完整Unit 3 Social problems读写译(0)
新视野大学英语第三版读写教程第三册Unit3A课文翻译
Unit3A Audrey Hepburn- A true angel in this world奥黛丽·赫本——人间天使Audrey Hepburn thrilled audiences with starring roles in noteworthy films like Breakfast at Tiffany's, Sabrina, Roman Holiday, My Fair Lady, War and Peace, and Always.奥黛丽·赫本在《蒂凡尼的早餐》、《龙凤配》、《罗马假日》、《窈窕淑女》、《战争与和平》和《直到永远》等出色电影中主演的许多角色让观众为之陶醉。
Despite her success in the film domain, the roles she most preferred portraying were not in movies. She was an exemplary mother to her two sons and a UNICEF (the United Nations International Children's Emergency Fund) Ambassador of Goodwill serving victims in war-torn countries.尽管在电影界获得成功，但她最愿意塑造的角色却并不在影片中，而是做两个儿子的模范母亲和联合国儿童基金会亲善大使，为饱受战争蹂躏的人们服务。
As a young girl during the Nazi occupation of her native Holland, Audrey Hepburn was aware of the brutality, death, and destruction of war. She was hungry and malnourished, as her family was bankrupted as a result of the invasion. Audrey's father abandoned the family, and two of her uncles were taken captive and killed. Audrey was grabbed off the street by Nazis and placed in line to be sent to a work camp. When the guards glanced away she darted off, barely escaping, and huddled in a cold, foul basement full of rats.作为一名在纳粹占领下的祖国荷兰生活的小女孩，奥黛丽·赫本清楚战争所带来的野蛮、死亡和破坏。
英语读写译Unit three参考答案
Unit threeKey to the ExercisesⅠText ComprehensionA. Directions:Answer the following questions based on the information you get from the text.1． What does GMS mean in Chinese ?The Chinese meaning of GMS is 大湄公河次区域合作。
2． How many countries and provinces do GMS including?At the beginning , GMS only includes 5 countries and 1 province. Later it includes 5 countries and 2 provinces. Now it includes 6 countries. You can see the changes with the time.3． How many items do GMS program contains?GMS program contains nine items.4． Please tell us ADB’s role in GMS program.ADB’s role is the bridge role.5． Do these projects cooperation can reduce the poverty in GMS countries?Yes, of course.6． Please tell us an example of regional cooperation you know.The road improvement project between Laos and Yunnan.B. Directions:Analyze the text structure and give the main idea of each part. Part 1: (Para. 1 to para. 2 ): IntroductionPart 2: (Para. 3 to para. 6 ): GMS resourcesPart 3: (Para. 7 to para. 8 ): The GMS programPart 4: (Para. 9 to para. 19 ): GMS plan of actionPart 5: (Para. 20 ): ADB’s role in the GMS programC. Please give the summary of the textThe six countries formulated a 10 year strategic framework for the GMS Program with the assistance of ADB in 2001. The framework focuses on five developmentthrusts to achieve this goal: strengthen infrastructure linkages through a multisectoral approach, facilitate cross-border trade and investment, enhance private sector participation in development and improve its competitiveness, develop human resources and skill competencies, protect the environment and promote sustainable use of the subregion’s shared natural resources. Strategically, the GMS vision seeks to achieve enhanced connectivity, increased competitiveness, and a greater sense of community in the GMS. Greater connectivity will help to physically integrate the region. Strengthen road, rail, water and air transport systems, together with telecommunications and power systems among the six GMS countries and their linkages with other networks in Asia and the rest of the world. This will help to improve the region’s competitiveness through greater access to markets.To ensure the full benefits from greater connectivity, corresponding attention is needed to complementary software such as facilitating trade and investment, the movement of goods and people across borders, and strengthening capacities.Various elements of human resource development, disease and drug control, tourism promotion, and protection of the environment, shall also be addressed on a regional basis. The aim is to ensure the benefits of enhanced connectivity and improved competitiveness in terms of higher incomes and improved quality of life are shared widely to contribute to a greater sense of community.D. topics for discussion1. Does the development of GMS program bring some influences to the social and environment influence to the countries? What’s the measure?Yes, of course. Plan well and protection.2. Could you propose a new ar ea’s projects?IT project development.II. Vocabulary and StructureA. 1. consensus 2. biodiversity 3. sustainable 4. transition.5. disparities.6. degradation7. stakeholders8. broker.9. ministerial 10. yieldB. 1.in line with 2. inception 3. unprecedented 4. pave the way for5. intensification6. subsistence7. embarks on8. mobilize 9. infuses 10.full-fledgedIII. Cloze1. finance2. reduce3.improve4. agencies5. sustainable6.regional7. integration8. instruments9. enterprises 10. mobilize 参考译文：大湄公河次区域合作项目[1] 大湄公河次区域是亚洲开发银行（亚行）的创意，它最初由五个国家和一个省份组成-他们分别是柬埔寨王国，缅甸联邦，泰王国，越南社会主义共和国，老挝人民民主共和国和中华人民共和国的云南省。
