the subject complement of the sentence. While in most cases an infinitive with to is used as the subject complement, to can be omitted when the subject contains a structure in which the verb do occurs.e.g. Y our mistake was not to write that letter.What I suggest is to start work at once.All she seems to do is gossip with her neighbors.What I really wanted to do was drive all night.6. I was lucky enough to reason also that I should try to improve my penmanship. It was sad. –It certainly did me a lot of good to decide that I should also improve my handwriting, which was regretful.Penmanship refers to the skill, style or art in writing, while handwriting is simply a person‟sparticular way of writing.e.g. He spends hours a day practicing penmanship.I can‟t read his handwriting.Sad can be used to express regret about an unfortunate situation that is being described.e.g. The sad fact is that full employment may never be regained.It‟s sad state of affairs when people are afraid to go out at night.7. both ideas = the idea o learning new words and the idea of improving handwriting8. thumbing uncertainly through the dictionary‘s pages–turn the dictionary‟s pages quickly and casually9. to start some kind of action– in order to make a beginning, no matter what it was some kind of is used to describe or refer to something that is uncertain or is roughly like the thing mentioned.10. I copied … everything …, down to the punctuation marks. –I copied … everything …, including even the punctuation marks.Down to – including evene.g. She could describe what the other women in the room are wearing, down to the color of their stockings.Nobody was free from suspicion, from the head boy down to the youngest pupil.11. I read back … everything I‟ve written on the tablet.I woke up the next morning, … immensely proud to realize tha t not only had I written so much at one time, but I‟ve written words that I never knew were in the world.Judging from the context in which the past tense is used with other verbs in the above two sentences, there seems to be an improper use of the present perfect tense where the past perfect tense should normally occur. The phrase I‟ve written should perhaps be replaced by “I‟d written”.12. Funny thing, from the dictionary‘s first page right now, that ―aardvark‖ springs to my mind. –It‟s strange that right at this moment that word “aardvark” which I learned from copying the dictionary‟s first page is still fresh in my mind.Spring to / into – start or come into existence very quickly and suddenlye.g. Say the word “Australia” and the vision of beaches and blue seas immediately springs to my mind.A computer will not spring into action without something powering it.13. live off (a particular kind of food) – live by eating the only kind of foode.g. These animals with long necks live off the leaves of tall trees.We lived off fruit for a week.14. I went on into the B‘s. –I continued to copy the dictionary‟s B section.15. That was the way I started copying what eventually became the entire dictionary. –In that way I started copying and finally I copied the whole dictionary.What is used here in the sense of “the thing that” to name or describe something often implying a changing process in which something becomes true to that name of description.e.g. I share your concern about what is rapidly becoming a desperate situation.The village was located in what is now a large industrial city.16. between what I wrote in my tablet, and writing letters –over the period of time from starting to write in my tablets to writing lettersbetween here indicates a period of time from one event to another.e.g. between conception and biological birthThere was a gulf of ten years between him and his youngest sister.17. Y ou couldn‘t have gotten me out of books with a wedge. – Y ou could never have forced me away from books.A wedge is a piece of metal, wood, rubber, etc. with a pointed edge at one end and a wide edge at the other, which is either pushed between two objects to keep them still or forced into something to break pieces off it. For either of purposes a wedge is driven with force.18. in a prison where there was heavy emphasis on rehabilitation, an inmate was smiled upon if he demonstrated an unusually intense interest in books–in a prison whose chief objective was to help him live a normal life again, a prisoner was encouraged and approved if he showed particularly keen interest in bookssmile on/upon sb. /sth. – approve or encourage sb./sth.e.g. The government began to smile on small businesses when it realized that they were the key to economic growth.Fortune has smiled upon us (i.e. We are successful ) today.19. Some were said by many to be practically walking encyclopedias.– Many people said that some inmates were very informative.A walking encyclopedia – a very informative person. Walking is used to describe a person in terms of an object, in order to emphasize a particular quality that the person has.e.g. a walking dictionaryShe‟s a walking history book.20. when the new world opened to me, of being able to read and understand = when the new world of being able to read and understand opened to meread and understand –read with comprehensionthe word understand here is italicized for emphasis‟ sake. The author was now able to read and understand, but, earlier, he was “going through o nly book-reading motions(para.2)”21. could check out more than the permitted maximum number of books–could borrow more books than the average inmate was permitted at mostcheck out (a book, etc.) – register (a book, etc.) as having been borrowed22. serious reading–reading that requires concentration to understand or appreciate, as in contrast to reading for pleasure23. It always seemed to catch me right in the middle of something engrossing.