新编英语教程第三册Unit11
新编英语教程unit1,2,3,4,5,8,9,10,11 课文翻译
翻译Unit111、他暗示John是肇事者的企图是徒劳的。
（insinuate，futile）暗示，无用的；无效的His attempt at insinuating that John was the culprit turned out to be futile.2、当他未能完成期望他做的事时，他很善于临时找个借口来为自己开脱。
（improvise）临时做He is very clever at improvising excuses when he fails to do what is expected of him.3、他此行去西藏可以满足他想参观布达拉宫的愿望了。
（gratify）使满足；使满意，使高兴His trip to Tibet will gratify his desire to see Potala. (the Potala Palace)4、这个公司拥有雄厚的人力资源。
（command）命令，指挥；控制This corporation commands excellent/rich/abundant human resources.5、另外想个办法去款待你的客人。
不要老是请他们看影视光碟。
（alternative）二中择一；供替代的选择Think of an alternative way of entertaining your guests. Don’t always show them VCDs.6、沉溺于胡思乱想和心血来潮是有害的。
（caprice）任性，反复无常；随想曲It is harmful to indulge in whims and caprices.7、不属于你的东西不要作非分之想。
（lay one’s hands on，be entitled to）2有权；有…的资格Try not to lay your hands on anything that you are not entitled to.8、他没有来参加竞赛。
大学英语第三册听说教程上机学习大厅听力单元测试答案Unit11
大学英语第三册听说教程上机学习大厅听力单元测试答案Unit 11 - 12Listening ComprehensionDirections: Listen to the short conversations and choose the correct answers to the questions you hear. The conversations and questions will be read ONLY ONCE.SET 11. A. She thinks the man's joking.B. The man needs to have his paper written at night.C. The man should get some sleep.D. The man is wise to stay up all night.2. A. Inside a library.B. On a university campus.C. Outside an art museum.D. Outside a sports center.3. A. 4:15.B. 4:50.C. 5:50.D. 5:15.4. A. The Statue is made of stone.B. The Statue is very large.C. The Statue is very near.D. The Statue is very popular.5. A. Raising the money will be difficult.B. All the students would like a formal ball.C. The needy will organize the festival.D. The festival will begin the term nicely.Answer:CCACDSET 21. A. Forty.B. Forty-five.C. Fifty-five.D. Eighty.2. A. The man's wife liked the game, but he didn't like it.B. The man's wife didn't want to go.C. The man enjoyed the game because it was excellent.D. The game was unsatisfying.3. A. Charm.B. Personality.C. Education.D. Years.4. A. He believes that George will go to school on time.B. He thinks that George will play truant.C. He believes that George will get up before 10 in the morning.D. He is sure that George is joking.5. A. She's careless.B. She's not concerned with Tony's health.C. She doesn't care what Tony said.D. She likes Tony very much.Answer:Listening ComprehensionDirections: Listen to the conversation and fill in the form below with no more than three words for each blank. Theconversation will be read TWICE.SET 1Walt Disney Originally a(n) (1)Ub Iwerks Disney Studio's (2) in 1928 who developed a new character, "Mickey Mouse"Oswald the Rabbit Disney's first successful (3) in a number of cartoon shorts beginning in (4)Newman Laugh-O-Grams First films Walt Disney made around (5)Plane Crazy First Mickey Mouse cartoon released on (6) 15, 1928Steamboat Willie First released on (7) 29, 1928The Gallopin' Gaucho Released on (8) 2, 1928The 7-minute Steamboat Willie Re-released with sound and first shown at the Colony Theater in (9)Considered Mickey Mouse's screen (10) performance and birth-dateAnswer:1. advertising cartoonist2. chief animator3. animal star4. 19275. 19206. May7. July8. August9. New York 10.debutSET 2BRITISH POUND VS EUROGenerally Joining the euro is about handing (1) of economic policy to a European level.The loss of control would be (2) .Politically Chancellor of the Exchequer would be made (3) .We are heavy (4) in every area of European policy-making.Economically Taxes, (5) and how much we choose to spend on public services would be set at European level.Britain and the other non-euro European countries are the best (6) on the continent.In Denmark, (7) % of businesses have said that the vote against the euro has not damaged them in the least.Past Experience Britain's linking the pound to European currencies 10 years ago in the ERM was a national disaster: 100,000 businesses (8) , unemployment doubled and (9) million people found their homes were worth less thanthey paid.Current Situation We are (10) of the European Union and can trade freely in the European single market.Outside the euro, we can still run our economy in Britain's interests.Answer:1. national control2. permanent3. redundant4. hitters5. mortgages6. performing economies7. 808. went under9. 