Unit 3 Social Problems新编大学英语第二版第三册教案
Unit 3 Social ProblemsUseful InformationAs societies change and develop, many problems emerge. Change itself can be a social problem if it occurs too quickly. This is sometimes called the problem of “future shock”.One of the greatest problems of developing societies is the problem of overpopulation. As advances in medicine, nutrition, and technology increase the average lifespan, birth rates do not decrease rapidly enough, and the result is overpopulation. The world’s current population of about six billion people is likely to double in the next 20 to 30 years, and the additional people are most likely to be found in mushrooming urban areas where other social problems abound.One of the greatest problems of developed societies is the problem of pollution. As the rapid production of consumer goods creates excessive waste products, the disposal of the wastes becomes more difficult, and the result is pollution. Factory wastes and emissions from factories or vehicles add to the problem. At the same time key resources such as oil are rapidly depleted, and some of them cannot be renewed or replaced.There are several problems that affect almost all societies. Poverty and crime exist in the most advanced industrial societies as well as in developing societies, but they may take very different forms. If most of a society’s members are relatively poor, it may not seem as unjust as it does when homeless people exist alongside billionaires, and it is hard to compare a bicycle thief with a Mafia boss. A society which gives young people ready access to drugs, guns, and cars is more likely to have delinquent gangs than a society which has fewer such temptations or promotes greater parental control.Some social problems are quite old. There has always been social inequality, though the current extent of economic stratification may be increasing. There has always been prejudice, though laws forbidding discrimination against ethnic minorities and others are quite recent.Some problems are very new. The AIDS virus was identified in the early 1980s and the disease itself emerged only in the 1970s. But its rapid spread around the world can be related, in many countries, to older social problems such as prostitution and drug abuse. Information overload on the internet is an even more recent phenomenon than AIDS, and is not yet sufficiently recognized as a social problem to be listed alongside the more tangible types of pollution. The outbreak of SARS in the year of 2003 showed us a compelling situation: how human beings should live in harmony with wild animals.Social problems go through phases of development just as societies do. Until they are widely recognized by social institutions and opinion leaders, they do not become full-blown social problems despite their adverse impact on society. Health problems caused by smoking were long ignored by governments and educators despite growing medical knowledge of the harmfulness of smoking. Then anti-smoking campaigns began, followed by anti-smoking legislation and class action lawsuits against the smoking industry. Now the negative effects of both primary and secondary smoke are widely acknowledged, and many countries are moving rapidly toward smoke-free environments in most public places.Another example of a developing but still ill-defined and ill-recognized problem is global warming, which most environmentalists and many scientists believe is occurring as the balance of nature is destroyed by technology. By the time some problems are named and recognized, it may be too late to do much about them, and this may be the case if global warming is genuine.Merely identifying a social problem as such does not guarantee a solution to the problem, but it is usually a prerequisite. There are several sociological theories about the causes and cures of social problems. One of the theories is functionalism, which says that social institutions such as schools