– Lights always seemed to be out just when I was reading something that completely held my interest.If you are in the middle of doing something, you are busy doing it and do not want to be interrupted.e.g. I was in the middle of washing up when the telephone rang.He‟s in the middle of planning his department al budget.24. The glow was enough to read by, once my eyes adjusted to it. –As soon as my eyes became accustomed to it, the light from the corridor lamp was enough for reading.25. feign sleep– pretend to be asleepfeign and pretendBoth feign and pretend mean to put on a false or deceptive appearance, but feign is especially used of an emotion.e.g. Everyone feigned surprise when he told how old he was.I don‟t want to go tonight – I shall feign (or pretend) illness.She pretended that she was no at home when we rang the bell.26. in the years in the streets– in the years when I was homeless27. reflect upon / on–think deeply about; consider carefullywhen you reflect upon or on something, you think deeply and carefully about past events or about something that involves possibilities or opinions rather than definite facts.e.g. I reflected on all that he had said to me.The manager demanded time to reflect upon what to do next.28. As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive.– Today I believe that it was my ability to read that made me conscious of a strong inner desire to be mentally active which had long been suppressed in me.Crave and desireCrave implies the force of physical or mental need (as of hunger, thirst, love, or ambition), while desire often implies intention or aim.e.g. He was craving for a smoke.What people crave is peace and security.He passionately desired to continue his career.We all desire happiness and health.29. I certainly wasn‘t seeking any degree, the way a college confers a status symbol upon its students. –Of course I wasn‟t studying for any university degree, which is a symbol of rank given to its students by a university.To confer something such as an honour, a gift or status on or upon someone means to give it to them.e.g. Degrees are conferred in July and December.The honour was conferred on / upon him just after the war.30. I don‘t think anybody ever got more out of going to prison t han I did. – I believe no one ever benefited more than I did from going to prison.Get sth. out of – gain or obtain sth. frome.g. I never get much out of his lectures.She seems to get a lot out of life.5. Grammar FocusThe pattern may / might as well do sth.Y ou can use may as well or might as well do sth. To mean that you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it, or to suggest that no harm should be caused or no difference made by doing sth.Examples:I may as well admit that I knew the answer all along.Since nobody else wants the job, we might as well let him have it.I thought I might as well go: you can‟t keep saying no to people.6. Guided Practice (exercises, oral practice and group work)1) SummaryA). 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-building3) group the students in 4-6, discussing the topic “ what are the factors that contributed to yourreading achievements”7. After-class Assignments1. Recite the paragraph on page 45.and,2. Finish the exercises of vocabulary and structureT ext B Reading for lifeLanguage Points:1. T oday is the first day of the rest of your life.What is implied by the statement is: How are you going to make a new beginning in your life?2. Skills are skills. Pleasures are pleasures.—Skill s and pleasures are two absolutely unrelated things. Y ou cannot have both at the same time.3. Reading is more than that.—Reading means more than just skill and pleasure.4. how to stay alive as long as you live—how to remain mentally active as long as you are physically alive5. With some, youth slips away before being properly savored. –In the case of some people, their youthful days are quickly passed without being fully enjoyed.6. ―Some men see things as they are and say ‗Why?‘ I dream things that never were and say ‗Why not?‘‖—―Some people think of things as they exist and ask …Why do they exist?‟ I picture things that never existed and ask …Why did they never exist?‟”7. After all , a little bit of greatness hides in everyone. Let books bring it into full bloom.—However, there is something great lying in every person. Let books help it to become fully developed.8. a measure of your possibilities—a means to know what you can possibly achieveA possibility is something that you are able to do and that you might do.9. a vocational counselor and consultant—a person who gives expert advice to people who need guidance in deciding on their jobs10. Y ou may even find them rated. –Y ou may even find these programs offered in different levels.11. The day of only one lifetime career may be almost over. – The time is almost gone when a person never changes his jobs or careers for life.12. out on the street—out of work13. experience extender –supplement to experience14. We‘re not born with instant replay.—We don‟t have the instinctive ability to experience again what has been already experienced.15. Books never impose on us.—Books never force us to read them.If someone or something imposes on you, they unreasonably expect you to do something for them or to spend time with them when you do not really want to.Examples:I hope it‟s not imposing on you, but could I stay to dinner?。
Unit5答案大学英语综合教程4
