上外全新版大学英语综合教程讲义

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上外全新版大学英语综合教程讲义-book2-unit6

Unit 6 Women, Half the SkyText A I’m Going to Buy the Brooklyn BridgePreview Tasks: Read Text A and answer the following questions:1. Tell some information on the current situation of women’s liberat ion and find some examples to support your idea.Suggested answers: Women are supporting one another, standing side by side, “toe to toe”, but they still have a long way to go. They are only in the early stages of their struggle to get what they want and to get men to change their ideas. They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands.2. Preview Text A and summarize the main idea, then finish the exercise about the text structure on page 184 about the structure of the text and summarize the main idea of each part.Suggested answers: See Part III. Structure and Main IdeaTeaching Objectives:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate how the author achieves coherence for her essay;3.master key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Periods 1 and 2 (90 minutes)I. Cultural Notes (15 minutes)T asks Ss to tell how much they know about The Brooklyn Bridge and Feminism, then shares them the following information.A. The Brooklyn Bridge(5 minutes)小练习：T reads the following paragraph once and asks Ss to fill in the blanks.The Brooklyn Bridge: the bridge over the East River in New York City that connects Manhattan with Brooklyn. It was opened in 1 and has a 2 of 1595 feet (486meters). The Brooklyn Bridge is considered a 3 of 19th-century engineering and a bridge of many firsts. It was the first 4 bridge to use steel for its cable wire; it was the first bridge to use explosives in a dangerous underwater device called a caisson. The expression selling the Brooklyn Bridge to somebody means 5 .Suggested answers: 1. 1883 2. length 3. brilliant feat 4. suspension5. tricking them in a dealB.Feminism: (5 minutes)In the 1960s feminism (= the belief that women and men are equal in abilities and should have equal rights and opportunities) became the subject of intense debate when the women’s liberation movement encouraged women to reject their traditional supporting role and to demand equal status and equal rights with men in areas such as employment and pay. It is widely accepted by younger people that women should, if they wish, be allowed to develop their careers and not give up work when they have a family. Feminism has brought about many changes in the English language. Many words for job titles that included “man” have been replaced, for example “police officer” is used instead of “policeman” and “chairperson” for “chainman”. “He” is now rarely used to refer to a person when the person could be either a man or a woman. T he title “Ms” is used for womeninstead of “Miss” or “Mrs.”, since it does not show whether a woman is married or not.C. John Milton (1608-1674): (5 minutes)English poet, whose rich, dense verse was a powerful influence on succeeding English poets, and whose prose was devoted to the defense of civil and religious liberty. Milton is often considered the greatest English poet after Shakespeare. His masterpiece, Paradise Lost, is considered unsurpassed among English epic poems. It is a powerfully imaginative and dramatic work, based in part on the biblical story of the temptation and fall of Adam and Eve in the Garden of Eden.II. Introductory Words (10 minutes)You may all know the well-noted female professor in our university --- DongYajuan(董雅娟)，who succeeded in cloning cows. You may also know the mother college student（妈妈大学生）on the campus, who studies here while she has to take care of her baby after class. You may have watched the TV series《当家的女人》. With great efforts, the heroine in the TV series managed to bring the poor family to a well-off one and she herself became a famous local leader.How do you think women like them? From them you may find women today are extremely independent . They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands. In one word, women today are capable of holding up half the sky.In this unit, we’ll learn two stories of this kind. Text A focuses on how the belief in superwoman encourages average women to achieve their goals. Text B tells a woman at her age of 29 quitted her job and bean anew by returning back to school and finally realized her dream and started her new career.Next let’s focus on Text A.(Notes: Here Ts may also introduce the text by leading Ss to discuss some of the following questions:1. Do you think male and female graduates from your college have the same job opportunities? Suggested answer: The male graduates have more opportunities. On some occasions, female graduates are definitely refused.2. If you are married, would you prefer your wife to pursue her career or take good care of the family? Why?Suggested answers: I prefer my wife to pursue her career because women and men are equal in abilities and should have equal rights and opportunities to do their jobs.I prefer my wife to take good care of my family because the wife’s job is just to take care of her husband, cook meals for him, watch clothes for him, clean the house for him, bear babies for him.3. What do you think of President Mao’s famous saying that women hold up half the sky? Suggested answer: Nowadays, everyone may find women today are extremely independent . They can do scientific miracles, fight for their dreams by overcoming difficulties with their own hand, even support a family regardless of the husbands. There are more and more female house buyers so the housing market witnesses a She-Era. Examples of this kind are endless. In one word, women today are capable of holding up half the sky.)III. Structure and Main Idea (40 minutes)T may illustrate the structure with the following graph:The above graph shows: Despite her friend’s advice, the author, unable to resist the temptation, falls for superwoman stories again. One day, she meets a superwoman face to face and her encounter influences her a lot. She thinks a lot and analyzes what prevents her from becoming a superwoman herself. The factors are such as: she is unable to get an act together, she almost expects things to go wrong as soon as she sets to work, anything on the schedule will take up much more of time set aside, she usually feels exhausted after a busy day and never thinks about doing more. But she is still fascinated by modern superwoman tales. After her analysis, she comes to the conclusion that to her, admiring a heroine is something worth doing.According to the graph and the exercise on page 184, the text can be divided into five parts: Array IV. Detailed Explanation of Each PartParas 1-3 (15 minutes)T asks Ss at random to answer the following questions:1. According to the first two paragraphs, why did a friend say “if I believed everything in the report, she had a bridge in Brooklyn she'd like to sell me.”?Because the friend thought the stories reported about superwomen were not true and never happened, so it was impossible for women to succeed both in jobs and family life.2. what does the term “a bridge in Brooklyn” mean according to your understanding?It refers to an incredible story, something impossible.V. Homework:(10 minutes)1. Reread the text carefully and understand the following sentences according to the context:Since my own schedule rarely succeeds, her accomplishments fill me with equal amounts of wonder and guilt.(Para 4)I should have known better than to ask. (Para 6)If I create schedules of military precision in which several afternoon hours are given over to the writing of the Great American Novel, the school nurse is sure to phone at exactly the moment I put pencil to paper. (Para 9)Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. (Para 12)Then I'll tell her a story: the tale of a woman who bought her own version of that bridge in Brooklyn and found that it was a wise investment after all.( Para 15)2. Finish Comprehensive Exercise on page 192.Periods 3 and 4 (90 minutes)I. 小练习：Listen to the passage (T may read it ) and answer the questions that follow.(10 minutes)The most commonly granted degrees in the U.S. are the B.A., or bachelor of arts, and the B.S., or bachelor of science, both given generally after the completion of a 4-year course of study and sometimes followed by a mark of excellence. The master's degree is granted after one or two years of postgraduate work and may require the writing of a thesis or dissertation. The doctorate requires two to five years of postgraduate work, the writing of a thesis, and the passing of oral and written examinations. In the mid-1990s U.S. institutions of higher learning annually granted about 1.2 million bachelor's degrees, some 387,000 master's degrees, and 43,000 doctor's degrees.1.what are the most commonly granted degrees in the U.S.?The most commonly granted degrees in the U.S. are the B.A., or bachelor of arts, and the B.S., or bachelor of science.2. What does the master's degree require?The master's degree may require the writing of a thesis or dissertation.3. How many master's degrees were granted annually in the mid-1990s U.S.?In the mid-1990s U.S. institutions of higher learning annually granted some 387,000 master's degrees.II. Detailed Explanation of Each Part (60 minutes)Paras 4-7A. Paraphrase the following sentences:T asks Ss at random to paraphrase the following sentences:1. Since my own schedule rarely succeeds, her accomplishments fill me with equal amounts of wonder and guilt.Because I seldom do based on my own schedule, I feel sense of guilt as much as I am amazed at her accomplishments.2. I should have known better than to ask.I should have known the answer so it was unnecessary to ask.3. Other women, it seemed to say, are movers and shakers — not only during office hours, but in their spare time as well. It seemed to say that other women do excellently at their jobs as well as in their spare time.B. Answer the following questions:1. What figure of speech is applied in the sentence “Her life runs as precisely as a Swiss watch ”? Simile.2. What does “it” in the sentence “What, it asked, do you accomplish in your spare time?” refer to? “It” here refers to a jar of strawberry mentioned in the first sentence in para 7.Paras 8-11A.Paraphrase the following sentences:T asks Ss at random to paraphrase the following sentences:1. If I create schedules of military precision in which several afternoon hours are given over to the writing of the Great American Novel, the school nurse is sure to phone at exactly the moment I put pencil to paper.If I make schedules precise like military plans, in which I will spend several afternoon hours on the writing of the Great American Novel, I will be surely interrupted by the school nurse who phones me at exactly the moment I start to write.Metaphor is used in the phrase “schedules of military precision”. It means schedules as precise as military plans.2. In fact, I waste a good deal of my spare time just worrying about what other women are accomplishing in theirs.In fact, a lot of spare time I waste is just spent on worrying about what accomplishment other women achieve in their spare time.B. Be familiar with Get + infinitiveGet + infinitive is often used to mean one has the opportunity to do something or is allowed to do it.e.g. We didn’t get to see her --- she was too busy.I got to know the principal of the university when I translate materials for him.With an infinitive,get can also mean on gradually acquires something or gradually becomes aware of something.e.g. You will get to speak English more easily as time goes by.He is nice when you get to know him.Paras 12-14, para 15T arranges Ss into several groups and asks the following question:Can you underline sentences containing the word “bridge” and explain them?1. Despite my friend's warning against being taken in, despite everything I've learned, I find that I'm not only willing, but positively eager to buy that bridge she mentioned. (Para 12)Although my friend had warned me not to believe in the stories about any incredibly successful woman, I am still willing to believe that they are true.2. Then I'll tell her a story: the tale of a woman who bought her own version of that bridge in Brooklyn and found that it was a wise investment after all.( Para 15)Then I'll tell her about myself: how I believed in superwomen tales and how this belief had encouraged me to attain my own goal.3. Underline words and phrases related to food in para 14 and understand their meanings.a. a piece of cake: sth. that is very easy to dob. we can’t have our cake and eat it too: can’t have both fish and the pawc. the old low-dream diet: Women always expect little, believing that you can’t have everything at onceIII. 小练习：Translation: (15 minutes)After explaining the details T may ask Ss to translate in class the following sentences with key words given to each sentence to see whether Ss have mastered the words.1. 詹妮浏览那份报纸时，一则奇怪的消息引起了她的注意。