and governments are the key factors in any social change, either positive or negative. Since social institutions change slowly, patience is needed in dealing with social problems. Another theory is interactionism, which says that social symbols created at the interpersonal level motivate most of our behaviors. For example, young people’s behaviors can be changed for the better or wor se by the desirable or undesirable actions of their role models, and this may impact problems such as drugs or delinquency more than the actions of schools or governments. Finally, conflict theory says that social injustices embedded in the institutions themselves are a major cause of most social problems. So the best solution is to seek radical and fundamental change in the institutional framework, such as the desegregation of the schools and the military which occurred in the United States several decades ago.Sociologists have various theoretical paradigms, so there is no clear consensus about which of these approaches might work best. Meanwhile, it’s safe to say that the social problems described above are not likely to go away of their own accord, and that other problems will emerge as societies continue to change.Part One Preparation1. BrainstormingTo the teacher:The teacher may:1) ask the students to work in groups quickly to prepare a list of at least 20 words they associate with social problems (problems and causes);2) ask the group leader to write the words generated by his/her group on the blackboard;3) erase words that are repeated in various lists;4) classify the words and discuss the questions.Words related to social problems:crime, overpopulation, pollution, unemployment/layoffs, housing, water supply, transportation, poverty, generation gap, beggars (children and adults), littering, widening gap between rich and poor, rape, smuggling, fake products, trafficking（拐卖）of children and women, corruption, graffiti（在公共场所，建筑物的墙上涂画或写字）, gambling, prostitution, domestic violence, juvenile delinquency（少年犯罪）, high divorce rate, racial discrimination, drug abuse, bribery, piracy, etc.Possible social problems in China: overpopulation, housing, water supply, transportation, littering, theft, robbery, murder, mugging, rape, pollution, smuggling, fake products, trafficking （拐卖）of children and women, bribery, corruption, graffiti（在公共场所，建筑物的墙上涂画或写字）, gambling, prostitution, domestic violence, layoffs, computer crime, piracy, etc.Social problems that people associate with foreign countries: juvenile delinquency, high divorce rate, unemployment, racial discrimination, drug abuse, generation gap, crime, graffiti, violence, drunk driving, single-parent family, computer crime, gun control, etc.Note: Many problems exist both in China and in foreign countries. The aim of this activity is to elicit problem vocabulary from the students. This is a way of generating vocabulary and helping the students learn more about this topic.Causes for social problems:1) poverty, unemployment, etc. theft, robbery, murder, beggars, etc.2) high divorce rate, etc. juvenile delinquency, single-parent family, etc.3) lack of communication mental problems of various kinds, generation gap, etc.4) pollution, littering worsening environment, health problems. etc.5) overpopulation poverty, unemployment, housing problems, etc.2. Describing the PicturesTo the teacher:In conducting this activity, the teacher should encourage the students to use the phrases in the model. The following is a description of the four pictures:Picture A: Last night, Mr. Lester, a middle-aged widower, was walking along a dark Birmingham street. He was carrying a briefcase in one hand and an umbrella in the other. There was nobody else in the street except two men. They were standing in a dark side-street. One of them was very big with curly hair, and the other was thin with a bald head.Picture B: They waited for a few seconds and then walked slowly and silently towards Mr. Lester. The big man held Mr. Lester from behind and the thin one tried to snatch Mr. Lester’s briefcase.Picture C: Suddenly, Mr. Lester threw the big one over his shoulder. He collided with the thin one and they both landed on the pavement. Without speaking, Mr. Lester struck both of them on the head with his umbrella, and walked calmly away.Picture D: The two astonished men were still sitting on the ground when Mr. Lester crossed the road towards a door with a painted sign above