book 2 unit 1 keys
Book 2_U1_Reading 1
2 Justin was seen walking towards his home at 10.45
5 Kelly heard Justin shout. 4 Kelly saw a bright light outside her window.
Find the best answers
Discussion
Students are encouraged to choose one of them to discuss it with their partners.
1. Do you believe that Justin was really taken away by the aliens? Why or why not?
Supporting details Who believed he was back? his two friends ______________
witnesses ______________ his sister ______________
Main points
The boy was taken away by aliens.
D. All of the above.
4. We can infer that the boy might go missing ______. A. in his own room B. on the playground C. in Kelly’s room D. in his brother’s room
Mrs Marvis Wood
Sam Peterson
heard sb. return … put on … pull back … see … spaceship inside … creatures … hear … shout … disappear … tried to wake up… … sent to bed
Book2_Unit1_grammar
功能 修饰先行词 修饰先行词或整个句子
无逗号与主句分开 有逗号与主句分开
形式 使引导用时可以用tha使t 用th时at引不导能用
He gave me a pen he bought yesterday. He gave me a pen, which he bought just now.
• 关系代词在限制性定语从句中作宾语 时可以省略。
last week.
5. Mary has read all the books __th_a_t__ I lent
her.
6. Is it the reason _w__h_y_ you were late? 7. October 1st is the date _w_h_e_n_ China
celebrat关es系its副N词a在tio定na语l 从Da句y.中代替先行 8. We wal词ke做d状in语a。ga先rd行e词n _作w_原_h_e因_re_状m语a时ny用trees
• 关系代词在非限制性定语从句中不可以 省略。
1. A middle-aged woman killed her husband, which frightened me very much.
2. A five-year-old boy can speak two foreign nguages, which amazes all of us.
11. He is the man _in_ w__h_o_m_ you can believe.
12. He gav“e介m词e s+o关m系e b代o词ok”s _引w_i导_th_定_w语__h从_ic_句h_ 时I , am n介ot词v的er选y f择am要i看lia与r.定语从句中_动__词__,
英语Book2Unit1课件
Sanya
Harbin
Listen and tick.
Listen and match.
Name 1. Cindy 2. Cindy’s father 3. Cindy’s mother
Activities a. went sailing b. played volleyball c. went swimming
Hainan
hot/ went swimming/ wonderful
Kuming
warm/ went boating/ great
Harbin
cold/ went skating/ terrible
Taian cool/ climbed mountains/ exciting
Groupwork
Name Where Weather What
eg. How was your trip? 2. enjoy oneself 玩得高兴，过得愉快 相当于have a good time
eg. I enjoyed myself very much at the party. 3. ski resort 滑雪场，滑雪胜地
eg. Mary often went to the ski resort last winter. 4. make a snowman 堆雪人 make的过去式为made
Listen and answer.
1. What was the weather like in that place? It was very hot.
2. How was their vacation? It was great.
Read aloud the sentences.