上外全新版大学英语综合教程讲义-book1-unit6

Book one Unit 6 Animal IntelligenceText AThe first time:The first period:I. Preview:1. Let the students be familiar with some important words and phrases in Text A, which will enable them to better understand the text: controversy, encounter, convince, suspicious, blank, relieve, figure out, assess, inaccessible, release, deceive and wipe out.2. Ask the students to search for some information about animal intelligence through Internet or the Encyclopedia while keeping the question in mind that whether animals do have intelligence and what kind of presentation they may show.3. Read Text A in general and paragraph 5&6 in Text B.II. Check the homework left last time when the fifth unit was finished.III. Introductory remarks (Ts’ words):In unit 5, we’ve talked about romance. Of course, it’s about the romance of us human beings. But, do we believe that animals will also fall in love? In this unit, Text B, we have examples showing that animals do have certain affections to the one of the same kind but the opposite sex. As we’ve read paragraphs 5&6 in Text B, the point has been proved in someway.Well, from the stories, we see that animals really have their own way of thinking. But, what animals really think? Do they have intelligence as we do?IV. Check the preview work through discussion:1. What’s the meaning of intelligence? And, what about animal intelligence?→Intelligence refers to the power of perceiving, learning, understanding, and knowing. It also means mental ability.As for animal intelligence, it involves such factors as the ability to learn, to solve new problems, or to create novel solutions to familiar problems and reasoning. The last one means that some animals have the ability to benefit from the experiences of others. That’s what we can find in the third story in Text A, that Towan is clever to do the similar trick as Melati.2. Ask Ss to tell some interesting stories concerning animals’ presentation of intelligence. Here are also two samples.→Story one: My parents once raised a dog named Doudou. One day, my father left his coat behind in the scallion field. Doudou stayed beside the coat until my father returned to the scallion field and looked for his coat. Then, he went home happily together with my father.Story two: Once in Yunnan Province, a boa saved the son of his master from a river.Ts may list some other animal behaviors to arouse the Ss’ interests:E.g.: Bees communicate a food source to other members of the hive by means of various “dancing”.Some other species can communicate by sight, taste or odor, electrical impulse (fish), or touch, and many animals have more than one system.Conclusion: From all above, we find that animals do display intelligence in some areas. Let’s read the text and find more examples of animal intelligence.V. Global reading tasks.The second period: Detailed reading Tasks:Part 1 (paragraphs 1-2)I. Let the students reread the first two paragraphs, and think about the questions:1.What is the traditional way to examine the intelligence of animals?→experiments designed to teach human signs.PS:For example, in one early study, the intelligence level of animals was measured in terms of the human capacities required to perform parallel acts. Such a method led to gross overestimation of intelligence of the animal being studied. (Ts may take this as part of the Background Information.)2.What is the author’s idea?→to observe the animal’s performance for their own purposesII. Difficult Sentences:1. Wondering whether there might be better ways to explore animal intelligence than experiments... not when scientists ask them to. (Paragraph 1)------ I want to know if there might be better ways to find out more about animal intelligence than those experiments which are designed to teach human language to animals. Then I realized one thing that seems to be very clear now. If animals can think, they will probably do their best thinking for themselves. Animals will not think very hard when scientists ask them to do so.2. Most do not study animal’s intelligence, but they encounter it, and the lack of it, every day. (Paragraph 2)----- Most of the zookeepers do not research on animal intelligence, but they meet animal intelligence unexpectedly every day. They also meet the situation that animals show little intelligence everyday.3. The stories they tell us reveal what I’m convinced is a new window on animal intelligence: the kind of mental feats animal perform when dealing with capacity and the dominant species on the planet—humans. (Paragraph 2)----- The stories they tell us show something that I believe is a new aspect of animal intelligence. They tell us about the marvelous thinking that animals do when they deal with the situation of being caught and human, the most powerful species on the earth.III. Important Words and expressions:controversy over/about something encounter problems/difficulties/oppositions/resistanceconvince somebody of/to do something do one’s best thinkingserve one’s own proposePart 2 (paragraphs 3-6)I. Reread this part and do the exercises:1. True or false questions:a. Colo’s example indicates that some animals know quite well how to negotiate with the keepers. _T__b. Colo is a good bargainer, and this case shows that animals may really have intelligence. T_c. Mile’s experiment to teach Chantek to share things proves to be a great success. F_→Mile’s experiment to teach Chantek to share things proves to be a great failure.2. Ask the students to fill in the blanks with the information mentioned in this part, esp. the animals’ action. Then figure out the author’s purpose.a. Colo: Broke the key chainAuthor’s purpose:Animals know how to negotiate with people.b. Chantek: 1) Expanded the money supply by breaking plastic chips in two;2) Found pieces of tin foil and tried to make copies of metal chipsAuthor’s purpose: Animals can even handle the moneyIII. Difficult Sentence:Arriving on the scene, Jendry offered Colo some peanuts, only to be met with a blank stare. (Paragraph 3) ----- When she got to the place where Colo was, Jendry gave Colo some peanuts, but here good will was not well accepted and she got a blank stare from Colo.IV. Important Words and Expressions:a blank stare maintain eye contact raised the stakes careful bargainerspend on treats trade one thing for another catch up with somebody/somethingonly to do why (not ) do be suspicious of/aboutHomework: 1. Do the exercises of structure on pages 181&182. (only to do, why do/not do)2. Preview the left part of the text.The second time:Part 3 (paragraphs 7-10)I. Check the homework and go on to the new stories.II. Five minutes are given to the students to finish reading this part; two questions will be put forward.1. What did Orky do in this section?→Allowed somebody to stand on his head to reach up and release the baby2. What can you get from this example?→Animals can assess the situation and make a right decision.III. Difficult sentence:This is true, but I do not think it goes far enough. (Paragraph 7) ----- What behaviorist say is right, but I do not think their explanation helps very much.IV. Important Words and Expressions:in one’s interest make judgments emergency care go wrong assess based onthrive at throw up size up keep steady slide intoPart 4 (Paragraphs 11-12)I. Ask the students to read through this part quickly , then to answer the following questions.1.How did Melati and Towan play the trick on Shewman ?→Melati: Hid an orange in her other hand. Towan:Hid an orange underneath his foot.2.What did the author want to tell us？→Animal intelligence can be seen in their attempts to deceiveII. Let the students do some true or false questions according to Part 3 and Part 4.1.Behaviorists say that animals cooperate with human beings for their own benefit. ( T )ule believed that Orky, a killer whale, was the most intelligent animal she had ever seen. ( F )→Laule believed that Orky, a killer whale, was the most intelligent animal she had ever worked with.3.Some animals’intelligence can be seen in their attempts to deceive. ( T )4.Orky allowed somebody to stand on his head to reach up and release the baby because he had been trained to do so.( F )→Orky let somebody stand on his head to reach up and release the baby, but he had not been trained to do so.5.Animals can learn from each other in playing some tricks. Towan is a good example. ( T )III. Difficult sentence:Instead of moving away to get it, Melati looked Shewman in the eye and held out her hand. (Paragraph 11)------ Melati looked directly and steadily at Shewman without moving away to get it.Part 5 (Paragraph 13)I. While reading this paragraph, think about the function of the last paragraph. How do you understand it?→It concludes the whole passage--- animal intelligence not only exist but also plays a very important role in their survival. II. Difficult sentences:1. If life is about survival of a species---- and intelligence is meant to serve that survival--- then we can’t compare with pea-brained sea turtles, which were here long before us and survived the disaster that wiped out the dinosaurs.----- If the purpose of life is to survive and intelligence is for survival, then our intelligence can’t be compared with that of the pea-brained turtle. They were on this earth long before we human beings and they even survived the survived the disaster that destroyed thedinosaurs.2. … even if their horizons are more limited than ours.---- even though they can’t assess the world in the same way as we do because of more limited knowledge and experience.III. Important Words and Expressions in the two parts above:deceive somebody into doing something look somebody in the eye hold outinaccessible (get/have access to somebody/something ) move off hold one’s gaze steadilygive in be meant to do something wipe outPost-reading tasks:Ts may give a general conclusion about the whole text and answer the questions raised by the students.Homework: 1. Review the important words we’ve learned.2. Finish all the exercises in the book.The third time:I. Check the homework and do some exercises:a. Words Dictation:intelligence controversy encounter convince dominant suspicious blank negotiate maintain relieve undertake thrive emergency release evidence deceive survival disaster figure out wipe outb. Paragraph dictation: The following paragraph will be read three times; Ss should listen to the paragraph carefully for the first two times. For the third time, Ss should write down sentence by sentence of what they heard. Then check it.Why don’t birds get lost on their long flights from one place to another? Scientists have been puzzled over this question for many years. Now they fill in the blank.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly by night? Tests with artificial stars have proved that certain night flying birds are able to follow the stars in their long-distance flights. What do they do when the stars are hidden by clouds? Apparently, they find their ways by such landmarks as mountain ranges, coast lines and river courses. But when it’s too dark to see these birds circle helplessly, unable to get their ways.II. Deal with the exercises of Text A. (partly & selectively)III. Writing skills:The passages in this unit are expositions. The writing style is not strange to us since we have come to learn about it in Unit Two. The purpose of an exposition is to make something clear to the reader, and its focus is to explain, define and interpret. It is widely used in our daily life. Students’ attention can be directed to some writing techniques of an exposition.1. Using examples to support to a topic. For example, in this article, the author employs the stories of gorilla, three orangutans, and a killer whale to support his point.2. Using transitional devices to make a coherent writing.a. Headings and subheadings provide natural transitions between paragraphs and sections.For example, in this text we have three subheadings for three parts of the main body of the passage. They are: “Let’s Make a Deal”, “Tale of a Whale”, “Primate Shell Game”. The subheading directs readers’attention to another demonstration of animal intelligence.b. Transitional sentences.c. Conjunctions.The sixth periodText B Pre-reading tasksI.Before explaining text B, we will do some listening work together. Listen to the following passage carefully, then, answer the following questions.When lionesses give birth to their young, they usually have three or four cubs to a litter, and stay with them for about two years to protect them from danger when they are tiny, and to teach them the fine art of hunting. They have a very closely-knit family life. But when a lioness has her young she is usually in a very nasty protective disposition. But she is very patient and accommodating towards her cubs. A unique thing about lionesses is that they will nurse cubs from another litter besides their own. They never care less whose cubs they are.II. Ask two Ss to give a report about myquestion left last class. Do animals love each likehuman beings?(hint: some animals do love each other deeplyand faithfully. What’s more, their wooingmethods are even more fantastic. Their devotedaffection is touching to some degree. ) Onepicture about some animals’wooing methodswill be presented to help the Ss have a deepunderstanding of animals’ love.Global-reading tasks (15 minutes )I. Ss are given 10 minutes to finish scanning thetext, to count how many examples arementioned in the text. ( 5: Ado, a male parrot,Timmy, Coyotes, Tibby )II.Then ask the Ss to tell the organization of thetext.Part one: ( 1-2 ) Some animals do displayvarious feelings under different circumstances.Part two: ( 3-14 ) Concrete examples areoffered to prove that animals may fall in love.Part three: ( 15 ) Though rejectionremains, the fact that animals experienced, areexperiencing, will experience joy, anger, sorrow,and happiness everywhere. ( the seven humanemotions: joy, anger, sorrow, fear, love, hate, desire) ( 15 minutes )Starling:椋鸟blue tit:蓝山雀quack: 呱呱叫Detailed-reading tasksPart one: Group discussion1. After scan the fist part in two minutes, Ss have a discussion on the following topics:Topic one: what’s true love? Reference: Two persons must love, trust one another. They should help, care, and cherish each other in any case. If one is ill, disabled, or is dying, another is willing to accompany and take good care of her or him wholeheartedly, not to desert him or her. If necessary, one may dedicate his or her life to his or her lover.Topic two: How do you think animals nurse their babies affectionately?Reference: to a large extent, it should be thought as natural instincts.Homework: Ask Ss to read paragraph3, 5, 6, 7, 10, 12, and 13 carefully, and describe those animals’ behavior mentioned in three—four adjective phrases respectively.Ado in para3: silent, depressed, and alone Athan: indifferent, glad, happyTimmy: reluctant, excited, sad, hurt Coyote: affectionate, gentle, happyTibby: get lost, strange, nostalgicThe fourth timeI First check the answers of the homework left last class. Then go on with what we stopped last time.II. Structure:a. what about-----used to make a suggestion e.g.: What about dinner at my place next week?b. how about----used to make a suggestion about what to do e.g.: No, I’m busy on Monday. How about Tuesday at seven?How about doing somethingIII. Useful expressionsBe cautious about doing sth 干----时很谨慎prefer to do/doing 更喜欢prefer A to B 比起B,更喜欢AAdequate parental care 足够的亲本照顾 a sense of loss 失落感IV. ensure ( US insure ) assure guaranteeAssure: tell sb positively or confidently 向-----保证，cause sb to be sure or feel certain about ~ sb of sth 使确信E.g.: I ~ you they will be perfectly safe with us. Assurance n..保险Ensure: make sure guarantee 确保，保证 e.g.: Please ~ that all the lights are switched off at night.Guarantee: promise (usually in writing) in a transaction will be fulfilled e.g.: the watch comes with a year’s ~.Part twoI. Ask the Ss to underline Ado’s, Athan’s，Timmy’s, coyotes’, and Tibby’s behavior respectively in the text. Then tell us theimplied meaning.Ado behavior: He stood…body, he hung his head…became vacant. didn’t have heart…sharply. Pulled himself together …another mate.Implied meaning: fell sorrowful and a sense of loss.Parrot: behavior: ignored a fine-feathered young female but thought an older female in extremely poor condition was the love of his life. The two birds…eventually produced young.Implied meaning: Instinct may…they will love.Timmy: behavior: declined to…at once.Implied meaning: Many species…of their species.Coyotes: behavior: Observations indicate that…sexually active. Pairs can be observed…curled up to sleep.Implied meaning: There is evidence… each other.Tibby：behavior Tibby made a habit…village. She tried to…his house. Acted strangely, even trying to follow him indoors.Implied meaning: An animal raised… when it grows up.II. Important language points :Lay ~ sth aside: put sth aside lay-off: dismissal of a worker, esp for a short time. Layout: arrangementVacant:not filled or occupied a ~ post blank: a ~ stare, look, a ~ mind 茫然的心情Compare A to B 把A 比成B compare A with B 把A和B向比较Shed/cast light on sth: make sth clear or easy to understandIII. Let the students translate the following phrases into Chinese:Put human emotions in animals 赋予动物人类的情感Cross the bridge of reality 逾越现实的鸿沟Whatever distinctions may be made between the love of two people and the love of two animals, the essence frequently seems the same. 无论人类的男欢女爱与动物雌雄相悦之间有多少取别，两者的本质常常是一致的。