Unit5答案⼤学英语综合教程4Unit 5 Fame and SuccessI. Listen and Respond1. Focusing on the Main Ideas1) It’s mainly about how to set goals in one’s life.2) This is because they all have clear goals. They know what they want in life and they go after it.3) They are: a) decide what you want; b) make clear your values; c) write them down; and d) take action.4) According to the passage, one should have written goals, careful choices, clear commitments and daily persistence if he or she wants to be successful.2. Zooming In on the Details1) athletes2) inspiring3) accident4) priorities5) independence6) intentions7) specific8) marriage9) extraordinary10) persistent11) sketches12) commitmentsII. Text A---Discovering the Main Ieas1.1) In this essay, the author talks about the issue of fame. The main idea is that most people want fame because fame can bring them celebrity, high regard, admiration, etc. However, the author emphasizes that there are few people who can really capture fame and that fame is usually short-lived. Fame can affect and sometimes even destroy one’s life.2) The author takes an objective attitude towards fame with an emphasis on its negative side. He believes that fame rewards one with money, power and popularity, but it may also enslave him and destroy his life.3) According to the author, to stay famous, an artist has to perform in the style that the public wants and enjoys, no matter how bored he is of performing in the same style year after year. Any attempt to change the style may result in the loss of his popularity among his fans.4) To find excuses for the failures, people tend to claim that they are too sensitive, they are not interested in money, they are not interested in the power that fame brings and they are not interested in the loss of privacey it demands, etc.5) According to the author, people chase fame because they want to demonstrate excellence in some field; to gain the admiration and love of many others; to be the one everyone talks about; to show family and friends that they are more than their family and friends thought they were.6) Probably not. According to the author, fame takes “the you out of you”, which means that oncea person becomes famous, he must be what the public thinks he is, not what he really is or couldbe. Fame enslaves him with what the public wants, instead of helping him maintain and develop his own identity or his true self.2.Part Paragraph(s) Main IdeaOne 1-2 Fame enslaves the person who pursues it because once he becomes fam ous, he will not only attract the public’s attention, but also has to workand live in line with the public’s expectations. He then becomes the slaveof his own success.Two 3-4 For those who look for fame, failure is not necessarily a bad thing, especially for those who fail to perform well enough, because people tendto be more tolerant towards and sympathetic with them.Three 5 Though fame brings disadvantages to those who achieve it, people still seek fame for various reasons.Four 6 It is better to take a critical attitude towards fame.III. Text A---Reading Between the Lines1.According to the author, fame and the public attention that comes with it can destroy one’stalent. Once you become famous, it is not you but the public that controls your fate. You have to work and live in line with the public expectations.2.Artists are no longer the master of themselves. In order to meet the public demands, they haveto perform in the same style year after year, no matter how bored they become.3.Fame often affects how performers see their own talent and skills. It is easy for them tobelieve that they are as perfect as what the media describe. They may indulge themselves in that illusion and lose their own judgment about themselves.4.Once you become famous, your opponents will pay more attention to you and they will seekevery opportunity to challenge or even attack you. You will also be exposed to the limelight and the media may keep an eye on whatever you are doing.IV. Text B---Checking Your V ocabulary1.2) d 3) g 4) a 5) c 6) h 7) b 8) f2.1) (n.) a first university degree in any of several subjects(n.) an unmarried man2) (n.) the state of being free within society from oppressive restrictions imposed by authority onone’s way of life or behaviour(n.) too much freedom in behaviour, taken without permission and sometimes regarded as rude 3) (n.) the point of highest activity, quality or achievement(vi.) reach a highest point4) (n.) a very strong feeling of excitement or joy(vt.) cause to fell a sudden strong feeling of excitement or joy5) (n.) the amount of money that is available to a family to spend(vt.) bring (the lips) together in little folds6) (ad.) in the way that is typical of power that is uncontrolled and used without considering thewishes of others(ad.) in the way that is decided by or based on chance or personal opinion rather than facts or reason; randomly7) (vt.) make (sth.) certain to happen or be gained; ensure(vt.) tell firmly and with confidence, esp. with the aim of removing doubt; promise8) (n.) the management of money, esp. of large amounts of money by governments, companies, orlarge organizations(vt.) provide an esp. large amount of money for (a public activity or organization, business, etc.)V. Text B---Checking Your Comprehension1. NFinancial wealth, in fact, is a shallow measure of success. If we accept dollars as our standard, then “money is the measure of the man,” and what could be more foolish than that? (Para. 4) Such success cannot be measured in monetary terms. (Para.10)2. Y…wealth is ill-measured by using mere dollars: … (Para. 3)What about a life well-lived? What about a family closely bound by love? Who could be wealthier than a man or woman whose calling provides benefits to mankind, or to fellow citizens, or even toa community or neighborhood? (Para. 4)3. Y… that fame is ill-measured by public notoriety; … (Para. 3)4. N… and that power is ill-measured solely by control over others. (Para. 3)5. NPerhaps the famed economist Joseph Schumpeter can help. Ambitious people are driven, he suggested, by “the joy of creating, of getting things done, of simply exercising one’s energy and ingenuity; and by the will to conquer, the impulse to fight, to succeed for the sake, not of the fruits of success”--- i.e. wealth, fame, and power--- “but of success itself.” (Para. 9)6. YSource sentences: Such success cannot be measured in monetary terms, nor in terms of the amount of power one may exercise over others, nor in the illusory fame of inevitably short-lived public notice. But it can be measured in our contributions to building a better world, in helping our fellow man, in bringing up children who themselves become loving human beings and good citizens. (Para. 10)VI. Text B---Optional Classroom Activities(The following explanations are provided only for references)1)As long as you have confidence in yourself, and hold the belief that anything is possible, youare