新教材Book2 Unit1 单词学习
14.give way to 让步；屈服；让路
There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future. 新旧更替的时 代已经到来，在走向未来的过程中，我们不可能将过去的一切都保存下来。 （P4）
balanced /ˈbælənst/ adj. 平稳的，平衡的 a balanced diet 均衡饮食
The programme presented a balanced view of the two sides of the conflict. 节目公平地反映了冲突双方的情况。
• 16.lead to 导致 result in ,
• A group of high students who are taking part in an international youth camp at Mount Tai are creating an app about China's most famous mountain. 参加泰山国际 青年会的一群高中生正在创建一个关于中国最著名的山的应用应用软件。（P3）
新教材Book2 Unit1 单词学习
• 1.heritage /'herɪtɪdʒ/ n. 遗产（指国家或社会长期形成的 历史、传统和特色）
• Heritage is our legacy from the past, what we live with today, and what we pass on to future generations.文化遗 产是过去人们所创造，由现代人类继承并传之后世
book2 unit1
Unit 1 Cultural relicsIn search of the Amber RoomTeaching goals教学目标1). Ability goals能力目标a. Learn some detailed information about the Amber Room.b. Improve the students’ reading ability.c. Train the students’ ability to grasp key info rmation while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能目标Help the Ss to learn how to give opinions clearly about cultural relics.3)Emotional goals情感目标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber RoomTeaching important points教学重点1 ). Learn some detailed information about the Amber Room;2). Train the students’ ability to cooperate with others;3). Trai n the students’ speaking ability.Learn to discuss and act out the Ss’ opinions about cultural relics.Teaching difficult points教学难点1). Improve the students’ reading ability.2).How to teach the students to speak out their opinions about cultural relics. Teaching procedures 教学过程Step 1 Warming UpLook at some pictures, then think about the following question:What are the similarities(相同点) of these cultural relics?Step 2 Pre-readingHave you ever seen a piece of amber? What do you know about it?Step 3 ListeningListen to the text carefully and summarize the main idea of the text.It tells us the strange history of the______ ______, a cultural relic of two countries: ________and______.Step 4 Fast-reading1. SkimmingThe following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the box.【】How did the Amber Room become one of the wonders of the world?【】How was a new Amber Room built?【】How did the Amber Room get lost?【】How was the Amber Room made?【】Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?2. ScanningRead the text quickly and choose the correct answers.1) The King of Prussia who gave the Amber Room as a gift to Russia was___.A. Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2) The King of Prussia gave the Amber Room to Russia because_____.A. he wanted to marry Catherine II.B. he was kind.C. he wanted to visit RussiaD. he wanted to make friends with the Russians3) The Amber Room was stolen by___.A. Russian soldiersB. German NazisC. People in KonigsbergD. People in St Petersburg4) In 1941, the city of Konigsberg was in ___.A. GermanyB. RussiaC. SwedenD. France5) Who has built a new Amber Room? ______.A. the RussiansB. the GermansC. the Russians and GermansD. the NazisStep 5 Careful readingRead the text carefully and do the following questions.1. Try to describe the Amber Room.Material（材料）:Style（风格）:Decoration（装饰）:2. Why was the Amber Room first built?3.What was the Amber Room used for by the Czar ?4.What did Catherine II do with the Amber Room?5.When and how was the Amber Room Stolen?6.How was a new Amber Room built?Step 6 Post-readingFill in the blanks.Amber Room, the best and biggest work of amber art ever made, was first built for _____ _____ _____ Frederick I. In 1716, Frederick William I gave it to Peter the Great and _____ _____ he got the Czar’s 55 best soldiers. Thus the Amber Room became part of the Czar’s _____ _____ in St.Petersburg and served as a small _______ _____ for important visitors. Later, Catherine II told her artists to _____ more details _____ it. Unfortunately, in September 1941, when Russia and Nazi Germany were _____ ____, the Amber Room was secretly _____ by the Nazis. 