上外全新版大学英语综合教程讲义-book1-unit8

UNIT 8 Dealing with Education ProblemsText A Fable of the Lazy TeenagerPart I Background InformationThe General View of American on EducationIt is a general view that every American has the right and obligation to become educated. American believe that, through education, an individual acquires the knowledge, skills, attitudes and abilities which will enable him to fit into society and improve his social status. Very often, they look to education as the cause of personal and national success and the cure of social and economic ills, holding the view that the future of the nation depends largely on education.Characteristics of American EducationFormal education in the United States consists of elementary, secondary and higher education. Elementary and secondary education is free and compulsory. Some schools colleges and universities are public and others are private. Diversity is considered to be an outstanding characteristic of American education. As each state has the freedom to develop as extensive or limited a school system as it desires, and delegate its power over education to local districts to the extent it wishes, many variations can be found in the education system of the 50 states.The Principal Functions of Institution of Higher Education in American EducationThe system of higher education has three principal functions: teaching, research and public service.Educational System in AmericaThe U.S. public school system is gigantic, with roughly $314 billion in annual expenditures, 5.4 million employees (2.7 million of which are teachers), and 46 million pupils. It also has many unique qualities that set it apart from school systems in other industrialized nations, such as local control, local funding, and a commitment to provide a kindergarten through 12th grade education to every student who enters the system.When it was created in the mid-19th century, the U.S. public school system was viewed as a means of improving society. This is one of the reasons the system has aimed to serve all pupils for 13 years, while other countries developed educational systems that removed underachieving students at younger ages. The inclusive nature of the U.S. school system has played a crucial role in unifying a nation of immigrants, transmitting national values and concepts, and offering — in theory, if not always in practice — the promise of equal opportunity through equal education.Another unique feature of the U.S. system is that it vests authority over the schools with thousands of local school boards rather than a centralized, national agency. Localcontrol enables authorities to respond quickly to local needs, changing curriculums and teaching methods without having to seek permission from national authorities.Until recently, the U.S. public school system largely lived up to this goal, producing a high percentage of high-school graduates compared to other nations.Critics of this system, however, note that, unlike many other countries, the United States has no national standards for what students should know at certain grade levels. Nor are there uniform standards for teacher training and certification.Educational Reform efforts in the 1990s were prompted in part by national and international tests indicating that academic courses in U.S. public schools offered students little opportunity to apply their knowledge.Three key reforms aimed at addressing these issues included:*Establishing challenging academic standards for what students at certain grade levels should know and be able to do. By 1999, 46 states had done this in most academic subjects.*Aligning local policies —such as testing, teacher certification, and professional development — and accountability programs to state standards. By 1999 every state except Iowa and Nebraska had statewide student achievement tests, and most were moving to create new standards for teachers.*Giving local officials the responsibility for developing instructional approaches that meet state standards. Only a handful of states have taken this step.Part II Pre-questions:•What is a fable? Would you please tell a fable you know to your classmates?•What is your goal of the four year college studying? How do you plan to achievethese goals?•What factors do you think are vital to one's success?Part III. Comprehension Questions:(Paragraph 1 to 5):1. What was the writer going to buy in the drugstore?2. What made the salesgirl shocked?(Paragraph 6 to 7):3. Why an adult would be upset by such an experience?•What does the writer want to illustrate through the case in this paragraph? •Please paraphrase the sentence “The ability to perform…is non existent”. (Paragraph 8):•Why did the boy of 16 prefer not to go to U.C.L.A?•What does his attitude suggest?(Paragraph 9):•Does the writer agree to the boy's idea? Why?•What, according to the writer, is very essential to a nation's prosperity? (Paragraph 10):10. What suggestion does the writer propose?(Paragraph 11):•Who is the hero in this fable?•Why is he feeling bitter?(Paragraph 12):•What is Kevin 1835's life like?•What is his hope?(Paragraph 13):•Who is Kevin 1928? What is his life like?(Paragraph 14):•What is Kevin Hanley 1945?•For what was he fighting?(Paragraph 15)•What does Kevin Hanley tell his girl friend?•What do his words suggest?(Paragraph 16 to 18)•What is the whole American like in 2020?•What do Kevin 1990 and his son do as work?(Paragraph 19-21)•What kind of life does Kevin 2050 lead?•What does the Japanese anthropologist do in America ? What does the Japanese tell Kevin Hanley 2050?(Paragraph 22-24)•What did he realize after the dream?•Why did Kevin 1990 refuse his father's proposal?•What do you think the writer want to tell us through the story?Part IV. Language Points:•run out of : use up or finish a supply of (sth.) 用完; 耗尽E.g.: 1) It is reported that these mountaineers have died of hunger after running out of alltheir foods. 据报导这些登山运动员是在食物耗尽后饥饿而死的.2) I was late today because my car ran out of gas on the way here.今天来的路上油用光了, 所以我迟到了.Synonyms: consume (consumer, consumption)Other phrases formed by “ run ” :run across ( 碰上, 撞上), run away with ( 战胜, 偷走, 私奔), run down ( 说坏话, 停止运转, 减少, 缩减), run into ( 遭遇, 撞在… 上, 减少, 共计), run off ( 跑掉, 逃掉; 很快写出), run over ( 压过, 碾过; 很快看一遍), run to ( 共计), run up against ( 遭遇)•in amazement: with a feeling of great surprise or disbeliefE.g.: 1) All the spectators stared at the magician in amazement when the rabbit in his hands suddenly vanished. 当魔术师手中的兔子突然消失时, 观众们都充满诧异地看着他。