already on your way to success.2)If you always close your eyes to possibilities, you will attempt nothing and accomplishnothing. Such a pessimistic attitude can never make a successful person.3)Successful people know their goals and would waste no time in pursuing them. If you believewhat you are doing now would lead you to success, the 10 million dollars might speed you up on your way to success but would not change what you are doing now.4)Education and talent are important factors in achieving success, but they can never take theplace of perseverance. On your way to success, the biggest obstacle is not the lack of education or talent, but the lack of persistence and determination in what you are doing.Education and talent may help you to achieve success, yet only persistence and determination can give you the will power to stick to your goal and to overcome difficulties.5)The only answer is as much as it takes.VII. Enhance Your Language Awareness1.1) fortune2) dull3) chased4) launched5) finance6) reputation7) liberty8) publicity9) sufficiently10) sympathy11) target12) educate13) commerce14) alike15) bored16) audiences17) regard18) assure2.1) thrown out2) and so on3) for dear life4) dedicate himself to5) was tired of6) turn away7) hang on8) for the sake ofVIII. Increasing Your Word Power1.Back-formation Original word Back-formation Original word automate automation housekeep housekeeperbabysit babysitter mass-produce mass-productionbook-keep book-keeping self-destruct self-destructiondry-clean dry-cleaning window-shop window-shoppingedit editor wordprocess wordprocessor 2.1) reached / secured2) achieved / attained3) attained / reached4) reach / secure5) achieved / realized / fulfilled6) fulfill / meet / satisfy3.2) competitive3) same4) momentary5) specific6) sufficient7) cruel8) humble9) famous10) reasonableIX. Grammar Review1.1) (real) subject (真正的主语)2) object to the verb “make” （动词“make”的宾语）3) predicate （谓语）4) attribute modifying “opportunity” （定语---修饰“opportunity”）5) object complement （宾语补⾜语）6) adverbial of purpose （⽬的状语）7) adverbial of result （结果状语）8) predicative （表语）9) attribute modifying “person” （定语---修饰“person”）10) independent element （独⽴主格结构）2.1) To become a famous writer2) to take traveler’s checks3) to employ a young engineer4) take the machine apart5) To understand the situation completely6) to rise higher in position7) to find that the train had left 10 minutes before8) to apply for a known job opening9) to make trouble10) To be more exactX. Cloze1) chase2) reputation3) dedicate4) reward5) sufficiently6) measured7) assure8) Momentary9) celebrity10) target11) frank12) liberty13) illusory14) regardXI. Translation1.1) He attempted to save the enterprise which was on the verge of collapse but failed.2) The president has announced that he will not seek re-election at the end of his first term.3) The young teacher is skilled at motivating his students to study hard.4) She loves giving parties and does so whenever she can find an excuse.5) I’m afraid that you’ll have to compete with at least fifty people for an administrative post in this company.6) To be frank, I don’t think you stand a good chance of getting promoted even if you are loyal to the company.7) It was obvious that his speech aroused the sympathy of the audience for the victims of the earthquake.8) Though he has repeatedly assured me of his ability to promote our company’s products, I’ll give him another interview before hiring him.9) The company’s investment ended in failure due to the wrong strategic decisions of the general manager and so the board of directors decided to throw him out.10) I know you are tired but try to hang on a little bit longer. We will reach the peak in half an hour.2.Many people want to be famous because fame can bring them both honor and respect from the public. In most cases, fame can also help them gain wealth. But, after all, very few people can really become famous while most people, including most artists, are unlikely to become famous.It is true that some failure for some people at certain times in their lives does motivate them to strive even harder so as to achieve final success. For example, Thomas Edison, the famous American inventor, had tried hundreds of materials before he finally found the suitable fuse for the electric bulb. However, unfortunately, for most people failure is the end of their struggle.Therefore, in my opinion, success is one thing and fame is another. As long as you have tried your best, you’re already successful whether y ou are famous or not.XII. Theme-Related WritingA Sample Essay:Fame--- Good or EvilFame has always been pursued by many people for the advantages it brings about. Fame can assure one of a high social status, high regard, great admiration, etc. Fame can also bring one wealth as a celebrity has more chances to earn big money. Besides, the applauses and flowers from the fans may boost one’s self-confidence and increase one’s sense of fulfillment.However, fame can ruin one’s life, too. It deprives one of his privacy. As a public figure, he is often chased by fans and journalists, and his private life never escapes the media’s attention or public curiosity. Fame also places one under great pressure. He has to work in line with public expectations and thus becomes the slave of his own success.So fame is a double-edged sword. I don’t seek fame and I don’t envy those who are famous. I highly appreciate what the American poet Henry Wadsworth Longfellow says about fame: “The talent of success is nothing more than doing well whatever you do without a thought of fame.”。
21世纪大学英语读写教程第四册课后习题答案(全)
IX
BCBAD DCABA DABCA
X
西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。“人们往往认为他们天生具有一些超常非凡的东西，”他解释道。“但研究结果表明，有的伟人并没有惊人的智力。有的只是程度上的差异而已。伟大是建立在大量的学习、实践和献身精神的基础之上的。”他举出二战时期的英国首相温斯顿?丘吉尔作为一个永不放弃的冒险者的典范。丘吉尔在全国上下士气最为低落的时候被推上台，并出色地领导了英国人民。在1940年盟军敦刻尔克大撤退之后的一次演讲中，他的话激励了全国人民，“我们绝不会衰退、失败。我们将坚持到底……我们永远不会屈服。”
Unit one
TEXT A
II
1.He defines greatness as the lasting contribution which a person makes or has made to human civilization.