1.75 10. leading membersListening ComprehensionDirections: Listen to the passage and decide whether the following statements are True or False. The passagewill be read ONLY ONCE.SET 11. Researchers use diaries, recordings and tests to study children's language. True False2. Emergence of the skills of speech perception appears in a baby's first year of life. True False3. The speaker will talk about research methods, language learning process and will develop some language skillsof the audience. True False4. The speaker will also review some ways in teaching of reading. True False5. The most neglected area of all is children's written language. True FalseAnswer:1. True2. True3. False4. True5. FalseSET 21. European Roundtable of Industrialists supports the European Monetary Union (EMU). True False2. The headquarters of the Association for the Monetary Union of Europe (AMUE) was in Paris. True False3. GDP per person in the poorest areas of the EU is one fifth that of the richest cities in 1997. True False4. The unemployment rate is higher in Austria and Netherlands than in Spain. True False5. The speaker is optimistic about the future of the European Single Currency. True False1. True2. True3. True4. False5. FalseListening ComprehensionDirections: Listen to the passage and choose the correct answers to the questions. The passage will be readONLY ONCE.SET 11. A. Crime films.B. Gangster films.C. Suspense films.D. All of the above.2. A. The deductive ability of the detective.B. The complexity of the crime.C. The cunning of the criminal.D. Witnesses interrogation.3. A. Detective-mystery films emphasize the detective solving the crime.B. The detective in a detective-mystery film studies the intriguing reasons and events leading to the crime.C. The central character in a detective-mystery film usually explores the unsolved crime, and puts an end to theeffects of the crime.D. The detective in a detective-mystery film is usually an amateur.4. A. Intensity.B. Darkness.C. Anxiety.D. Suspense.5. A. A trap or a rope.B. A knife or a pipe.C. Fists or gun.Answer:DADBCSET 21. A. Liberalization.B. Privatization.C. International competitiveness.D. Unemployment.2. A. The amount of mergers in Europe is smaller in 1997 than in 1998.B. The number of mergers in 1998 across countries is the highest.C. The mergers were strongly influenced by the fierce Single Market competition.D. Now the mergers have created a lot of jobs.3. A. 5 percent.B. 20 percent.C. 1 percent.D. 10 percent.4. A. The increase of sales in Europe.B. The decrease of distribution warehouses.C. The increase of markets.D. The improvement of environment.5. A. Globalization.B. Local markets.C. Currency fluctuation.D. Long-distance transportation of goods.Answer:Listening ComprehensionDirections: Listen to the passage TWICE and fill the blanks with the missing wordsSET 1Samsung has received CES 2004 Design and Engineering Innovations (1) for its 4th generation plasma, the HPP5091, a 50-inch Wide Screen HD Integrated-Wireless Plasma TV, due to its large size, great picture quality andparticularly the innovative (2) with wireless technology.In practical terms, the HPP5091 which offers a wireless media box with a range of 30 feet, with built-in NTSC and ATSC (3) , plus A/V, Component, DVI and HDMI connections, is truly a new (4) home theater concept. The HPP5091 is beauty for the eye inside and out, as it (5) superb picture quality with its (6) brightness and excellentcontrast (7) .Samsung also unveils its next-generation audio or videophile DVD players, the DVD-HD841 and the DVD-HD941. Successors to the 2003 CES Innovations Award-winning DVD-HD931, both players use a fully digital (8) to provide high-definition resolution such as 1080i, 768p, and 720p signals, and host advanced (9) such as DVI and HDMI outputs for uncompressed digital video, as well as Faroudja's DCDiTM video de-interlacing technology. Both new models offer increased audio (10) as well, including Super Audio CD (SACD) and DVD-Audio.Answer:1. honors2. marriage3. tuners4. state-of-the-art5. demonstrates6. superior7. ratio8. process9. features 10.capabilitiesSET 2When the euro was (1) for business use in most of Western Europe in 1999, a flood of cross-border mergers was expected to follow, particularly in the financial (2) . It would be easy for banks to achieve significant (3) by expanding through acquisitions across Europe, the logic went, because combining businesses like bond desks or creditcard (4) that used a single (5) would be largely trouble-free.But the (6) of such deal making has taken a back seat to politics, and not just in the financial industries, as national (7) struggled to retain (8) . This year, for instance, a deal between the French-German drug giant Aventis and Novartis of Switzerland was thwarted by (9) , and Aventis combined instead with a smaller French (10) , Sanofi-Synthélabo.Answer:1. adopted2. arena3. benefits4. operations5. currency6. promise7. governments8. dominance9. politicians 10.rivalListening ComprehensionDirections: Watch the video clip and decide whether the following statements are True or