100,000 pieces of the room were put inside twenty-seven wooden boxes. _____ _____ _____ _____ that the boxes were then put on a train for Konigsberg. After that, what happened to the Amber Room remains a _______. While the search for the old room continues, the Russians and Germans have built a ______ Amber Room which was ready for the people of St.Petersburg to celebrate the 300th birthday of their city in the spring of 2003.Step7 DiscussionDiscuss the following topic in groups, then show your opinions.Do you think it is meaningful to rebuild the new Amber Room? Why?Step8 Homework1. Try to retell the story about the Amber Room.2. Do Ex.1 ,2 and 3 on P3 after class.3. Review the words of this unit.。
book2 unit1 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 1 Cultural RelicsReadingTeaching Aims:Knowledge aims1. Get the students to learn the useful new words and expressions in this part:rare, valuable, survive, dynasty, amaze, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, in search of, belong to, in return, at war, less than2. Let the students learn about the history of the Amber Room.Ability aims1. Improve the students’ reading ability.2. Train the students’ ability to grasp the key information while reading.3. Enable the students to have the ability of talking cultural relics and ways to protect them.Emotional aims1. Stimulate the students’ sense of cultural relics’ protection by reading the passage In Search of the Amber Room.2. Train the students’ ability to cooperate with others. Teaching Important Points:1. Train the students’ ability to grasp the key information whilereading.2. Train the students’ ability to cooperate with others.3. Train the students’ speaking ability.Teaching Difficult Points:1. Develop the students’ reading ability.2. Train the students’ ability to grasp the key information while reading.3. Enable the students to talk about cultural relics. Teaching Methods:1. Task-based teaching method2. Cooperative learning3.DiscussionTeaching Aids:A computer, a projector and some slides.Step 1 GreetingsStep 2 lead-in1.Show some pictures of cultural relics both home andabroad.2.Then, ask them a question: Do you know what a culturalrelic is? To let the students know the definition aboutcultural relics.3.Show students some pictures and ask them to judgewhether they are cultural relics.4.Ask them questions: have you ever seen a piece ofamber? What do you know about it? Do you want toknow more about the amber? So this class we will read apassage, whose title is in search of the amber room. Andin the passage we will know more .Step 3 Fast readingRead the passage quickly and finish these tasks1. What’s the main idea of this text?2. Find out the main idea of each paragraph.Step 4 Careful readingRead the text carefully and finish the tasks.Fill in the form or the blanks to get the detailed information about the Amber Room.Task1.The introduction of the amber room.Task2.The history of the amber room.Task3.In search of its amazing history.Task4.The missing of the amber room.Task5.The rebuilding of the amber room.Step 5 post readingRead the passage again by themselves and do the comprehending exercises.Step 6 summaryFill in the blanks about the passage.Step7 EmotionDiscussion 1: Do you think it is meaningful for the Russians and Germans to rebuild a new Amber Room?Discussion 2: My grandpa happened to find