2.The example of Churchill shows the importance of persistence and dedication in achieving greatness.
XI
1.Americans tend to define people by the jobs they have/do. Such characteristics as their family and educational backgrounds are considered less important.
4.Some actors fame is built on their innate beauty, but despite his short stature, Dustin Hoffman rose above and it is his excellent acting that set him apart.
大学英语u51.1 第五单元电子教案
授课单元教案Unit5 Our Weather and ClimateUnit Goals:What You Should Learn to Do1. Understand weather forecast of:global weather conditionslocal weather reports2. Talk about weather changes:temperature, wind, rain, shower, snow, etc.3. Talk about the weather to start a conversation4. Make comments on weather conditions and showlikes or dislikes5. Write a weather reportWhat You Should Know About1. The way weather is forecast2. Celsius and Fahrenheit3. Use of tenses: simple past and present perfectSection ⅠTalking Face to Face（2课时）教学目的，要求：能熟读对话，认知单词，掌握基本句型。
重点与难点：掌握课文所给的句型和短语；根据提示语境灵活运用句型和短语。
教学方法与手段：在学习5个短小精练，生动有趣，针对性强，主题突出的小对话之后分别设定了一个相关的交际“任务”。
教师引导学生根据上文样例及配套的拓展教程中Data Bank 所提供相关语言材料进行口头交际模仿套用练习，取得边学边用的效果。
所需的教学仪器和设备：教学课件，多媒体设备授课主要内容：Step one: Imitating Mini-talks1.Speak and Recite: Works in pairs. Practice the following mini-talks about greeting andintroducing people.Step two: Speak and Perform2.Work in pairs and act out the tasks by following the above mini-talks.Step three: Study and ImitateStep four: Following Sample Dialogues实用英语口语：unit5，unit8学生分组进行英语口语对话练习。
21世纪大学实用英语 unit5-8 课后短文和翻译
1.如果想用植物If want your roof coverd with plant’s instead of asphalt ,you have to make sure that roof is strong enough.2.由于房子Thanks to the tough structure of the hourse ,the wind didn’t blow it away last night.3.夏天里In summer,the asphalt road absorbs heat from the sun and can get as hot as 190 degrees Fahrenheit.4.你一旦知道Once you know how to solve this kind of problem ,it’s actually easy.5.虽然我想度假Though I want to have a holiday and relax in a beautiful place too much work has kept me from leaving.6.想到即将出现Tom though about all the problems on the horizon and decide to deal with the relatively easy once first.7.一项建造A plan is under way for building a hospital that will provide paralyzed people with special care.8.研究表明Studies have show that the sea level in this area has risen by as much as 1.6 meters in the past 1000 years.9.这个地区去年the number of tress dying has tripled in this area since last year is there a connection with pollution.10.如果你想减肥if you want to lost weight,you should be careful about your diet ,although it’s only quick snake ahamburger containsa lot of calories.11.这种疾病the disease isspreading now,andall children underfive are at particularrisk.12.我们吃的some of the foodsthat we eat are lesshealthy so we needpay attention to ourdiet to be healthyand happy.13.这家食品this food-makingcompany has realizethat they canmaximize profits byproducing morehealthier foods.14.我想知道I wonder ifyou could tell mewhy the amount ofrain affects thegrowth of crops.15.你会惊奇you’ll besurprised at howmuch better yourcolleagues willfeel,aboutthemselves whenyou are there to lifttheir spirits.16.他已认识到he has wokenup to the fact toomuch work and toolittle rest often leadto illness。
21世纪大学新英语视听说教程Unit 5
Unit 5 Traffic Problem
Task 3 Now watch a video clip “Snow Freezes Travel in China” and find out at least one possible cause of traffic problems. (Natural disasters such as snowstorm can cause traffic problems.)