上外全新版大学英语综合教程讲义-book3-unit4

Unit 4 ExtraterrestrialsObjectivesStudents will be able to1 understand the main idea (to be found in part 1 ) and structure of the text(narration in time sequence);2 appreciate the difference between formal speech and informal speech;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.The First PeriodTest B Is There Life on Planets Circling Other StarsStep one: Listening Exercises (10m)For many Americans, Easter is the most religious holiday of the year. More people go to church on Easter Sunday than at any other time of the year. Americans love all holidays and usually find a way to have fun on each of them. One thing that some people like to do is to dress up in fine, new clothes and walk with their families on one of the main streets. This is called the "Easter parade. " People like to see what others are wearing , and they also want the others to see their own fine clothes. A very old tradition on Easter is to give children a basket full of candy. Parents often hide the basket so that the children will have the fun of looking for it. Boys and girls believe that the Easter Bunny brings the basket each year.Step two: Group Discussion (15m)As the title suggests, our main task in this text is to make sure if there is life on planets circling other stars. Before we can really try to answer the question, we have to solve another two questions.⒈As we know, our sun is circled by nine planets, what are they?Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Pluto⒉As is known, among the nine planets in the Solar System, Earth is the only one which is able to support life. Why is Earth so unique? What conditions does it need?⒊Are there planets circling other stars just like Earth circling Sun?List all conditions based on Ss’ answers on the blackboard. The suggested answer is presented below:Earth is unique in the Solar System as being the only planet which is able to support life in all its forms: from basic living micro-organisms to highly sophisticated and intelligent human beings. There are many reasons why this happens.⑴Earth has a breathable atmosphere. Oxygen is the gas that is required for the life of most creatures. This is present in Earth's atmosphere, along with nitrogen, and in water, along with hydrogen. The Earth's atmosphere is kept on the planet by its pull of gravity. Mars and Mercury are too small to keep atmosphere. Earth's atmosphere is thick enough to prevent poisonous rays of radiation from getting through it.⑵Earth has a suitable climate. This is caused by the moderate amount of carbon dioxide in the planet's atmosphere. The temperature on Earth does not go from one extreme to the other either.⑶Earth has water! Water is believed to be the most important chemical necessary for life. It contains the oxygen needed for life. Other liquids contain poisonous elements. Water doesn't burn skin; it is drinkable, and it allows life-providing molecules to move around easily. Water on Earth can be found anywhere, in its three states. It can be frozen, taking the form of ice. It can be liquid, seen in seas and oceans and lakes. It can also be a gas, seen as clouds. In the picture below, we can see water in its three states; a solid, a liquid and a gas. The blue glow at the top of the Earth is the planet's thin atmosphere.⑷All planets receive light from the Sun, but no planet uses it as usefully as Earth. Trees and plants on the planet produce oxygen through a process called photosynthesis. Plants need the Sun to grow. Basically, Earth has life on it because of the Sun. It is in the perfect position in the Solar System. It receives just the right amount ofheat from the Sun, and enough light for plants to photosynthesis. This process of photosynthesis puts oxygen into the atmosphere. Humans need oxygen to breathe and to live.Step three: Text Analysis (65m)Then get down to business and analyze this text. Ts make Ss scan Text B in 5 minutes to divide the passage and then let them generalize the main idea of each part. In general, the whole text falls into 4 parts as it is shown in the table:⒊Are there planets circling other stars just like Earth circling Sun? (Para2-6)⑴In theory, the possibility exists.Nine planets are formed and circling Sun which was supposed to be formed from a cloud of dust and gas, which should apply to other stars.⑵In fact, on one hand, we haven’t seen any planets circling other stars even with the sophisticated instruments. Planets don’t shine themselves until the light from stars is reflected, but the long distance with the nearest star except our solar system makes it impossible to deliver enough light to be seen.On the other hand, Bessel has made some discoveries that Sirius A was observed to move in a wavy line, from that observation, he got a conclusion that a gravitational pull from another heavenly body exists and affects Sirius A. probably , that heavenly body is a planet. But the effect is desperately small and difficult to be detected, nothing is better than to choose a star.a.that is very close to us so that we can measure any deviation from its path most accurately.b.that should be small so that a planet could affect its notion sufficiently.c.the planet itself would have to be very large so that it can produce a sizable effect.⑶Possibility:Some bright stars have been found to be surrounded by bands of dust which might be asteroid belts. And where asteroids exist, larger planets ought to exist too.The Second PeriodStep one: ( continue to analyze the rest structure of) Text B (60m)⒋Now let us come to the most important question produced in the title: Suppose there are planets circling most stars, what does that tell us about the possibility of life on those planets? (Para7-13) (Ts provide the clues and guide Ss to look for the corresponding information to complete the sentences)If the planet supports life, it is required to have some conditions:⑴ a reasonably stable orbit---neither too far nor too closeIf the planets are too close to the stars, the tidal effects would draw them face only one side to the stars and the other side against them, so that the half one is too hot and the other is too cold. It is clear that being extremely hot or cold is harmful to life. However, the planets are too far from the stars, then they couldn’t get enough light tosupport life on them.⑵the right size---massive but not so muchA planet would be massive enough to hold on to the atmosphere and ocean, but not so massive that it would collect hydrogen and helium. E.g. Mercury is the smallest one among the nine and the atmosphere is so thin that it is thought the atmosphere doesn’t exist, conversely, Jupiter is the largest one among the nine, and the gravitation is as massive as to collects gases. It is composed of 90% hydrogen and 10% helium.⑶the proper chemical composition---oxygen without the collection of hydrogen and helium⑷the moderate temperature in the range of liquid waterThe temperate would changes in the range of boiling point and freezing point of water.⑸the proper size of the starsa.If stars are massive, it is likely to explode and destroy themselves. During the short course of life, organismsas advanced as primitive shellfish couldn’t evolve to exist.b.If stars are small and dim, a planet must be very close to get enough light and heat to support life. But at thatclose distance, tidal effects would cause the planet to face only one side to the sun, so that half the planet would be too hot and half too cold.(6) The stars can’t be part of close binaries where too much radiation is hostile to life.If the planet is one of the binaries or too many stars, too much strong radiation from the surrounding stars is harmful to living creatures and hostile to our kind of life, and even destroys the planet some day.⒌We have managed to solve the question in theory, in fact and from all perspectives of the possibility, and as long as we are alert, we will notice that another question come into sight.If life exists on other planets, is it capable of developing a technology like ours? (Para14-19)No matter how slim the chance is, as long as the planet has a stable orbit and existed long enough, the possibility of the forming of organism will appear. But how long would the technology or civilization endure? It is hard to answer. Now we will discuss as follows:Naturally, some question steps onto to the stage and make us confused.Where is the alien life and why does it not come to visit us?①The long distance makes it impossible to cross.②The alien life reaches our earth and keeps us in peace.③For some unclear reasons, the alien life failed to appear.All in all, we can’t state whether there is alien life or not until science proves it.Step two: writing styles (30m)characteristic of scientific English (ask Ss to look for some words and phrases to illustrate)Long words:gravitational pull deviation investigate irregularities massive sequence intelligence dispose ofAccuracy of diction: the use of adv.Probably likely automatically actually extremely accurately certainly mere reasonably simply be massive enough…but not so massive neither too far…not to closeThe use of long and complex sentences (take paras9, 10 and 17, for example)If it had an erratic orbit, there might be ties when its temperature would rise above the boiling point ofwater or, at other ties, drop below Antarctic temperatures, and there would not be much chance of finding life as we know it.(para9)But even assuming that a planet is the right size and has the proper chemical composition and a stable orbit neither too far from its star not too close, so tha t its temperature is at all times in the range of liquid water(as is true of Earth except for the polar regions), a great deal would still depend on the kind of star (which/that) it was revolving about.(para10)(潮汐作用：法国国家科研中心和巴黎居里大学的天文学家最近发现，一颗太阳系以外的行星被氢气层所围绕，该氢气层不仅温度高、而且范围很广，也就是说该行星处于“蒸发”状态。