an ancient vase in the earth near our house. It’s so beautiful and special. Now my families are in a moral dilemma. Can you help us to make a decision?A. What should we do?B. Can we keep it for ourselves or report it to the government?Step 8 Homework1. Write an introduction to one of the cultural relics in or outside our country in about 200 words.2. Review the text and the new words and expressions.3. Find the attributive clauses in the text.Step 9 Blackboard designIn Search of the Amber RoomClue:Characters1716177019412003Place: Prussia Russia GermanyEvents: made, gave as a gift, sent, moved, stole, rebuilt。
Book 2 unit 1教案新部编本及学案
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 1 cultural relicsPeriod I 课文理解本单元的话题是“文化遗产”。
Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻Step 1. 检测学生对新词汇（组）的记忆情况Step 2. 让学生勾画出课文中的长难句（主从复合句）并加以翻译理解判断从句类型，特别提醒：应勾画出针对本单元的重点学习语法项目----定语从句，为下一步阅读理解做好铺垫。
学生勾画出来的长难句可能如下：IN SEARCH OF THE AMBER ROOM1. Frederick William Ⅰ, the King of Prussia , could never have imagined that his greatest gift tothe Russian people would have such an amazing history . （宾语从句）2. This gift was the Amber Room, which was given this name because several tons of amber wereused to make it. （限制性定语从句）3. The amber which was selected had a beautiful yellow-brown colour like honey. （限制性定语从句）4. It was also a treasure decorated with gold and jewels, which took the country's best artists aboutten years to make. （非限制性定语从句）5. However, the next King of Prussia, Frederick William I, to whom the amber room belonged,decided not to keep it. （非限制性定语从句）6. Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where shespent her summers. （限制性定语从句）7. In 1770 the room was completed the way she wanted. （限制性定语从句）（难）8. Sadly, although the Amber Room was considered one of the wonders of the world, it is nowmissing.（让步状语从句）9. This was a time when the two countries were at war. （限制性定语从句）10. Before the Nazis could get to the summer palace, the Russians were able to remove somefurniture and small art objects from the Amber Room.11. There is no doubt that the boxes were then put on a train for Konigsberg, which was at thattime a German city on the Baltic Sea. （同位语从句）（难）（非限制性定语从句）12. After that, what happened to the Amber Room remains a mystery.（主语从句）13. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday oftheir city. （限制性定语从句）（难）Step 3. Reading1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.3. (summarize)：the characteristics of the passage, such as the type of writing, and the tense.This passage is a narrative prose(叙事散文) or non-fiction article(非小说类文章)written in a narratingstyle. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.Step 4. Comprehending (P2)Purpose: To check whether Ss have understood the text.1. Get Ss to finish Ex1 (P2) and Ex2 (P2).KeysEx1: 1. C 2. E 3.B 4.D 5.A 6.FEx2:Paragraph 1: How was the Amber Room made?Paragraph 2:Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3:How did the Amber Room become one of the wonders of the world?Paragraph 4:How did the Amber Room get lost?Paragraph 5:How was a new Amber Room built?↙↘↓Step 5 HomeworkPeriod II 单元难句，短语句型分析及配套练习处理。
book2 unit1