False1. Tina doesn't like the people they are visiting from the very beginning. True False2. The visiting family lives across the street. True False3. Tina is a vegetarian. True False4. According to Tom, if there are more than 3 children in the game, they have to play outside. True False5. According to Tina, Dylan likes rough games. True FalseAnswer:1. True2. True3. True4. False5. FalseSET 21. According to the messenger, Leut is coming by train. True False2. Leut has sent the messenger for a woman named Pearl. True False3. In Jesse's opinion, Leut is a liar. True False4. Leut and Jesse are brothers. True False5. Jesse knows that Leut won't shoot him because he's got no gun. True False Answer:1. False2. True3. True4. True5. False。
unit11 英语泛读教程第三册
Unit 11 Nonverbal CommunicationⅠObjectives1.Understanding the text2.Mastery of some language points3. Learning the ways of nonverbal communication4. Learning the importance of the nonverbal communication5. Learning how to improve the effect of the speech-giving2. Mastery of some difficult language points3. Learning the ways of nonverbal communicationcommunication2. Students might have difficulty in some of the words and phrases.3.Students need a lot of practice to improve the effect of the speech-givingAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periods1. Title:(1) How many ways of communications do you know? What are they?(2)Why could the nonverbal movements influence the effects of speech-giving? 2, Related InformationNonverbal communication(NVC) is usually understood as the process of communication through sending and receiving wordless messages. Such messages can be communicated through gesture; body language or posture; facial expression and eye contact; object communication such as clothing, hairstyles or even architecture; symbols and infographics. Speech may also contain nonverbal elements known as paralanguage, including voice quality, emotion and speaking style, as well as prosodic features such as rhythm, intonation and stress. Likewise, written texts have nonverbal elements such as handwriting style, spatial arrangement of words, or the use of emoticons.However, much of the study of nonverbal communication has focused on face-to-face interaction, where it can be classified into three principal areas: environmental conditions where communication takes place, the physical characteristics of the communicators, and behaviors of communicators duringinteractionVerbal vs oral communicationScholars in this field usually use a strict sense of the term "verbal", meaning "of or concerned with words," and do not use "verbal communication" as a synonym for oral or spoken communication. Thus, vocal sounds that are not considered to be words, such as a grunt, or singing a wordless note, are nonverbal. Sign languages and writing are generally understood as forms of verbal communication, as both make use of words — although like speech, both may contain paralinguistic elements and often occur alongside nonverbal messages. Nonverbal communication can occur through any sensory channel—sight, sound, smell, touch or taste. NVC is important as: "When we speak (or listen), our attention is focused on words rather than body language. But our judgement includes both. An audience is simultaneously processing both verbal and nonverbal cues. Body movements are not usually positive or negative in and of themselves; rather, the situation and the message will determine the appraisal."3. Text analysisPara1-4 By giving an example about different effects created by nonverbal actions, the author points out the importance of the proper nonverbal actions.Para5-21 The major aspects of nonverbal communication that will affect the outcome of the speech-giving.4. Key words and expressions(1) stricken(2) nonverbal communication(3) posture(4) facial expression(5) gesture(6) eye contact(7) plod(8) bizarre(9) attire (10) novice(11) demeanor(12) adroit(13) spontaneous(14) upstage(15) gauge(16) disconcerting(17) blank(18)manipulate5. Topic for Discussion(1) Why is nonverbal communication important to a public speaker?(2) What are the four aspects of nonverbal communication you shouldconcentrate on in your speeches?6.Exercises about the text7. Reading skills: Reading Instructions8. Fast Reading & ExercisesVI Homework.1. Home reading: Your Actions Speak Louder2.Preview Unit 14。
新编英语教程第三册