上外全新版大学英语综合教程讲义-book2-unit3

Unit 3 The Generation GapLearning Objectives:Students will be able to:1.understand the main idea (Father meddled in children’s affairs with good intentions, but only tofind his efforts unwelcome) and structure (three settings, three scenes) of the text;2.appreciate the basic elements of a play;3.grasp the key language points and sentence patterns in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Pre-reading task:1.What is the major problem between father and his kids in this text?2.Why does this problem exist?3.What are the key elements of a play?First PeriodPart One: warming-up (10min)Group discussion: make 2 students to form a group to ask each other the following questions. Then let 2 students to stand up to give a report of their discussion.1. Do you love your parents?---- Yes, of course.2. Do you know when your parent’s birthdays are? Do they celebrate theirs?---- Yes, I know them. And we celebrate theirs every year.---- No, I don't know them. We never celebrate their birthdays.---- I am not sure about their birthdays. We celebrate theirs on occasion.3. Do you and your parents have the mutual understanding?---- Yes/no/to some extent...4. In what way do your parents want you to improve?---- They want me to study harder and obey their orders all the time. But the truth is I can't do so. 5. In what way do you want your parents to improve?---- I hope they can give me more freedom. I have grown up and have become an adult to make my decision.Part Two: Culture Notes (10min)1. Part time job: many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’s helpers, gas station attendants, telephone operators. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience.2. Generation gap: it is a very popular expression in recent years. Different generations often have different opinions about the same thing. That is called "the generation gap.” We can feel that in our daily life. Most of our fathers and mothers like listening to revolutionary songs, while we, the young boys and girls, love pop songs. When my father hears my rock music records, he must say, "Turn it off. It is terrible!" And when I see my father watching Beijing Opera, I will switch the channel immediately. Why does the generation gap exist? Because the old generation and the young generation live in different periods. So they have different ideas about value, family, human relations, and friendship and so on. They don't have the same opinions about how to spend their lives and love others. The generation gap often causes some troubles and arguments. To makematters worse, some parents and their children quarrel with each other just because of the generation gap.We're living in a more liberal world. Everyone, old or young, has the right to do things by themselves. Parents can't always have their children obey their orders. So what can we do? We should think more for others first. In order to get rid of the misunderstandings between different generations, we can explain our thoughts to each other and discuss together. If we tell our true feelings to others', we will be found to be friendly and sincere. And the different generations can understand each other well. If we do so, this world will become full of love and sun-shine!Part Three: checking the preview homework (5min)1.What is the major problem between father and his kids in this text?---- Dad always wants to help his beloved children but the things always become worse.2.Why does this problem exist?---- Because of the generation gap.As we find from our discussion, parents and children do not often see eye to eye. When parents interfere with their children's affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father knows better.Part Four: (20min)If you are a movie lover, you will know something about the newly-released movie The Banquet,which is directed by Feng Xiaogang, and The Curse of the Golden Flower,which is directed by Zhang Yimou. These two movies are both based on famous plays. The former is revised from Hamlet. Hamlet is a masterpiece of Shakespeare. And the latter is revised from the famous Chinese play The Thunder. A play is a piece of writing performed in a theatre or on television or radio, consisting of speeches and conversations between several characters. The person who writesa play is called a playwright. Today we will learn a play. So please turn to page 67.1. A brief introduction to the elements of a play1) Can you tell what elements there should be in a play?---- There are several key elements in a play, that is to say, a play is made up of several components. Turn to Page 67 and there are three important elements we can find in this part beginning from the word CHARACTERS till the last sentence they listen as HEIDI addresses the audience(1) Character: it is the people involved in the play.How many characters are there in this play?---- 7. They are father, mother, Heidi, Diane, Sean, Restaurant manager, Mrs. Higgins(2) Setting: it is where (and when) the play takes place.How many settings are there in this play?---- three settings, including a fast-food restaurant, the Thompson family dining room, and an office at a high school.(3) stage directions: to set up stage properties in the proper place; to indicate a change in the(4) language: it is the lines and the words. It is essential to the play.(5) conflict: without it, the play just turns out to be colorless. It may be a clash of actions, ideas,desires or wills. It may happen in three forms: man against man, man against environment, man against himself. When a conflict develops to the most intensified point, it becomes a climax.(6) climax: A play’s climax is a peak of conflict that has been building since early in the play. It’s when all the major forces go into battle one last time.(7) theme: it is the main purpose of showing a play and the thing that the playwright wants to tell us. But unlike a novelist or short-story writer, a playwright can not come forward, interrupt the action, and tell the audience what he means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves, what the theme of the play is.2. Text organizationAccording to the stage directions and setting, the play can be divided into 3 parts.Scene One: Father embarrassed Sean by talking too proudly to the managerScene Two: Father embarrassed Diane by persuading a workmate into pressing his son to ask her to the prom.Scene Three: Father embarrassed Heidi by boasting to an official of her new school about how bright she was.Second PeriodScene One: (20min)Understanding questions1. What did Sean plan to do with the money he earned from his first job?---- He planed to buy a guitar.2. Why did Father make a point of coming to the restaurant?---- He knew that how important the job was to his son. Therefore, he wanted to help the boy.3. Why did Sean try to hide himself when he saw his father in the restaurant?---- He was afraid that father may do something embarrassing.4. What did Sean think of his father's unexpected visit?---- It was completely a disaster.Language points:end up:(informal) to come to be in a particular situation or state, especially when you did not plan it.end up doing sth: If you don’t know what you want, you might end up getting something you don’t want.embarrass: to make someone feel anxious, ashamed, or uncomfortable, especially in a social situation.embarrassed: A person who is embarrassed feels shy, ashamed or guilty about something. embarrassing: something that is embarrassing makes you feel shy, or ashamed. = uncomfortable, awkward.humiliate, humiliating, national humiliation,happy about: if you are happy about a situation or arrangement, you are satisfied with it.dumb:If you say something is dumb, you think that it is silly and annoying; an informal use. He’s alw ays pulling these dumb things on me: he’s always playing stupid tricks on me.fade: 1) lose color or brightness 2) disappear graduallyLanguage style:T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play, then ask another S to recreate Heidi’s words into a complete and grammatical paragraph in order to see the stylistic differences between speech and writing. In her words, most sentences are ungrammatical, incomplete and simple, which are the characteristics of the spoken language, whilethe written words are grammatical and complete.Scene Two (25min)Understanding questions1. Why did Father invite Dan Lucas to lunch?---- he wanted to help his daughter, who fell in love with the son of Lucas.2. What did Lucas promise to do?---- he promised to make his son to invite Diane to the prom.3. How did Diane react to the surprise Father has for her?---- she was really astonished to know it. She thought she had lost all of her face.Language analysis:As we can see, in her speech mother uses quite a number of do's and don't, please, dear's, and sweetheart's. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children's attitude to Father's meddling, she tries to maintain the peace, as in the instances when she maintains Father's dignity by telling the children "don't interrupt", "don't distract your father", and "give your father the respect he deserves", or when she tries to divert the conversation by talking about her dessert. Meanwhile, the children respect the mother, as shown by their frequent "yes, Mum". Therefore, we can say that we can know more things besides the meaning of the words.Third PeriodDictation: (select 2 of the Ss to come to the blackboard) (5min)Jack has got some details of the new program, but he kept us in suspense. When Lisa asked him, Jack just beat around the bush and tried to distract her attention. If Lisa insisted, he would not hesitate to stop her, left her standing there, embarrassed.Scene Three (15min)Understanding questions1. Why did Heidi change school?---- Their family moved.2. What did Father try to impress on Mrs. Higgins?---- Heidi is a bright and talented girl and eager to learn.3. Why was Heidi so eager to go to class?---- She feels embarrassed and eager to escape.Language points:exceptiona l: unusualfill out: complete by supplying required informationtalented: giftedhumiliate: make sb. feel ashamed or seem silly, esp. in publicknow better than(to do sth.): be wise or well-trained enough not to do sth.Discussion of the theme (15min)1. What does the title Father knows better mean?---- Father thinks he is more sensible and knows his own children very well and he always interfere with his children’s life. At any rate, Father should be wise enough not to do those stupid things. The children hope that their father has never done such things.2. What do you think causes the generation gap? (Students may refer to Page 79, quotations) ---- Every generation lives in a different period of the time, and they are influenced by the culture,politics, economy, etc of that time, therefore their attitudes towards the life may differ. Translation of the exceptional expressions:(8min)1. I'll do anything I can to help him through life's dangerous sea.我将竭尽所能助他驶过人生的惊涛骇浪。

上外全新版大学英语综合教程讲义-book2-unit5

Unit 5 Overcoming ObstaclesLearning Objectives:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate the narrative skills;3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities;Pre-reading task:1.Collect proverbs and quotations related with the theme of this unit.2.On the way to success, there must be many obstacles, how can one overcome them?First PeriodI. Listening Task (10m)Listen to the dialogue and try to answer the questions.A: May I help you? B: yes, I’ve come to apply for the position as a telephonist.A: how long have you been in London? B: about three months.A: Have you worked as a telephonist? B: No, but I think I can learn quickly.A: Your English is very good, I’ve noticed that, but the problem is my telephonist must have local knowledge as well.B: Is it?A: People call us not just to order meals. They often ask questions about travel, entertainment, etc.So I have to say I can’t offer you the job.B: T hat’ll right. I can try other places.Questions:1.What’s the relationship of these two persons? (interviewer and applicant)2.In which city does the dialogue take place? (London)3.What kind of job does the person what to get? Does the person get the job finally? What’s thereason? (telephonist; no; have no experience)4.Why does the telephonist need local knowledge?II. Review Task (20m)1. Proverbs and quotationsWhere there’s a will, there’s a way. (有志者事竟成。

上外全新版大学英语综合教程讲义-book1-unit1

上外全新版大学英语综合教程讲义-book1-unit1Unit One Growing UpLearning Objectives:Students will be able to:1.grasp the essence of essay and learn to write a good essay;2.appreciate the different uses of synonyms in the text and learn to avoid the monotonous use of words inwriting;3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Proverbs and Quotations1. Y outh and age will never agree. 少年和老头，永远不相投。

2. Y outh is the season of hope. 青春是希望的季节。

3. Y outh must have its fling (猛冲).年轻人要敢闯。

4. Y ou have to believe in yourself. That’s the secret of success.人必须相信自己，这是成功的秘诀。

-- Charles Chaplin, American actor -- 美国演员卓别林5. Follow your own course, and let people talk.走自己的路，让人家去说吧。