__________________ 5 Traffic jam/congestion
________________ 6 Car accident/crash
Unit 5 Traffic Problem
Task 2 Read the following questions and then discuss them with your classmates. 1. How do you feel when you see these pictures? Have you ever seen such or similar scenes in real life? 2. Have you ever heard of or witnessed any traffic emergency (e.g., a car accident)? Please describe it in detail if you have. 3. If you have to travel a long distance, which means is your first choice, by bus, by train, by sea or by air? Why? 4. What may cause the traffic problems shown in the pictures? What can we do to try to avoid them?
大学英语视听说教案Unit 5
Unit 5 Around the WorldI. Teaching AimsBy learning this unit, the student should be able to talk about cities and towns in English fluently.1. Arouse Ss’interests for the topic of this unit and participate actively;2. Listen for the main idea and the key information of every passage;3. Grasp the language points and grammatical structures ;4. Learn to describe cities and towns.II. Teaching important points1. Lesson A Speaking, Communication2. Topic understanding and content understanding of each passage3. Improving the students' listening and speaking abilityIII. Teaching difficult points1. Lesson B Video Course2. Speaking with logical thinking3. Vocabulary about the world, cities and townsIV. Teaching Methods1. Task-based teaching in while-listening procedure2. Listening and practicing3. Speaking and communication4. Media instruction5. Communicative Methods: answering, discussion, presentation, team work...V. Teaching hours10 class periodsVI. Teaching Procedures1.Lead-in / Warming upWhat are beautiful places around the world?2. Lesson A : Vocabulary Link1. Present the vocabulary. Elicit examples of different places. Have Ss work with a partner to match the places to the picture. Check answers.2. Have Ss work in pairs. If there is one student left, ask him or her to join a pair to make a group. Tell Ss they will interview one another, asking and answering the questions: What things can you do at each place in A...? Encourage them to use the information for practice to create conversations. Before Ss begin the task, have them listen to the model conversation. Play the recording. (Audio Track 2-2-1). Invite pairs of Ss to present their conversations to the class.3. Lesson A : Listening1. Tell Ss they are going to hear four different conversations. For each one, they should choose the correct picture. Play the recording. Check answers.Tell Ss to listen to the conversations again and circle correct answers. Play the recording. Check answers.Have Ss work in pairs to ask and answer questions.2. Tell Ss they are going to hear four conversations. Toshi and Isabel are studying English. Listen and circle the correct cities to complete the sentences about Isabel. Play the recording. Check answers.Tell Ss to listen again and find the information. Play the recording. Check answers.3. Present the new words and answer questions about vocabulary. Tell Ss that they are going to hear a talk about a great city for a vacation. They should answer the question. Play the recording. Check answers.Tell Ss to listen again. Play the recording. Check answers.4. Introduce the topic. Listen to the first part of a passage about cities to go to for vacation. Fill in the chart with information about Istanbul. Have Ss listen and check the correct boxes of the table. Play the recording. Then check answers.Tell Ss that they are going to listen to the second part of the recording. Have Ss listen and check the correct boxes to complete the table. Play the recording. Thencheck answers.Tell Ss that they are going to listen to the whole recording again. Play the recording. Have Ss compare answers with a partner.5. Introduce the topic. Listen to a talk about “The best cities to live in.”Read the sentences. Which city does each sentence describe? Sometimes both cities are. Familiarize Ss with the new words. Have Ss read them aloud after you. Ask Ss to look at the pictures and the sentences below before listening. Have Ss listen and complete the sentences with the words they hear. Play the recording (Audio Track 2-2-11). Check answers.Have Ss listen to the whole passage once again and then answer the questions. Play the recording. Check answers.4. Lesson A : Pronunciation1. Explain to Ss that the most important words are stressed. Tell Ss to listen to the pairs of sentences. Play the recording.2. Tell Ss to listen and circle what they hear. Play the recording. Then check answers.3. Have Ss practice the sentences in pairs. Check pronunciation.5. Lesson A : Speaking and communicationDirect Ss’attention to the useful expressions for asking “Is there a theater near here?”1. Present the conversation. Explain that two classmates, Chul and Paulo