Unit 1TEXT IMy First JobTextWhile I was waiting to enter university, I saw in a local newspaper a teaching post advertised at a school in a suburb of London about ten miles from where I lived. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim.However, three days later a letter arrived, summoning me to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a ten-minute bus ride and then a walk of at least a quarter of a mile. As a result I arrived on a hot June morning too depressed to feel nervous.The school was a dreary, gabled Victorian house of red brick and with big staring sash-windows. The front garden was a gravel square; four evergreen shrubs stood at each corner, where they struggled to survive the dust and fumes from a busy main road. It was clearly the headmaster himself that opened the door. He was short and rotund. He had a sandy-coloured moustache, a freckled forehead and hardly any hair. He was wearing a tweed suit — one felt somehow he had always worn it — and across his ample stomach was looped a silver watch-chain.He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone. "Ah yes," he grunted. "You'd better come inside." The narrow, sunless hall smelled unpleasantly of stale cabbage; the cream-printed walls had gone a dingy margarine colour, except where they were scarred with ink marks; it was all silent. His study, judging by the crumbs on the carpet, was also his dining room. On the mantelpiece there was a salt cellar and pepper-pot. "You'd better sit down," he said, and proceeded to ask me a number of questions: what subjects had I taken in my General School Certificate; how old was I; what games did I play; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy's education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing. The headmaster and I obviously had singularly little in common.The school, he said, consisted of one class of twenty-four boys, ranging in age from seven to thirteen. I should have to teach all subjects except art, which he taught himself. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.The teaching set-up appalled me. I should have to split the class up into three groups and teach them in turn at three different levels; and I was dismayed at the thought of teaching algebra andgeometry —two subjects at which I had been completely incompetent at school. Worse perhaps was the idea of Saturday afternoon cricket. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.I said diffidently, "What would my salary be?" "Twelve pounds a week plus lunch." Before I could protest he got to his feel. "Now," he said, "you'd better meet my wife. She's the one who really runs this school."This was the last straw. I was very young: the prospect of working under a woman constituted the ultimate indignity.TEXT IIThe InterviewThe man who looked like a terrier said: "You're Blakey, are you? Take a seat."Blakey took a seat."I see you took your 'A' levels in English, French and History, and continued with the Arts at university." The terrier man looked up from Blakey's application form. "What," he asked mildly, "has prompted you to want to change to medicine?""Well," Blakey said — feeling anything but well — "I've always, even at school, been interested, but it was a big decision to take,and I wasn't sure at the time I had the right temperament." The panel of three made no comment, and their silence reminded him he'd not yet answered their question. "I really wanted to write." The man next to the terrier cleared his throat. "So the fact is you'd rather be a writer than a doctor?""Not necessarily," Blakey said. "It might have been true once, but for some time now my mind's been set on becoming a doctor." "But you are capable of a change of heart." There was a long pause."I'm sorry," Blakey said, startled, "did you mean that as a question?""Well?" the man said, raising an eyebrow."No, I don't think I am at all.""And you left University without taking a degree. Is that right?" "Yes.""Why was this?""Looking back," Blakey said, "I reckon I took on too much, too many activities.""Could you explain to us what these activities were?""I produced several plays for the college dramatic society," (which was true) "I spoke at Union debates" (also true) "and did a bit of social work" (which wasn't).The third member of the panel frowned. "Social work?" he said, as if it were some incurable disease. "Tell us about that." For athickset heavy-jowled man, his voice was oddly querulous. "Yes," Blakey said, and described the only two student organizations of the sort he knew the names of, but which for one reason or another he'd never got round to joining."And if your application were successful," the terrier man said on a note of sombre improbability, "could you support yourself?" Blakey hesitated. He had a sudden premonition that his answer could be crucial."You have no grant?" the man prompted."No.""Have you any private means?""I think I could manage all right."For the first time his principal tormentor revealed his teeth in a tight, impatient smile. "How could you