-- Dante, Italian poet --意大利诗人但丁Pre-reading task:1.How do you understand the title of T ext A－Writing For Myself?2.Why did Baker enjoy writing “The Art of Eating Spaghetti”?First PeriodPart one: Listening task (10m)Listen to the passage and answer the following questions:Next week, Max is going on a business trip. He’s going to fly to London from San Francisco. He tried to buy airplane tickets last week but the flight was full. Y esterday his travel agent called and told him there was space on the flight. He’s going to get the tickets in a mail tomorrow.Questions:1. What is Max going to do next week? (He’s going on a business trip next week.)2. Is he going to Sa n Francisco? (No, he’s going to fly to London.)3. Why could he not buy the tickets last week? (Because the flight was full.)4. Who helped him with the tickets? (His travel agent)5. Can he get his tickets today? (No, he can’t. He’s goi ng to get the ticke ts tomorrow.)Part two: Review task(20m):How to understand the title－Writing For Myself? (para5)Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”.Usually we will write the compositions in the light of all the rules given by teacher and do not dare to violate these rules. So in some sense we write the compositions for teachers. But Baker want to put down or write down the warmth and good feeling of eating spaghetti for himself, and relive and recapture the pleasure of that evening, even though Fleagle would give him a failing grade.Why did Baker enjoy writing “The Art of EatingSpaghetti”?(para3-4)Fleagle distributed a homework sheet with some simple-minded and dull topics, so Baker did nothing until the night before the essay was due. Finally Baker faced up to the unwelcome task and scanned it and chose the title The Art of Eating Spaghetti. This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table.All the good humor of Uncle Allen’s house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth.Part three: Cultural Notes (10m)1. Spaghetti（意大利式细面条）It is the Italian-style thin noodles. Unlike some Chinese noodles, it is usually served with sauce, not in soupand it will never taste pulpy (多汁的).2. What is the right way of eating spaghetti ?Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Usually you would put a fork into a plate of spaghetti, turn the fork several times so that spaghetti will wind around the fork, then place the fork into your mouth. It’s impolite to suck.3. The U.S. Grade School SystemKindergarten: under 5 years old /Chinese: under 6years old Elementary/primary school (grades 1-6): 6-11 years old/ Chinese: (greades1-6) 7-12 years oldJunior high/middle school (grades 7-8): 12-13 years old/Chinese(grades 7-9) 13-15 years oldSenior high school (grades 9-12): 14-17 years old/Chinese:(grades 10-12/13) 16-18/19 years oldCollege, institute, academy, universityPart four: The Structure of T ext A (55m)Why did not he have the dream?(para1: bored English courses, dull grammar,long assignments, lifeless paragraphs)(dream:writer)Baker Why did he have the dream?(background:para1) (because the English class was assigned to Mr.Fleagle.his description:para2 )How did he find the dream?(para3-4:Fleagle distributed students a homework sheet for an essay, Bakerchose the art of eating spaghetti.)Why did he choose the title?(para5)(rel ive…recapture…violate…)Why did he turn in the essay for himself to Fleagle?(para6:because…wait…)What Fleagle did in the class?(para6-8:classmates…) How did he feel after Fleagle’s reading the essay? (para9:delighted...)1.B aker’s dream (para1-2)What’s his dream?: a writerWhen did he have the dream?:The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t my third year in high school that the possibility took hold.Why didn’t he have the dream before the 3rd year in high school?He had been bored by everything associated with Englishcourses. He found English grammar dull and difficult. He hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.What impression did Fleagle give students?(para.2):When our class was assigned to Fleagle I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation for dullness and inability to inspire. He was formal, rigid, hopelessly out of date, excessively prim. He wore primly severe eyeglasses, prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose.The prim manner of speaking was so correct and gentle that he seemed a comic antique.2.How to realize his dream?:first (para.3), Mr. Fleagle distributed a homework sheet to write an informal essay. Baker thought them simple-mined and dull, so Baker did nothing until the night before the essay was due. Baker finally faced up to the task and chose the title: The Art of Eating Spaghetti.second(para.4), Baker recalled the happy moment of eating spaghetti.third(para.5), Baker violated all the rules of formal composition and put down the happy moments for his own joy, and decided to write another formal one for Mr. Fleagle.fourth(para.6), due to the time, Baker turned in his essay for himself. Mr. Fleagle returned everyone’s but his. So Baker prepared for a command to report to Mr. Fleagle.finally(para.7-8), Mr. Fleagle read Baker’s essay for the class. The entire clas s listened attentively and laughed not in contemptand ridicule but with open-hearted enjoyment. Even Mr. Fleagle smiled.3.Baker’s feeling after teacher’s reading(para.9)?:He was delighted at the demonstration that his words had the power to make people laugh. Teacher gave him the highest appreciation about his essay: this is the essence of the essay. He discovered his calling─writing. Part five: homework (5m) According to the below descriptive words and expressions about a person and try to use them to describe your classmates or a person you are familiar with.(Serious/easy-going, formal/informal, wavy or straight hair, pointed or plat jaw or nose, humorous or not, outdated or modern c lothes…)Second PeriodPart one: review task(10m) (ask one or two students to describe a person)Suggested answer:My English teacher is a lady. She has the long and wavy hair, very beautiful. And she has a pointed jaw and a pointed nose. She always wears the clothes in fashion. Her manner of speaking is very gentle and humorous. What’s more, she treats us very well. She is an easy-going teacher and talks to us with smiles on her face. We all like her.Part two: True or False Questions (20m)1. Baker had an idea of becoming a writer at his eleventh grade. (F) The idea of becoming a writer began from his childhood, but it didn’t take hold until to his high school.2. Baker was bored at writing because he had no friends at school. (F) He was bored by everything associated with English course, including grammar and English writing assignments.3. Mr. Fleagle was a dull person only because of his appearance. (F) He had a bad reputation for dullness and inability to inspire, his manners also suggested a dull impression.4. Baker felt no interest in the topic of essay at first.5. Baker had fond memory of eating spaghetti with his family members.6. Bake wrote an essay for his own pleasure.7. Baker didn’t like to compose another essay for Mr. Fleagle. (F) No, he attempted to, but he had no time.8. Baker was praised for his essay because he knew the essence of writing.9. Everybody in the class laughed at Baker’s w riting. (F) No, they were amused at his fancy writing, and laughed heartily.10. Mr. Fleagle encouraged Baker to write by giving him a gift. (F) He praised and encouraged him by saying the last words to him.Part three: analysis of essay writing (40m)1. According to Baker’s essay: The Art of Eating Spaghetti, talk about the essence of the essay. Whatis essay? How to write essay?According to Baker’s essay, we know that a good essay is the reflection of writer’s true feelings not the repetion of all the rules of formal composition. Writer writes simply for his own joy and pleasure not for teachers, recapt ure and relive the author’s true feelings. So the essence of good essay is to write that one enjoys writing about. This is what the title Writing For Myself means. This is the essence of essay. (see para.5)2. Analysis of writing skills of essayAccording to Text A, the essay is, in a sense, an account of what once happened to you in your life. Writing of this kindusually takes the form of narration with some facts and arguments and some expressions of the author’s feelings. TextA is written according to time clues.2.1 Look for some arguments and supporting details for Baker to support his opinions, and paraphrase these arguments.Argument 1 (para1)The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t unt il my third year in high school that the possibility took hold. (I was bored by everything connected with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.)Argument 2 (para2)When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. (He had a reputation among students for dullness and not arousing st udents’ inspiration. He was said to be formal, rigid, and out of fashion/outdated. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.) Argument 3 (para4)This title produced an extraordinary sequence of mental images. (Vivid memories came flooding back of a night in Belleville. We were seated around the supper table, we argue about the socially respectable method for eating spaghetti, we laughed cheerly.)2.2 Ask students to look for some sentences for Baker to express his feelings and translate these sentences into Chinese.－Until then I’d been bored by everything associated with English courses. (para1)－I prepared for an unfruitful year with Mr.Fleagle and for a long time was not disappointed(desperate ). (para3)－suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for muself. I wanted to relive the pleasure of that evening. T o write it as I wanted, however, would violate all the rules of formal composition I’d learned in school.(para5)－I did my best to avoid showing pleasure, but what I was feelling was pure delight at this demonstration that my words had the power to make people laugh.(para9)2.3 Ask students to look for the time clues in text A and retell the storysuggested answer:Since my childhood in Belleville I haven’t dreamed becoming a writer, until my third year in high school the possibility of the idea took hold. Until then I was bored by everything related to English classes. When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Late in the year we tackled the informal essay, Fleagle assigned an essay to us. Until the night before the essay was due I did nothing, but I finally faced up to the unwelcome task. When I finished writing the essay, the night was half gone and there was no time left to compose a proper and respectable essay for Fleagle. Next morning I had to turn in my tale. T wo days passed Fleagle returned everyone’s but mine. When I saw him lift my paper from his desk and knock for the class’s attention I was preparing myself for a command to report to him immediately after school for discipline. When Mr. Fleagle finished, he said that this is theessence of the essay. Congratulations on your writing, Mr. Baker.Part four: Useful Expressions(15m)Translate the below useful expressions into English(teacher tell students these Chinese expressions and let students find the English expressions from the T ext A)!1. 断断续续(off and on)2. 对…感到腻味(be bored by ...)3. 觉得…枯燥难懂(find ... dull and difficult)4. 以…而出名(have a reputation for...)5. 据说某人…(sb. be said to be ...)6. 拘谨刻板，落后于时代(formal, rigid and out-of-date)7. 随笔小品文(an informal essay)8. 躺在沙发上(lie on a sofa)9. 不得不面对…(face up to ...)10. 围坐在晚餐桌旁(be seated around the supper table) 11. …重现在我脑海中(... reawake in my mind)12. 自得其乐(for my own joy) 13. 违反规定(violate the rules)14. 不及格分(a failing grade) 15. 别无选择，只好做…(There is no choice but to do...)16. 更不可思议的是(what’s more) 17. 专心听讲(listen attentively)18. 乐乎乎地开怀大笑(laugh with open-hearted enjoyment) 19. 心花怒放(pure delight)20. 最后的时刻(at the eleventh hour)Part five: homework(5m)1.Find out the synonymous words and phrases from T ext Afor the words and phrases below.dull (L. 4): bored, lifeless, cheerless, tedious turn out (L. 5): compose, put downanticipate (L. 8): prepare for formal (L.10): rigid, prim, correct, proper, respectablerecapture (L. 35): relive contempt (L. 52): ridicule2. Preview T ext B and try to find out the answers to thefollowing questions:1. Who was Mr. Ballou? What was the author’s impression of Mr. Ballou at first? What did the author find about Mr. Ballou later?2. What was the attitude of the author towards reading books before he went into Mr. Ballou’s house? Did t he author’s attitude towards reading changed later?3. How did the author like what Mr. Ballou had given to him?4. What’s the conclusion of thi s author?Third PeriodPart one: review task : task 1 (task 2 will be handled when the structure of T ext B is analyzed) (10m) Part two: Error Correction (15m)Directions: Look carefully at the passage and correct the mistakes. And then underline the words and phrases you’ve just learned.The sight of the picture always associated me to(with) my childhood. Life in school was tideous(tedious) and dull.Discipline(disciplines) from the rigid teachers were unavoidable for any violation out of(of) their commands. However(what’s more), nothing could inspire us to face up with(face up to) the hopless(hopeless) life.Part three(20m): Group Discussion1. What do you learn from the story?(No matter what difficulties we encounter in the future, we should face up to them and try our best to conquer them. We should learn from Baker to dare to write a good essay for his own joy not for Fleagle, that is to say, we should dare to challenge the rules of formal compositions not only obey them, we should learn his spirit to challenge authority. We should believe in ourabilities to deal with the difficult problems just as Baker wrote a good essay by himself and got teacher’s appreciation finally. ) 2．Is there any unforgettable experience during your growing up? What is it? Why? How do you succeed and how do you overcome you failures?We all hope we will experience all the good things in life, such as the happiness of realizing our dreams, the joy of feeling worthwhile, and the satisfaction of knowing we’ve succeeded. Indeed, we cannot always hope to embrace success and never accept failure. And most importantly, only if we learn from many a failure can we do things better and finally overcome such a bad feeling as frustration. It is the part ou our life experience. In our process of growing up, we may inevitably experience it when confronted with situations that don’t come up to our expectations. It is a test of our courage when it befalls us. If we let it controls us, we may fall into sadness. But if we conquer it, it will become our source of inspiration, we may ultimately enjoy the glory of success.3. Summary of text AAs students when we are writing we are often told to keep our readers and teachers in mind, to shape what we say to fit their tastes and interests. So Baker is very confused and does not know how to finish an essay when Mr. Fleagle distributed a homework sheet offering a choice of topics. But there is one reader in particular who should not be forgotten, that is the writer himself. Baker discovered this point. And finally finished the essay writing by putting down the happy memories for himself and obtained the teacher and classmates’ appreciation.Part four: Structure of Text B( 40m)I. Structural Chart of T ext B:II. Questions that could guide the students to understand the structure of T ext B.1. When did the story take place? What did the author do at that time?This story took place when he was fourteen. He was a student who cut lawns for other people as a summer job to earn money.2. When did the narrator wrote this essay? What did the narrator do when he wrote this essay?Thirty years later. He became an anthropologist at Dartmouth College.3. Who was Mr. Ballou? What was the author’s impression of Mr. Ballou at first?He was one of the neighbors of the author who never paid the author for cutting lawns at all. The author thought that Mr. Ballou was poor but polite at first.(Para.2 “ Mr. Ballou fell into the last category, and he always had a reason why. On one day he had no change for a fifty, on another he was flat out of checks, on another, he was simply out when I knocked on his door.” “I figured him for a thin retiremen t check.” “Grass was grass, and the little that Mr.Ballou’s property comprised didn’t take long to trim.”(Poor) Para.2 “ …always waving or tipping his hat when he’d see me from a distance…” (Polite))4. What did the author find about Mr. Ballou later?Later, the author found that Mr. Ballou was rich in books and experienced in reading.(Para.7 “…I saw that books were stacked everywhe re. It was like a library…”(rich in books)Para.8 “ This is nothing…a second time.” (experienced in reading))5. What was the attitude of the author towards reading books before he went into Mr. Ballou’s house?He just read what was in front of him, i.e. he just read randomly for entertainment, and he even didn’t know what were his favorites, none of the books or magazines he read before had any impressions on his memories. (Para. 9 “ I generally read what was in front of me, what I could get from the paperback stack at the drugstore, what I found at the library,magazines, the back of cereal boxes, comics. The idea of consciously seeking out a special title was new to me, but, I realized, not without appeal…”)6. Did the author’s attitude towards reading ch anged later? When?Y es, his attitude towards reading changed later. In the evening of the day on which he got the book t itled “ The Last of the Just” from Mr. Ballou, he began to read seriously and absorbedly, this book attracted him and impressed him deeply.(Para.16 “ Within a few pages, the yard, the summer, disappeared, and I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil.”Para.17 “ To this day, thirty years later, I vividly remember the experience. It was my first voluntary encounter with world literature, and I was stunned by the concentra ted power a novel could contain.”)7. Had Mr. Ballou ever paid a cent to the author? What did he give to the author instead? How did the author like what Mr. Ballou had given to him?Mr. Ballou had never paid a cent to the author; he just gave some books to the author as the down payment. The author thought that what Mr. Ballou had given to him was of great value, because he became an anthropology professor later due to these books.(Para20. “ To make two long stories short, Mr. Ballou never paid me a cent for cutting his grass that year or the next, but for fifteen years I taught anthropology at Dartmouth College.8. What’s the conc lusion of this author?Reading was not the innocent entertainment, and a rightbook will change the course of your life.(P ara. 20 “Summer reading was not the innocent entertainment I had assumed it to be, not a light hearted, instantly forgettable escape in a hammock (though I have since enjoyed many of those, too). A book, if it arrives before you …all that follows.”)Part five: Homework(5m)Ask the students to rewrite this essay in their own words, and encourage them to try to use the following wordsin their writings: comprise, motion, clash, represent, decent, evil, voluntary, assume. (120 words).Fourth periodPart one: review task(15m)Suggested answer:When I was fourteen, I earned money in the summer by cutting lawns. Mr. Ballou was one of my neighbors who never paid me at all. But I didn’t mind because the little that his property comprised didn’t take long to trim. O ne day, he motioned me to come into his house, and I saw that books were stacke d everywhere. Mr. Ballou encouraged me to choose some books to read, but I didn’t know what I want at all. So, Mr. Ballou helped to choose one book for me through a careful consideration. I started after supper. Within a few pages, I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil. It was my first voluntary encounter with world literature, and I was stunned by the concentrated power a novel could contain. Summer reading was not the innocent entertainment I had assumed it to be; a book, if it arrives before you at the right moment, will change the course of all that follows.Part two: Paraphrase and Translate the Following Sentences (35m)1.I got to know people by the flowers they planted that I had to remember not to cut down, by the things theylost in the grass or stuck in the ground on purpose.Paraphrase: My customers would plant some flowers on their lawns, and I had to remember not to cut down these flowers. Or sometimes they would lose or stick some things in the ground intentionally, and these details had helped me to get to know them gradually.客户们种植的花卉我得记住不能剪去，他们有时会将东西遗落在草地上或故意插在地里，通过这些我逐渐认识了他们。