it. Mr. Lester stopped, turned round, laughed at the two men and walked into the Central Birmingham Karate Club.3. Stop LitteringPossible ways to stop littering:-- raising people’s awareness of public health;-- having public role models appear in commercials and advertisements putting rubbish into rubbish bins;-- putting more garbage cans along the streets, in the parks, and in other public places;-- calling on people to bring plastic bags with them for rubbish.Part Two Reading-Centered ActivitiesI.Pre-ReadingCase study: What would you do?To the teacher:You may:1) Prompt (if necessary) the students to think about practical issues like child-care, location of the school, location of the apartment, work place, etc.2) Encourage the students to justify why both parents (or just one) accept the jobs.Samples1) It depends. If I were the wife, I would persuade my husband to accept the job. As for me, before making a final decision, I would take into consideration such factors as child-care facilities, location of the school, location of the apartment, etc.2) Both of us will accept the jobs. On the one hand, the jobs are challenging, which is good for our personal fulfillment. On the other, with the money we get, we could find ababysitter for our child or send him to a private school, where he may get better education.3) Neither of us will take the job. I think parents should spend more time with their children. A challenging, high-salary job means less time with your child. If we move to a city where we don’t have a ny relatives, it would be even worse. A child who grows up with little care from parents or family is very likely to become a problem kid.II. Passage ReadingWords, Phrases and Grammatical Points1. …and they feel that their mothers should ‘be there’ fo r them. (l. 14-15)“be there” here means “be at home.” Traditionally the mother’s role is to be the homemaker, raising children and taking care of other household affairs.2. All too often, however, the mothers arrive home exhausted… (l. 16-17)在这个句子中，“exhausted” 是过去分词作形容词用，表示伴随状况。
unit3 social problem
Drunk driving
• There has been a rise recently in the number of drunk driving incidents.A number of reasons for this increase. For one thing, more cars are on the road than in the past.For another thing, a general increase in income and in social activities leads people to drinking and then driving. All of these factors make it more likely that drunk driving incidents will increase. • Drunk driving is bad. It may damage property,and at worst injury or kill someone. • To help reduce drunk driving ,stiffer penalties should be imposed. Even if there is no accident, the driving license should be revoked forever. And restaurants and bars should also help by monitoring their drinking customers.
Social problem
Pollution
Overpopulation
Corruption Crime
Piracy
完整Unit 3 Social problems读写译
Unit Three Social ProblemsTIME ARRANGEMENT1. The first period: (45 minutes)1)Introduction and preparation (simple oral activities)2)In-class readingA. global reading (organization analysis, T or F, finding phrases)B. detailed reading (understanding sentences & word study)2. The second period: In-class reading (45 minutes)A. detailed reading (understanding sentences & word study)B. post reading (briefly check the exercises)3. The third period: (45 minutes)A. After-class reading (understanding the text & key words and sentences)B. Further development (word power)4. The fourth period: (45 minutes)A. Translation skills (examples taken from up-to-date newspapers or periodicals)B. Assignments (preparation for dictation and preview the next unit)The first period (45 minutes)Step One: Preparation Exercises (20min)Sample Activity Options:( T may choose one or two from the following)1) Identifying social problems: Ss work in pairs/groups/class to prepare a list of words that can be associated with social problems and then classify the words into categories such as crime, misconducts, public concern, person-to-person relationships, etc. (Appendix 2)2) Describing the pictures: Ss work in group of four. Each one describes one of the four pictures illustrating a mugging, referring to the model given. (Page 101)3) Stop littering: Ss work in groups to think of as many ways as possible to stop littering. (Page 102)4) Questionnaire: children and parents. Ss first work individually, then in pairs discussing or even arguing for one’s own points. (Appendix 3)Step Two: Global reading of Latchkey Children ——Knock, Knock, Is Anybody Home? (15min)1)Organization analysis·Summary (Page 111 Ex. 1 Blank Filling)·Outline of the text (Appendix 4)2)Comprehension: Understanding Specific Information·T or F (Page 111 Ex. 2)Step Three: Detailed reading of Latchkey Children ——Knock, Knock, Is Anybody Home?