manage?"Blakey shifted in his chair. He had begun to resent these cold, unforthcoming men who instilled in him a sense of guilt. It was more a cross-examination than an interview. His desire to take up medicine seemed almost like a crime. "I had a part-time job during vacations, which enabled me to save —""Could you tell us," his persecutor persisted, "the weekly income."He told them."Are you thinking of getting married in the near future?" "No.""What are your interests? How do you spend your spare time?" What had he said on the form? Why did they ask him when it was all on the form? He told them he liked music, the theatre, and that he often went walking. "Once," he said, "I even took part in a fishing match."The panel appeared not to regard this with much enthusiasm. "What games do you play?" The heavy-jowled man leaned forward hopefully. "Do you play rugger?"No, I was at a soccer school.""Did you ever win any prizes at anything?""No.""Have any members of your family been in the medical profession?"Blakey shook his head. "Most of my relations," he said, stung by a sense of inadequacy, "work in the pits.""Hm," The terrier man scribbled something on the form. " I think that covers pretty well everything," he said. He gave Blakey a wintry smile. "In due course you will hear from us."It sounded to Blakey like a threat.。
新编英语教程 3 Unit 11 预习材料
Unit 11 preparation workI. pre-reading questions1. What are the hints you get from the title?2. What kind of king was Shaka? (Find adjectives to describe the character of shaka)3. How did Shaka become the king of the Zulus?4. How did Shaka rule his people?5. What did his people think of Shaka and his ruling?II. background knowledgeZulu and Shaka; idioms containing “elephant”III. key wordsformidable, overgrow (outgrow), scour, impervious, escort, brooding, mourn, reign, staple, inhuman (inhumane, inhumanity, human, humane, humanity, humanities, humanitarian, humanist) pull together, be measured in seconds, gasp, namely, snap, might/ may well (might/ may just as well), as it was/ were, little less than, stapleIV. difficult sentences1. … on her d eath something seemed to snap in his mind.2. … this order was little less than a sentence of national starvation.3. Shaka now developed a brooding and bitter spirit.4. The fields were overgrown with weeds and one of the staple diets, namely milk, was no longer on the food list.5. Had Shaka been born in Europe, he too might well have altered the course of world affairs.6. Only after this had been done did he announce his orders for mourning …7. Neither man had ever heard of the other, yet they had a suprising amount in common, particularly in their genius for war and politics.8. …he was absolutely ruthless, never moving without an escort of “slayers”,V. DiscussionMake a comment on ShakaText II1. What particular genius did Shaka have?2. What is it meant by “It is the master’s eye which makes the cow grow fat.”?3. To make his regiments stronger, what actions did Shaka take?4. How did Shaka punish those who failed to do as he ordered? And how did Shaka reward those who satisfied him?5. What can you learn from this example of Shaka?Discussion: Are there any leaders in China and in the world who are as controversial as Shaka? Give an example and compare him with Shaka.。
大学英语专业综合教程第三册Unit11课文及单词
1. If your friend is in a new dress or buys a new mobile phone which you dislike intensely, and asks for your opinion about it, what will you say? Why do you think people lie?2. If somebody lies to you for your own good, how would you feel?At the University of Virginia in Charlottesville, psychology professor Bella DePaulo got 77 students and 70 townspeople to volunteer for an unusual project. All kept diaries for a week, recording the numbers and details of the lies they told.One student and six Charlottesville residents professed to have told no falsehoods. The other 140 participants told 1535.The lies were most often not what most of us would call earth-shattering. Someone would pretend to be more positive or supportive of a spouse or friend than he or she really was, or feign agreement with a relative's opinion. According to DePaulo, women in their interactions with other women lied mostly to spare the other's feelings. Men lied to other men generally for self-promoting reasons.Most strikingly, these tellers-of-a-thousand-lies reported that their deceptions caused them "little preoccupation or regret." Might that, too, be a lie? Perhaps. But there is evidence that this attitude towards casual use of prevarication is common.For example, 20,000 middle-and high-schoolers were surveyed by the Josephson Institute of Ethics — anonprofit organization in Marina del Rey, California, devoted