上外全新版大学英语综合教程讲义-book2-unit1

Unit One Ways of LearningTeaching Objectives of this Unit:Students will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese andthe Western learning styles) and structure of the text (introduction of the topic by an anecdote―elaboration by comparison and contrast― conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways to compareand contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of thisunit.Previewing Tasks:T asks Ss to:1.get familiar with the following important words and expressions in Text A, which will enablethem to understand the text better: attach, initial, occasion, neglect, relevant, accomplish, in due course, make up for, continual, evolve, emerge, superior;2.pre-read Text A and try to find out the differences in education between China and America. Ssare also encouraged to collect more information on this issue from some after-class materials; 3.finish the comprehension questions for text organization on p. 10 of the textbook.First Period（90minutes）I. Cultural Notes:(1) Middle-class American: the old urban middle class consisted mainly of white collar workers and owners of the family businesses and their employees. They focused the majority of the middle class before 1945. The new middle class emerged out of the ashes of wartime destruction and consisted of salaried workers, blue collar, white collar, store clerks, shop keepers, regardless of the line of business they were in, all joined the ranks of the new middle-class which is between the very wealthy class and the class of unskilled laborers and unemployed people.(2) Standing on the shoulders of giants: a well-known phrase frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.II. A discussion for leading to Text A:1. If you find a two-year-old boy is trying to put a key into a box, will you help him immediately?---- Of course. He is too small to know how to do it---- No. let him do it and learn by trying.2.Can you recall how your parents taught you in your childhood? Did they like to teach you by holding your hand?---- (stories in their childhood)----Yes, I like it. I knew nothing as a little child and their help could give me a convenient way to achieve what I wanted.---- No, I don’t like it. Doing by myself could help me to grasp the things tightly.3. Which way did you prefer when you were in trouble with one of your toys in your childhood, turning to your parents for help, or exploring by yourselves?---- turning to my parents for help, because I was too young to know how to manage it.---- exploring by myself, like Kevin in Home Alone.4.Can you list some features of education in China based on the above discussions? Can youIn a broad sense, education is a kind of cultural phenomenon. Therefore, when we compare Sino-American education systems, it is indispensable to investigate the two cultures first, for it is the different cultures that lead to the differences in education. Knowing that, on the one hand, the core of Chinese education, though in varied forms, is given to the accumulation of knowledge and the construction of learning system and the aim of education is in molding, while on the American side, priority is given to fostering student’s ability to make practical application of knowledge learnt and boldness in innovations, creativity, originality, and the aim of its education is in perfection of his/her personality for the future happiness, you’ll find it is not hard to understand such common occurrences in text A or in daily life as why many Chinese staff would like to assist Benjamin to insert the key into the slot.III. Text Organization (exercise on P. 10):An essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion. This text is no exception:Part one: (Para.1—5) Topic introduced by an anecdote of teaching a child to insert a key into a slot. Part two: (Para.6—12) The differences in education between China and America.Point 1: Two different ways to learn to accomplish a task (Para.6—10)Point 2: Two different attitudes to creativity and skills (Para 11—12)Part three: (Para. 13—14) Conclusion: The author suggests that we might strike a better balance between the two contrary ways of education.(Teachers can draw the following chart on the blackboard to help the students be clear of the structure of Text A :)Chinese way↗↘Incident →→→difference in education →→→ conclusion↘American way ↗IV. Study in detail:Part one (Para. 1-5):1.Skimming: T asks Ss to skim this part and then answer the following questions:① Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)② Who are the main characters in this incident? (The author, his wife Ellen, their son Benjamin and the hotel staff)③ What is the attitude of the author and his wife towards Benjamin’s efforts in inserting the key into the slot? (They let him explore and enjoy himself)④ What is the attitude of the hotel staff toward Benjamin’s efforts? (They held his hand and taught him how to insert the key correctly)2. Language points in this part:1) reflect on: think deeply about, remind oneself of, considerI need time to reflect on your offer.2) attach: fasten or joinThe porter attached a label to my suitcase.She was strongly attached to her home.3)…to position the key just so:to position the key carefully to fit into the narrow key slot4) not in the least: not at allAnn didn't seem in the least concerned about her study5) on occasion: now and thenSteve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.6) relevant: directly connected with the subject (followed by to, opposite irrelevant)Be related to / be associated with / be connected with / be concerned with7）assist: help (used in the pattern: assist sb. to do sth. , assist sb. with sth. )The head teacher’s deputy assists with many of his duties.3. T tells Ss that there are many ways of introducing a topic: ① to state the topic directly; ② to introduce the topic by posing a question (e.g. Text A, Unit 6, Book1: What Animals Really Think?);③to begin by quoting newspaper headlines (e.g. Text B, Unit 3, Book 1: How to Make Sense out of Science); ④an anecdote or an incident is used. Ss should decide which way is adopted by Howard Gardner, and T should drive home to them the very important point that they should learn to vary their own writing by adopting various types of topic introduction.V. Assignments:1. read the left two parts of text A in detail, pick out the sentences that can not easily understand.2. finish exercise 2 on P. 11, so as to get a better understanding of the differences in approaches to learning between the Chinese and Americans.Second Period (90minutes)I. Dictation:In a broad sense, education is a kind of cultural phenomenon. Therefore, when we compare Sino-America education systems, it is necessary to investigate the two cultures first, for it is the different cultures that lead to the difference in education. The Chinese give great priority to showing a child how to accomplish a task; In contrast, the Americans attach much importance to fostering students’ ability to make practical application of the knowledge and to encouraging them to be bold in innovation, creativity and originality.II. Part two:1. T asks Ss to scan this part quickly and then try to figure out the structure of this part:Para. 6-7: different explanations of the Chinese and the Americans for helping the children(Chinese: accomplish the task sooner, and they can proceed to more complex activities; Americans: self-reliance is a principle value of child rearing in middle-class American.)Para. 8-10: two different ways to learn.Para. 11-12: two different attitudes towards creativity and skills.2. T guides Ss to further discuss the differences in detail (check of assignment No.2):In this part, the author just gives his own thoughts on different approaches to leaning in China and the West based on the anecdote mentioned in the first part. Ss are supposed to sum up the differences in approaches to learning between the Chinese and Americans, including the two different ways to learn and two different attitudes towards creativity and skills as suggested by thecontrast (a comparison brings out the similarities between two or more things of the same kind, while a contrast the differences between them).3. T further explains to Ss that there are generally two ways to organize comparison and contrast in essays. One way is to examine one subject thoroughly and then start the other (one-side-at-a-time method), and the other way is to examine two subjects at the same time, discussing them point by point (point-by-point method). Then T asks Ss to scan Para. 6-7 and Para.11-13 respectively and decide what method of comparison and contrast are used here (one-side-at-a-time method for Para. 6-7 and point-by-point method for Para.11-13).4. Language points in this part:1) accomplish: manage to do (sth.)Unless you practice you’ll accomplish nothing.2) continual: describing separate actions which are repeated over a period of time.Recently the young couple have continual arguments with each other for trifles.continuous: indicating that an action carries on without stopping or interruptionA continuous beach is exposed to the beating of continual waves.3) apply: ① be relevant; have an effect ( used in the pattern apply to sb/sth)The principle of diligence applies to all undergoing② write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth.. apply to do sth.)4) evolve: (cause to) develop gradually ;( used in the pattern evolve into, evolve from)The story evolves into a tragedy.Popular music evolves from folk songs.5) emerge: come out (followed by from)Emergence, n.出现emergency, n. 紧急情况，不测事件，非常时刻6) Sentences:① He may well get frustrated and angry. (line 39)may或might与well连用，表示有充分的理由，完全（能），（满）可以。