(10min)1)Ss read the text and try to find out the corresponding expressions of the following.2)T and Ss discuss the answers.3)Ss are encouraged to make up sentences by some of them.(Appendix 5)The second period (45 minutes)Step One: Detailed reading: further comprehension and language points (35min)•In this part, Ss discuss the meaning of the text and learn about language points under the guidance of Tkey words & sentences please see Appendix 1.Step Two: Post reading (10 min)•Exercises1,2,3 on page 112 should be finished before class, and the rest on page 113 and 114 will be checked briefly in class.The third period (45 minutes)Step one: After-class reading (40 minutes)Option 1: In this part T may make full use of the Ex. On page 119-121 and page 132-133 to check how well Ss understand the passages.Option 2: Ss may be required to work in groups to present the questions they have come across while previewing the passages before class. The rest of the class are encouraged to offer solutions to the problems. T may offer help when necessary.Option 3: T uses handouts of the important words, phrases and sentences outlined in the teaching plan to assist Ss to identify important language points in the passages.key words & sentences please see Appendix 1.Step two: Further development (5 minutes)Enriching Ss’ word power: Do the Ex. on page 133-139.The fourth period (45 minutes)•Step one: Translation skills——某些比较结构的翻译(40 minutes)•1) In this part, T may assign students some translation practice based on the skills mentioned in Part Four (Page 139-142) in the textbook before class and invite some of the Ss to present the translation of their own at the beginning of the class.•2) T chooses the items that most Ss often find difficult to accomplish to illustrate with more examples from the textbook.•3) More follow-up translation practice are done in class.•Step two: Q & A and Assignments (5 minutes)•1) Ss are assigned to review the lesson after class and do the assignment (Appendix 6).•2) Ss preview the next unit.Sample translation practice (before class)• 1. Understanding the mental mechanism of acquiring a language is as important as it is difficult for the students majoring in language.• 2. Selling goods abroad is no more difficult than selling to the home market.• 3. The father felt no less guilty than the mother as there is no other way he could work out a better plan.• 4. The change in our country has been nothing less than a miracle.Possible translation (before class)• 1.了解语言习得的心理机制对语言专业的学生来说既重要又有难度。
新视野大学英语第三版读写教程3-课后翻译
新视野大学英语第三版读写教程3-课后翻译汉译英原文：随着互联网的发展，人们的生活越来越离不开它。
很多人通过互联网购物、研究、社交等，互联网已经成为人们生活中不可或缺的一部分。
同时，互联网也带来了一些问题，比如网络安全、个人隐私泄露等。
因此，我们需要更加注重网络安全，保护好自己的隐私。
XXX。
With the development of the。
people'XXX and more dependent on it。
Many people use the。
for shopping。
learning。
and socializing。
making it an XXX。
the。
has also brought some problems。
such as ork security and personal XXX。
we need topay more n to ork security and protect our own privacy.Unit 3汉译英原文：人们一般认为，研究语言需要去学校或者请私人教师，但是现在，网络上也有很多研究语言的资源。
比如，很多人通过在线视频课程研究英语，这不仅方便，而且价格也比传统的研究方式更加实惠。
此外，还有一些语言研究APP，可以帮助人们随时随地研究语言。
网络上的这些资源为人们提供了更多的选择，使得研究语言更加方便、实惠。
XXX。
XXX。
nowadays。
there are also many language learning resources available online。
For example。
many people learn English through online video courses。
which are not only XXX。
there are language learning apps that can help people learn XXX。
新编大学英语三 第3单元
worsening environment, health problems
poverty, unemployment, housing problems
Sample Answer (1/4)
Picture A: Last night, Mr. Lester, a middleaged widower, was walking along a dark Birmingham street. He was carrying a briefcase in one hand and an umbrella in the other. There was nobody else in the street except two men. They were standing in a dark side-street. One of them was very big with curly hair, and the other was thin with a bald head.
反抗政府的活动很快被镇压了。
他的父亲力图隐瞒这个丑闻。
His father tried to suppress the scandal.
请熟悉下面的表达。
suppress bleeding suppress a yawn suppress the truth suppress one’s anger
suppress (v.) (Line 11, Para. 2) 1)抑制（感情、思想等） 2)压制，镇压 3)隐藏，藏匿
Translation
She could hardly suppress a smile.