are chatting about “What are they looking for? Where is it? ”. Compare answers as a class. (Katy is stressed and kind of tired.)Have Ss practice the conversation with a partner.Read the two situations as a class. Tell Ss they will hear model conversation that include suggestions on what to do in these situations. Play the recordings. Have Ss work in pairs to write out new conversations for the two situations. Remind them to follow the model conversations. Invite pairs of Ss to present their conversations to the class.2. Look at the neighborhood and describe it. What places are there? Where are they? What are the problems with this neighborhood? Direct Ss’attention to the picture and have Ss work in pairs to discuss the people in the picture. Compare answers as a class.6.Lesson B: Video Course Cities and townsGlobal Viewpoints In my neighborhood1. Present the new words and phrases. Ask Ss to read aloud for pronunciation practice. Answer any questions about vocabulary. Ask Ss to look at the words in the new words box and choose the correct ones to complete the sentences. Check answers.2. Explain to Ss that they are going to watch Watch the interviews and check (√) the places each person mentions. Before playing the vedio, have Ss read the sentences. Play the video. Check answers.3.Here are some words you will hear in the interviews about “Cities and towns.”Use the words to complete the sentences.4. Explain to Ss that they will watch the interviews and circle True or False. Correct the false sentences. Ask Ss to give examples of any word greetings they know. Ask Ss to watch and fill in the blanks with information from the video. Play the video. Check answers.7. Lesson B:City Living You can’t miss it!1. Introduce the main characters to Ss. Introduce the situation. Talk about finding places.2. Have Ss look at the pictures and read the story line aloud or to themselves. Check student comprehension. You may have Ss predict what they think happens in the video.3. Have Ss use the information from the pictures and captions to check Yes or No for each sentence. Check answers.8. Lesson B:City Living You can’t miss it! “While You Watch”1. Direct Ss’attention to the useful expressions used in the video. Explain to Ss the meaning of the items in the Everyday English box. Give Ss time to study these expressions. Have Ss practice saying them aloud.2. Before viewing, have Ss read the sentences so they know what to watch and listen for. Have Ss circle the correct answer. Play the video. Check answers.3. Give Ss time to study the pictures and questions. Play the first episode of the video and allow time for Ss to answer the questions.4. Encourage Ss to take notes while they watch. Tell them they will be given time after the video ends to write full sentence answers. Play the first episode of the video. Check answers.5. Give Ss time to study the pictures and script. Ask Ss to pay special attention to what people say in the video. They should watch and fill in the blanks with words they hear. Play the 2nd episode of the video. Allow time for Ss to fill in the blanks.Check answers.6. Give Ss time to study the pictures and script. Ask Ss to pay special attention to what people say in the video. They should watch and fill in the blanks with words they hear. Play the 3rd episode of the video. Check answers.7. Give Ss time to study the question. Ask the Ss to watch and then write an answer. Play the whole video once again and allow time for Ss to answer. Check answers.9. Lesson B:City Living You can’t miss it! “After You Watch”1. Read the expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have Ss work in pairs to decide which sentence is the best meaning for each expression. Check answers.2. Have Ss fill in the blanks with the correct words or phrases. Check answers.3. Ask Ss to write a short summery of the City Living story.VII. Assignments1. Review: Oral practice: to talk about different places (pair work or group work)2. Learn the key words and expressions by heart.3. Role-play some conversations.4.Talk about cities and towns.5. Follow the model in this unit to create a conversation.6. Write a short summary of the City Living story.7. Preview: Unit Six。
21世纪大学英语读写教程第四册课后练习中英互译答案
21世纪英语读写教程第四册课后翻译答案Unit1If great achievers share anything, said Simonton, it is an relenting drive to succeed. “There is an tendency to think that they are endowed with something super-normal,” he explained. “But what comes out of the research is that there are great people who have no amazing intellectual processes. It’s a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion.”西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断追求成功的动力人们往往认为他们具备一些超常非凡的东西，但研究表明，有的伟人并没有惊人的智力。
有的只是程度上的差异而已。
伟大是建立在大量的学习、实践和献身精神的基础之上的。