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Unit 2“Future”, is a puzzling word for all the people in this world, including the scientists and the common. What will the world be like in five hundred year’s time?A thousand years’ time? Or more? Some people are pessimistic, and fear that things can only get wore because people may be slaves of the developed science and technology. Others are optimistic, looking forward to a better world and a happy life with the development of science and technology. In this Unit, we are given two texts about “smart cars”, a kind of intelligent products that bring so much convenience to people in the future. Then let’s come to Unit2 and learn something about “smart cars” in about 7 classes..Objectives in Unit 2:⒈words and phrases:alert application capability convert correlate decrease(increase) drastically eliminate expansion prototype manufacturing in the air take control of get/be stuck in turn(sth.) into/become a reality appropriate implement outline permanent thereby at the start of by means of in cooperation with⒉structure:①double prepositions②V. + it +adj. + to do③“” (present or past) is used as adjective to modify noun.⒊ learn some techniques in expository writing(definition, quote, a mixture of facts and opinions, etc.)4. writing: how to write a resume ( need explaining in detail)--- for homework to introduce next unit.For the first period: (1st,2nd class) have a revision of Unit 1 and come to Unit 2(words and phrases)Text A Smart CarsⅠSOME QUESTIONS for group discussion: (30 minutes)①What will the world be like in the future? (worse or better) What aspect do youthink in the world will change most?—Worse: destroyed by the people themselves, war, depend excessively on advanced science and technology to become lazy, indifferent, lack love between peopleand people, the Judge Day.—Better: make good use of science and technology to improve the world, a world garden, a society like Communist Society, happy life, share—Aspect: people’s life ,( way of thinking, custom)②With the development of science and technology, what will happen to cars? Whatcan be called “smart cars”?—In the film “007”, a “smart car ” is described. It was a transportation for Bond and the name was “the vanish”. It was a car of “adopted camouflage. Ti nycameras on all sides…project the image they see onto a light-emitting…polymer skin on the opposite side. For the casual eyes, it’s as good as invisible. Plus all the usual refinements, ejector seat…”③Would you like to drive a smart car? Why or why not?Like—convenient, comfortable, a vehicle avoiding traffic accidents, safe, with many functions that we can imagineDo not like—can not enjoy the pleasure of driving a car, too complex④ Free writing :(Finish it in ten minutes)*You may begin with the sentences:A. If I could afford a car, I will buy one without hesitation because…….B. Even if I could afford a car, I may not actually want to drive one because…... *State your viewpoints to the other students in your groupⅡ Background information (Introduction of Cars) : (10 minutes)The invention of cars ─ The first self-propelled car was built by Nicolas Cugnot in 1769 which could attain speeds of up to 6 kms/hour. In 1771 he again designed another steam-driven engine which ran so fast that it rammed into a wall, recording the worlds first accident.Some famous brands of cars ─General MotorsFord Motor Company(Ford Lincoln Mercury Mazda Volvo JaguarLand Rover Aston Martin)?DaimlerChrysler （戴姆勒-克莱斯勒）(DaimlerChryslers’ passen ger car brands include Maybach, Mercedes-Benz, Chrysler, Jeep?, Dodge and smart. Commercial vehicle brands include Mercedes-Benz, Freightliner, Sterling, Western ,Star and Setra)Toyota (Toyota is a world famous brand of cars. The company is in Japan) Mercedes-Benz (This brand has stood for more than 100 years. It is a German company.)From the questions we discussed in the above, we can get a general impression on the future world and the smart cars in the future. Smart cars that can see, hear, feel, smell, talk, and drive on their own… all that sounds like a dream maybe become a reality with the help of computer revolution and with the appearance of smart cars, the modern science and technology will bring some effects on man in the future possibly. Thereby, let’s look at the first text “Smart Cars”.Ⅲ TEXT ORGANIZATION: (15 minutes)Part one paras 1—3 New technology will have a dramatic impact on cars andhighways in the 21st century.Part two paras 4—9 With the aid of advanced technology, smart cars willbe designed that they can help eliminate trafficaccidents, determine their own precise locations andwarn of traffic jams.Smart cars are superior to the ordinary cars in many ways: (let thestudents find answers in this part)①Smart cars can see, hear, feel, smell, talk, and act.②They can eliminate most car accidents.③They can alert the police and provide precise location if stolen.④They can monitor one’s driving and the driving conditions nearby.⑤They can alert the driver who feels drowsy.⑥They can locate your car precisely and warn of traffic jams.Part three paras 10—13 GPS and “telematics” will make it possible tobuild smart highways, which will benefit us inmore than one way.Ⅳ KEY POINTS in the text: (30 minutes)Part one⒈questions: — What are the effects of the computer revolution?—It brings the development of automobile industry and theappearance of the smart cars become possible.⒉language points: ① turn into/become a reality ─ H er dreams of being acollege student has turned into a reality.②para1 phrase “remain unchanged” 保持一种状态 Keep warmremain untouched remain silentpara2 rank as: put…in a class 被列为…They all agree to rank Addison as a great essayist.…as among… (double preposition. Exercise 1 for structure) para3 key (to): sth. that provides an answer (to a problem or a mystery) General Motors Corporation 通用汽车公司ITS program: 智能运输系统Intelligent Transportation SystemprogramITS improves transportation safety and mobility and enhances productivity through the use of advanced communications technologies.Intelligent transportation systems (ITS) encompass a broad range of wireless and wire line communications-based information and electronics technologies.? When integrated into the transportation system's infrastructure, and in vehicles themselves, these technologies relieve congestion, improve safety and enhance American productivity.? Homework: ① review the key points we have leaned in the part one.②preview the following text, find the difficult sentences, try to memorizethe words and expressions in the vocabulary.For the second period: (3rd ,4th class)Part two⒈questions: ① ─In what aspects are the smart cars superior to the ordinary cars? (text organization 2)② ─What new technology have already been adopted in developing the cars? ─We have had the cars that can monitor one’s driving and the d rivingconditions nearby; We have had the cars that can determine how sleepy you are as you drive; and in Japan cars with navigational capability have been built.⒉ language points: para4 ① don’t bother to do: take trouble 麻烦Don’t bother to get dinner for me today; I’ll eatat a restaurant in town.② via (prep.) 通过 by way of④in the air : uncertain— My plan are still quite in the air.There is a peculiar smell in the air.Para 5 ① scan for② Should you make a serious mistake,… (subjunctive mood)If you should make a serious mistake,…Para 6 ①MIT: 麻省理工学院Massachusetts Institute of Technology, one of the world’s leading research universities, in Cambridge, Massachusetts. In 1865, the school was opened in Boston by geologist William Barton Rogers who became its first president. Throughout its history MIT has held a worldwide reputation for teaching and reach.② underestimated/overestimatedPara 7 question: what are the two of the most frustrating things about driving a car? And how to overcome it ? ()①tune to②They make it possible to determine your location…V. + it +adj. + to doExercise 2 for structurePara 8 convert (to) ─change from one form or use to another (followed by into/to) The signal will be converted into digital code.Para 9 correlate ─have a mutual relationship or connection, in which one thing affects or depends on another (followed by with/to)A mothers smoking in pregnancy correlates with low birth weight in her baby.Part three:⒈questions: How to use GPS and “telematics” in automobile industry in the future? What are the benefits?—Blind individuals could use GPS…the list of potential uses is endless; put the smart cars on smart high ways—This could prove to be an environmental boon as well, saving fuel, reducing traffic jams, decreasing air pollution, as serving as an alternative to highway expansion.⒉ language points: ①be poised to do: (be ready to do) The automobile company is poised to launch its new advertising campaign.②…as the price of microchips drops to below a penny a piece…double preposition (exercise on page52)③ GPS:全球性定位系统The Global Positioning System (GPS) is asatellite-based navigation system made up of a network of 24 satellites placed into orbit by the . Department of Defense. GPS was originally intended for military applications, but in the 1980s, the government made the system available for civilian use. GPS works in any weather conditions, anywhere inthe world, 24 hours a day. There are no subscription fees or setup charges touse GPS.Homework: ① review the whole text, especially the key points. Learn to analysis and translate some long sentences if necessary.② finish the exercises.For the third period: (5th class)Have a dictation and explain the rest exercises of text A, especially the words, phrases and translation, help the students memorize all the language points.Dictation: turn it into reality automobile industry manufacturing industry start up the engine alert the police get stuck in traffic a precise frequency decreasing air pollution highway expansion send put a radio signal application approximately eliminate lucrative convert______changed the world during the 20th century, _______in the United States and other industrialized nations. They are indeed of great use to us, but they have brought some______ as well, such as noise and air______, and highway______. It is reported that automobile accidents _____among the leading causes of death or injury throughout the world. Fortunately modern innovators are reinventing the automobile. New propulsion systems, fuels, designs, and means of ______cars have all developed rapidly in the past decade. For example, by using the _____-aided global positioning system (GPS), a computer in the automobile can _____the vehicle’s precise position, and with the application of sensors, smart cars can _____most cars accidents. (Automobiles, particularly, hazards, pollution, fatalities, rank, manufacturing, satellite, locate, eliminate)Explain the exercises together, especially vocabulary, structure, cloze .(6th class) come to text BText B Intelligent vehiclesObjectives:1.This text is used as a fast reading t o practice student’s ability for readingcomprehension.2.Try to grasp the new words and phrase listed in the box.3.learn to comprehend the sentences and translate them into Chinese.Step one: give students 15 minutes to read the text and at the same time finish the following questions (for first seven N, Y and NG, the next three briefanswer s)We only eliminate the more that ten percent of the traffic crashes that arecaused by human errors by driving the intelligent car. (N)We can infer that the author believes that human drivers cannot travel close behind other vehicles. (Y)The author mentions the Futurama as an example to explain a failed attempt at automation. (N)Visual systems for observing the road are better than magnetic systems because they do not need special equipment buried in the road. (Y)For observing other vehicles, laser systems are preferred in the USA. (NG) Onboard computers are better than roadside computers for setting lane speed.(N)The author’ attitude towards the future developm ent of automatic transport system is positive. (Y)The distances and closing rates to preceding vehicles can be measured by a _____or a _________. Radar, laser rangefinderThe _______ of these driver muscle functions are electromechanical devices installed in the automated vehicle. EquivalentsThe luxury of being chauffeured to your destination might be enjoyed by all, not just the__________. Wealthiest individualsStep two: Text Organization─Part one (1—2) the benefit to be gained from the intelligent vehicles─eliminate the traffic crashes, reduce antisocial driving behavior, the entire population can enjoy it, reduce the pollution andfuel consumptionPart two (3—15) the way intelligent cars work and the remaining changes as to their application.1.it is a realistic prospect to have intelligent cars in the nearfuture.2.it is possible to determine accurately a vehicle’s position andorientation relative to the lane’s center.3.The distances and closing rates to preceding vehicles can bemeasured by a radar or a laser rangefinder.4.the electromechanical devices control the car completely.5. Computers in the vehicles and those at the roadside decide whenand where to change the course.6.There remains a number of difficulties to be overcome, technicalones especially.Part three (16) the promising future of intelligent cars.Homework：preview the text； read the text in detailFor the forth period:Step three: key points─1.outline / deadline/ headline/ online/ underline2.implication─ n. implication for sb./sth.The new report has far-reaching implications for the future of broadcasting.这一新报告对广播业的前途有些意味深长的暗示。