高职高专核心英语综合教程下册Unit 3 Social problem-精品文档
I'd rather feel the earth ______
Yes I would, If I only could, I surely would
上海交通大学出版社 《高职高专核心英语综合教程—下册》
Part II: Listening Practice
Ex1： Dialogue
Direction: Listen to the following five short dialogues. After each dialogue, there is a question. Both the dialogues and questions will be spoken only once.
上海交通大学出版社 《高职高专核心英语综合教程—下册》
Part I : Speaking Activity
New Words & Expressions
• concentrate v. 集 中，专心 • improvement n. 改进，改善
n. 盗窃 行为 • commit v. 委托 (托付), 犯罪
Part 2
"I'd rather be a sparrow than a snail” Exercise 1 Exercise 2 Exercise 3
Practice Book (answer key)
Part 5
Activity Answers
Part 3
Pre-Reading Text A Text B
2. Income gap further widened
3. There is a long-term difficulty in employment 4. Poverty-relief work still high on the agenda in the new century
Unit-3 Social Problems
Post-reading
• Try to finish the exercise 1 on page 111 without referencing text and finish the reciting it after class. • Try to finish the translation on page 113 orally without referencing text.
(members of E-D must finish both)
Next class
Find out how well the two assignments were finished. • Explain some points of after-class reading. • Do some sentence-making exercise of after-class reading.
In-class Reading
• What would you do if you are young parents NOW? • What would you do if you are young parents with a six-year boy? How can you continue your study career and what arrangements would ?
Preparation
• Please tell us some social problems which you believe the most serious in China. • Describe the pictures on page 99 and tell us what you will do if you were in the same situation.
新视野大学英语3读写教程（第二版）unit3sectiona课文和翻译
新视野大学英语3读写教程(第二版)Unit3SectionA课文和翻译篇一：新视野大学英语读写教程第二版第三册课文翻译Unit1sectionA我哥哥吉米出生时遇上难产，因为缺氧导致大脑受损。
两年后，我出生了。
从此以后，我的生活便围绕我哥哥转。
伴随我成长的，是“到外面去玩，把你哥哥也带上。
”不带上他，我是哪里也去不了的。
因此，我怂恿邻居的孩子到我家来，尽情地玩孩子们玩的游戏。
我母亲教吉米学习日常自理，比如刷牙或系皮带什么的。
我父亲宅心仁厚，他的耐心和理解使一家人心贴着心。
我则负责外面的事，找到那些欺负我哥哥的孩子们的父母，告他们的状，为我哥哥讨回公道。
父亲和吉米形影不离。
他们一道吃早饭，平时每天早上一道开车去海军航运中心，他们都在那里工作，吉米在那搬卸标有彩色代号的箱子。
晚饭后，他们一道交谈，玩游戏，直到深夜。
他们甚至用口哨吹相同的曲调。
所以，父亲1991年因心脏病去世时，吉米几乎崩溃了，尽管他尽量不表现出来。
他就是不能相信父亲去世这一事实。
通常，他是一个令人愉快的人，现在却一言不发，无论说多少话都不能透过他木然的脸部表情了解他的心事。
我雇了一个人和他住在一起，开车送他去上班。
然而，不管我怎么努力地维持原状，吉米还是认为他熟悉的世界已经消失了。
有一天，我问他：“你是不是想念爸爸？”他的嘴唇颤抖了几下，然后问我：“你怎么看，玛格丽特？他是我最好的朋友。
”接着，我俩都流下了眼泪。
六个月后，母亲因肺癌去世，剩下我一人来照顾吉米。
吉米不能马上适应去上班时没有父亲陪着，因此搬来纽约和我一起住了一段时间。
我走到哪里他就跟到哪里，他好像适应得很好。
但吉米依然想住在我父母的房子里，继续干他原来的工作。
我答应把他送回去。
此事最后做成了。
如今，他在那里生活了11年，在许多人的照料下，同时依靠自己生活得有声有色。
他已成了邻里间不可或缺的人物。
如果你有邮件要收，或有狗要遛，他就是你所要的人。
当然，母亲的话没错：可以有一个家，既能容纳他的缺陷又能装下我的雄心。
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Unit Three Social ProblemsTIME ARRANGEMENT1. The first period: (45 minutes)1)Introduction and preparation (simple oral activities)2)In-class readingA. global reading (organization analysis, T or F, finding phrases)B. detailed reading (understanding sentences & word study)2. The second period: In-class reading (45 minutes)A. detailed reading (understanding sentences & word study)B. post reading (briefly check the exercises)3. The third period: (45 minutes)A. After-class reading (understanding the text & key words and sentences)B. Further development (word power)4. The fourth period: (45 minutes)A. Translation skills (examples taken from up-to-date newspapers or periodicals)B. Assignments (preparation for dictation and preview the next unit)The first period (45 minutes)Step One: Preparation Exercises (20min)Sample Activity Options:( T may choose one or two from the following)1) Identifying social problems: Ss work