必修二Unit 1难度系数★建议用时6′实际用时(2012·喀什质检)I used to work in an office, which had a locust tree growing outside the window. It had grown into a tall tree and must have been there for a long time. The tree blocked the view and made the office seem dull. Unfortunately，this happened to be the room assigned(分配)to me，and I was depressed by it for quite some time.When the first spring came，everything was green except the locust tree. I felt very happy because I had thought it had died !One morning，when I opened the window for some fresh air, I unexpectedly smelt a familiar sweet scent floating into my office which I could not name.Suddenly，I realized it was the locust tree! The tree that I thought dead was in full bloom!From then on，I usually came to the office very early to see dew(露珠)forming on the locust tree blossoms，and was eager to see spring again every year.During summer, the green leaves provided shade protecting me from the harsh sunlight, but allowing enough light in to make it pleasant. In autumn, the leaves turned many different colors.Its beauty touched my soul. Many times，I thought to take photos but never did.Then，I had to leave in a ter in life，it became a great regret that I had not done so.Actually, many times in our lives, we think we own something and thus do not value it. We don't feel regretful until we lose it one day! Moreover, sometimes, we have to accept the things we don't want and need to discover the hidden beauty to find unexpected joy![解题导语]本文是一篇赞美槐树的散文。
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Book 2 Unit 1 Active reading 1大学已经不再特别了1 有这么一种说法：“要是你能记得20世纪60年代的任何事情，你就没有真正经历过那段岁月。
”对于在大麻烟雾中度过大学时光的那些人，这话可能是真的。
但是，20世纪60年代有一件事人人都记得，那就是：上大学是你一生中最激动人心、最刺激的经历。
2 20世纪60年代，加州的高校把本州变成了世界第七大经济实体。
然而，加州大学的主校园伯克利分校也以学生示威、罢课以及激进的政治氛围而著名。
1966 年，罗纳德·里根竞选加州州长，问加州是否允许―一所伟大的大学被喧闹的、唱反调的少数人征服。
‖自由派人士回答说，大学之所以伟大正是因为它们有能力容忍喧闹的、唱反调的少数人。
3 在欧洲的大学校园里，大学生以新的姿态和激情投入到争取自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。
许多抗议是针对越南战争的。
可是在法国，巴黎大学的学生与工会联盟，发动了一场大罢工，最终导致戴高乐总统辞职。
4 20 世纪60年代大学生活的特点并不仅仅是激进的行动。
不论在什么地方，上大学都意味着你初次品尝真正自由的滋味，初次品尝深更半夜在宿舍或学生活动室里讨论人生意义的滋味。
你往往得上了大学才能阅读你的第一本禁书，看你的第一部独立影人电影，或者找到和你一样痴迷吉米·亨德里克斯或兰尼·布鲁斯的志同道合者。
那是一段难以想象的自由时光，你一生中最无拘无束的时光。
5 可如今那份激情哪儿去了？大学怎么了？现在，政治、社会和创造意识的觉醒似乎不是凭借大学的助力，而是冲破其阻力才发生的。
当然，一点不假，高等教育仍然重要。
例如，在英国，布莱尔首相几乎实现了到2010年让50％的30 岁以下的人上大学的目标（即使愤世嫉俗的人会说，这是要把他们排除在失业统计数据之外）。
不过，大学教育已不再是全民重视的话题了。
如今，大学被视为人们急于逃离的一种小城镇。
有些人辍学，但大多数已经有些麻木，还是坚持混到毕业，因为离开学校实在是太费事了。
6 没有了20世纪60年代大学生所发现的令人头脑发热的自由气氛，如今的大学生要严肃得多。
英国文化协会最近做了一项调查，研究外国留学生在决定上哪所大学时所考虑的因素。
这些因素从高到低依次是：课程质量、就业前景、学费负担、人身安全问题、生活方式，以及各种便利。
大学已变成实现目的的手段，是在就业市场上增加就业几率的一个机会，上大学本身不再是目的，不再是给你提供一个机会，让你暂时想象一下：你能够改变世界。
7 童年与大学之间的距离已缩小了，大学与现实世界之间的距离也缩小了。
其中的一个原因可能和经济有关。
在一个没有保障的世界里，现在的许多孩子依赖父母资助的时间比以前的孩子更长。
21世纪的学生大学毕业后根本无法自立门户，因为那太昂贵了。
另一个可能的原因是通讯革命。
儿子或女儿每学期往家里打一两回电话的日子一去不复返了。
如今，大学生通过手机与父母保持着脐带式联系。
至于寻找痴迷无名文学或音乐的同道好友，没问题，我们有互联网和聊天室来帮助我们做到这一点。
8 ―幸福啊，活在那个黎明之中，9 年轻更是如进天堂！‖10 华兹华斯的诗句说的可能是法国大革命，但是对于20世纪60年代的大学生而言，这样的诗句同样真实生动。
可是为什么对于如今的大学生来说，它们就不真实了呢？3 Match the words in the box with their definitions.issue opportunity establishment campus protest launch prospects employment4 Complete the paragraph with the correct form of the words in Activity 3.issues, campus, protests, establishment, prospects, employment, launch, opportunity5 Replace the underlined words with the correct form of the words and expressions in the box. You may need to make other changes.1 There were fights between police and protestors outside the US Embassy. ( clashes )2 The two parties formed a temporary political arrangement to respond to the problem. (alliance)3 I’ve always considered myself as someone who is tolerant of other people’s ideas. (liberal)4 The chief official of an American state has a lot of power. (governor )5 The financial situation of Western European countries rapidly improved in the 1960s. ( economy )6 The 1960s were associated with a new type of popular music. (characterized )7 Mark left college without finishing the course and joined a rock band. (dropped out )8 For many people, listening to their music was an experience which made them feel free. ( liberating )9 For some people, an interest in politics went hand in hand with a strong enthusiasm for music. ( passion )6 Answer the questions about the words.b a b b b a a b7 Answer the questions.d bActive reading 2后一切的一代弗兰克·托马斯是普林斯顿大学二年级学生，主修文学理论专业。