He cited Winston Churchill, Britain’s prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into his office when his country’s moral was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired to nation when he said, “We should not flag or fail. We shall go on to the end…We shall never surrender.”他举出二战时期的首相温斯顿·邱吉尔作为一个永不放弃的冒险者的典范。
21世纪大学英语读写教程第四册课后答案(超完整版)
21世纪大学英语读写教程第四册答案（超完整版）Unit 1TEXT AII1.He defines greatness as the lasting contribution which a person makes or has made to human civilization.2.The example of Churchill shows the importance of persistence and dedication in achieving greatness.3.Firstborns and only children tend to make good leaders in times of crisis, but middle- born children are better peacetime leaders.4.A 20th century politician should be an effective public speaker and a social person.5.Intelligence seems to be less important than other factors, such as the ability to communicate effectively.6.The ability to overcome traditional ways of thinking is also crucial.7.They simply don’t devote the amount of time required.8.The study showed that enjoying one’s work is the best for m of motivation.IV1.chat2.acknowledge3.motivated4.charcteristic5.despite6.influential7.cited8.obstacle9.intrinsic 10.criteria 11.obsession 12.innate13.contribution(s) 14.contemporary 15.submitted 16.moraleV1.left behind2.rise3.made history4.were endowed with5.put up with6.going nowhere7.ifocuses on8.be built on9.put in e up with 11.take charge 12.set...apartVIefficiency emergency fluency frequencyproficiency tendency urgency sufficiency1.fluency2.proficiency3.emergency4.Efficiency5.tendency6.frequencyVII1.For some students, it's not that they don't put in enough time — it's that they don't have good study habits.2.Children perform differently at school. It's not that they have different IQs — it's that they are brought up in different environments.3.The company is not very productive. It's not that its staff aren't talented — it's that their energy hasn't been channeled effectively.4.I'm really sorry. It's not that I don't want to go to the cinema with you— it's that I have to finishmy paper tonight.5.You have a stomachache. It's not that the food was bad — it's probably that you have too much stress from your work.VIII1.President Wilson didn't try to bring the US back to economic and political isolation. Instead, he believed in international cooperation through an association of nations.puters don't teach students in groups. Instead, they can help them learn effectively according to their different needs.3.We shouldn't focus on minor points. Instead, we should try to solve the problem of the greatest urgency at present.4.He dosen't get anybody else to help him. Instead, he likes to attend to everything himself.5.Teaching success shouldn't be measured by the scores the students receive on tests. Instead, it should be measured by whether the students have internalized the ability and desire to learn.IXBCBAD DCABA DABCAX西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。
大学英语综合教程4unit5课件
His voice was gentle; you could not imagine that he could possibly raise it in anger; his smile was benign. Here was a man who attracted you because you felt in him a real love for his fellows. At the same time he liked his game of cards and his cocktail, he could tell with point a good and spicy story, and in his youth he had been something of an athlete. He was a rich man and he had made every penny himself. I suppose one thing that made you like him was that he was so small and frail; he aroused your instincts of protection. You felt that he could not bear to hurt a fly.
• Popular feeling is separated by a belly
• 人心隔肚皮 • a well-dressed man of beastly
temper • 衣冠禽兽
Edward was not “a friend in need”, but a cold, calculating and inhuman person. He had no compassion for people in distress. On the contrary, he gloated over the misfortune of his namesake, and simply took advantage of Lenny’s desperate situation. The title “A Friend in Need” is thus heavily ironic.
新世纪大学英语阅读教程第四册 文章翻译 Unit 5
除了婴儿希腊专业人士在他们的30年代和40年代初的时尚达在雅典市中心繁华的Kolonaki广场投诉警察课的咖啡厅，冰卡布其诺，过奢侈的生活。
他们交谈的热门话题，当然，关系：男子不愿作出承诺，妇女的独立性，并时有孩子- 或者说，逐渐是否有他们所有。
“经过多年来我有一个孩子下去的机会，说：”Eirini Petropoulou，一个37岁的美联社的行政助理。
“但我不会嫁给任何人，只是有一个孩子。
”她热爱她的工作，她从她parea，或紧密的一群志同道合的朋友，日益发挥家庭角色的年轻希腊人的社会寄托。
“如果在45岁，我仍然膝下无子，我会考虑我自己的一个孩子，”她说。
但它不是作为依赖于它，如果她的个人价值的实现感。
短短的几十年前，Petropoulou和她的朋友们可能已经考虑好，奇数。
希腊被称为欧洲最传统的社会，东正教的严格戒律结婚和繁衍当道。
强大的社会和宗教禁忌标示为贫瘠的老处女，投单，中年男子的性取向怀疑无子女的妇女。
不再。
在一代人的空间，即严密的社会紧身胸衣已在很大程度上消失，要归功于一系列因素，包括更好的教育和对妇女的就业和希腊到欧盟的文化主流选项。
结果是：结婚率低于欧盟的平均水平，并在每名妇女生育1.3之间是世界上最低的出生率，。
像Petropoulou这样的年轻希腊人，婴儿是伟大的- 如果时间是正确的。
但他们肯定不是必不可少的。
在希腊，在世界上许多，让孩子们不再是一个之间的人口增长大片。
“以前从未有过生育的为妇女和男性在许多社会中的合法的选择，说：”凯瑟琳哈基姆，研究在伦敦经济学院的现象。
在瑞士，新加坡，加拿大和韩国的完全不同的国家发生了快速转变，年轻人延长推迟，直到他们到30多岁，甚至40年代及以后的儿童，他们的孩子免费成年。
一个越来越大的份额是结束了没有儿童。
在德国西部的终身无子女已经达到30％受过大学教育的妇女，并迅速跻身低下阶层的男性上升。
在英国，其余无子女的妇女人数在20年增加了一倍。