in pairs/groups/class to prepare a list of words that can be associated with social problems and then classify the words into categories such as crime, misconducts, public concern, person-to-person relationships, etc. (Appendix 2)2) Describing the pictures: Ss work in group of four. Each one describes one of the four pictures illustrating a mugging, referring to the model given. (Page 101)3) Stop littering: Ss work in groups to think of as many ways as possible to stop littering. (Page 102)4) Questionnaire: children and parents. Ss first work individually, then in pairs discussing or even arguing for one’s own points. (Appendix 3)Step Two: Global reading of Latchkey Children ——Knock, Knock, Is Anybody Home? (15min)1)Organization analysis·Summary (Page 111 Ex. 1 Blank Filling)·Outline of the text (Appendix 4)2)Comprehension: Understanding Specific Information·T or F (Page 111 Ex. 2)Step Three: Detailed reading of Latchkey Children ——Knock, Knock, Is Anybody Home?(10min)1)Ss read the text and try to find out the corresponding expressions of the following.2)T and Ss discuss the answers.3)Ss are encouraged to make up sentences by some of them.(Appendix 5)The second period (45 minutes)Step One: Detailed reading: further comprehension and language points (35min)•In this part, Ss discuss the meaning of the text and learn about language points under the guidance of Tkey words & sentences please see Appendix 1.Step Two: Post reading (10 min)•Exercises1,2,3 on page 112 should be finished before class, and the rest on page 113 and 114 will be checked briefly in class.The third period (45 minutes)Step one: After-class reading (40 minutes)Option 1: In this part T may make full use of the Ex. On page 119-121 and page 132-133 to check how well Ss understand the passages.Option 2: Ss may be required to work in groups to present the questions they have come across while previewing the passages before class. The rest of the class are encouraged to offer solutions to the problems. T may offer help when necessary.Option 3: T uses handouts of the important words, phrases and sentences outlined in the teaching plan to assist Ss to identify important language points in the passages.key words & sentences please see Appendix 1.Step two: Further development (5 minutes)Enriching Ss’ word power: Do the Ex. on page 133-139.The fourth period (45 minutes)•Step one: Translation skills——某些比较结构的翻译(40 minutes)•1) In this part, T may assign students some translation practice based on the skills mentioned in Part Four (Page 139-142) in the textbook before class and invite some of the Ss to present the translation of their own at the beginning of the class.•2) T chooses the items that most Ss often find difficult to accomplish to illustrate with more examples from the textbook.•3) More follow-up translation practice are done in class.•Step two: Q & A and Assignments (5 minutes)•1) Ss are assigned to review the lesson after class and do the assignment (Appendix 6).•2) Ss preview the next unit.Sample translation practice (before class)• 1. Understanding the mental mechanism of acquiring a language is as important as it is difficult for the students majoring in language.• 2. Selling goods abroad is no more difficult than selling to the home market.• 3. The father felt no less guilty than the mother as there is no other way he could work out a better plan.• 4. The change in our country has been nothing less than a miracle.Possible translation (before class)• 1.了解语言习得的心理机制对语言专业的学生来说既重要又有难度。