他希望当人权律师。
1 我从没指望通过上文学理论课来了解我这一代人的特征，或了解美国大学在如何变化。
这门课是让你在课堂上扮酷的——带着一丝熬夜太多的困劲儿，穿着一件T恤衫，上面印着“去过那儿，干过那事儿，对，这就是那件T恤衫”或诸如此类带有揶揄意味的俏皮话。
我是这样在课上消磨时间的：一边费力地听着性别理论和后殖民主义这样艰深的话题，一边用我的iPod检索着好听的音乐。
可是当我开始学习后现代主义的时候，我突然咔嗒一声开了窍。
我提起精神，开始重新审视大学生活。
2 那么，什么是后现代主义呢？很难说，从定义角度来说，后现代主义几乎是无法定义的……就是有点儿否定和反对先前的一切的意思。
这就让人很难看清它究竟指的是什么。
这一术语于1949年被首次使用,可是迄今为止还没有人能断定，对于文化或社会的未来，后现代态度究竟意味着什么。
但对我来说，它令我感到好奇，因为后现代似乎说的正是我那些酷劲十足、困兮兮的和冷嘲热讽、穿T恤衫的朋友们。
3 我们在很多方面都是―后‖的：后冷战、后工业时代、后生育高峰、后9.11。
我们这一代人来自所谓的短世纪（1914–1989），生于其后期。
这个世纪充满了战争和革命，它改变了人类文明，推翻了强权政府，给我们留下了非同寻常的机会和特权。
我们所得到的机会与特权比从前任何一代人都要多。
4 可是我们在干什么呢？像历代大学生那样去造反、叛逆吗？在街上一遍又一遍地高喊―不看到变化，我们决不离开‖吗？不，我们做着相反的事情：我们去参战，根本不问为什么；我们放弃自己的公民自由权；我们每天在晚间新闻中观看破坏和死亡。
5 在大学里，我们在请愿书上签名，加入各种组织，把自己的名字添加到各种邮件通讯录中，戴为癌症研究义捐的标志腕带，观看电视转播的为非洲饥民募捐明星义演音乐会和为全球气候危机募捐明星义演音乐会——甚至去音乐会现场，假如能搞到票的话。
可是我们代表什么呢？就像真正的后现代一代那样，我们无法描述我们的政治抱负，我们没有可以激发灵感、鼓舞斗志的领袖人物，我们没有哲学，我们没有方向或主题。
我们只是被我们之前的一切所定义，我们是穿切·格瓦拉T恤衫的一代。
6 这是一场运动，好像是鼓励个人集体地表现自我，似乎是在等待革命。
作为年轻人，人们期待我们愤怒，因为那是年轻人的正常行为。
7 但是，我们如何反叛怀念革命的父母一代？我们如何去反叛有时候比我们更想闹革命的父母？我们不反叛。
不反叛就是我们的反叛。
8 我们真正的精力不是放在校园里，而是放在互联网上。
它给我们提供了一个不断发展的交流思想和受挫感的机会。
我们不再游行示威；我们不再到街上去，我们去聊天室。
9 我们以往所知的美国大学即将终结。
对我这一代人来说，与激进主义相关的是―基地‖组织，而不是―气象员‖组织。
―校园接管‖听起来不大像1968 年的伯克利分校，更像2007 年的弗吉尼亚州理工学院。
歌词的寓意则属于另一个时代，并不反映当今的现实。
10 可是，科技革命就像20 世纪60 年代的革命一样真实而深刻——只是不那么明显而已。
它是正在推进中的未完成的事业，但它实实在在地存在。
也许等到我们的父母不再说他们样样都好而我们一无是处时，他们或许会明白，后一切的一代说的话也有一定的意义。
我们在书写革命，我们在用自己的语言书写革命。
2 Choose the best answer to the questions.c ad b d c3 Match the words in the box with their definitions.rebel, era, destruction, gender, assert, philosophy, industrial4 Complete the conversation with the correct form of the words in Activity 3.rebel, assert , era, industrial, philosophy, gender, destruction5 Answer the questions about the words and expressions.a a a ab a b b6 Decide whether the sentences are critical or approving of today’s students.1. critical2. critical3. critical4. approving or critical5. approving or critical6. approving7 Look at the sentences from the passage and choose the best way to complete the sentences.b bLanguage in use1 Complete the sentences with the words in brackets and the suffix -ment or -ism.1. government2. Postmodernism3. development4. individualism5. agreement6. investment7. Sexism8. romanticism2 Rewrite the sentences using so / neither / nor + inversion.1. The world has changed a lot since the 1960s, and so have universities.·2. I really enjoyed my years at university, and so did Jackie.3. Choosing the right course is always a major problem for new students, and so is organizing one’s time on campus.4. I’m thinking of going to the lecture on post-colonial literature, and so is Li Ming.5. I think the facilities in our college have improved over the last few years, and so has the teaching.6. We can access the Internet in our student hostel, and so can everyone else on campus.7. I’m not very interested in politics, nor are my friends.8. I won’t be doing much tonig ht, nor will my roommate.3 Rewrite the sentences using mean.1. Starting out at college means meeting lots of interesting people.2. Going to bed too late means not being able to concentrate the next day.3. Doing a course in Lit Theory means spending a lot of time on difficult subjects.4. Being interested in literature means having an open mind about other ways of life.5. Protesting against the Vietnam War in the 1960s meant going out onto the streets.6. Going to college today means spending a lot of time thinking about what you will do afterwards.4 Translate the sentences into Chinese.1. 在欧洲的大学校园里，大学生以新的姿态和激情投入到争取自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。