to character education. Ninety-two per cent of the teenagers admitted having lied to their parents in the previous year, and 73 per cent characterized themselves as "serial liars," meaning they told lies weekly. Despite these admissions, 91 per cent of all respondents said they were "satisfied with my own ethics and character."Think how often we hear the expressions "I'll call you" or "The check is in the mail" or "I'm sorry, but he stepped out." And then there are professions —lawyers, pundits, public relations consultants —whose members seem to specialize in shaping or spinning the truth to suit clients' needs.Little white lies have become ubiquitous, and the reasons we give each other for telling fibs are familiar. Consider, for example, a corporate executive whom I'll call Tom. He goes with his wife and son to his mother-in-law's home for a holiday dinner every year. Tom dislikes her "special" pumpkin pie intensely. Invariably he tells her how wonderful it is, to avoid hurting her feelings."What's wrong with that?" Tom asked Michael Josephson, president of the Josephson Institute. It's a question we might all ask.Josephson replied by asking Tom to consider the lie from his mother-in-law's point of view. Suppose that one day Tom's child blurts out the truth, and she discovers the deceit. Will she tell her son-in-law, "Thank you for caring so much"? Or is she more likelyto feel hurt and say, "How could you have misled me all these years? And what else have you lied to me about?"And what might Tom's mother-in-law now suspect about her own daughter? And will Tom's boy lie to his parents and yet be satisfied with his own character?How often do we compliment people on how well they look, or express our appreciation for gifts, when we don't really mean it? Surely, these "nice lies" are harmless and well-intended, a necessary social lubricant. But, like Tom, we should remember the words of English novelist Sir Walter Scott, who wrote, "What a tangled web we weave, when first we practice to deceive."Even seemingly harmless falsehoods can have unforeseen consequences. Philosopher Sissela Bok warns us that they can put us on a slippery slope. "After the first lies, others can come more easily," she wrote in her book Lying: Moral Choice in Public and Private Life. "Psychological barriers wear down; the ability to make more distinctions can coarsen; the liar's perception of his chances of being caught may warp."Take the pumpkin-pie lies. In the first place, it wasn't just that he wanted his mother-in-law to feel good. Whether he realized it or not, he really wanted her to think highly of him. And after the initial deceit he needed to tell more lies to cover up the first one.Who believes it anymore when they're told that the person they want to reach by phone is "in a meeting"? By itself, that kind of lie is of no great consequence.Still, the endless proliferation of these little prevarications does matter.Once they've become common enough, even the small untruths that are not meant to hurt encourage a certain cynicism and loss of trust. "When [trust] is damaged," warns Bok, "the community as a whole suffers; and when it is destroyed, societies falter and collapse."Are all white lies to be avoided at all costs? Not necessarily. The most understandable and forgivable lies are an exchange of what ethicists refer to as the principle of trust for the principle of caring, "like telling children about the tooth fairy, or deceiving someone to set them up for a surprise party," Josephson says. "Still, we must ask ourselves if we are willing to give our friends and associates the authority to lie to us whenever they think it is for our own good."Josephson suggests a simple test. If someone you lie to finds out the truth, will he thank you for caring? Or will he feel his long-term trust in you has been undermined?And if you're not sure, Mark Twain has given us a good rule of thumb. "When in doubt, tell the truth. It will confound your enemies and astound your friends."New words:volunteerv. to give or offer (one's help, a suggestion, etc.) willingly or without being paidprofessv. to make a claimfeignv. to pretend to have or bepreoccupationn. the state of constantly thinking or worrying about somethingprevaricationn. the state of avoiding giving a direct answer or making a firm decisionseriala. of, in or forming a number of things, events, etc. of a similar kind, especially placed or occurring one after anotherethicsn. moral correctness; moral principlespunditn. a person who is an authority on a particular subject; an expertconsultantn. a person who gives specialist professional advice to othersfibn. a small unimportant liedeceitn. dishonest act or statementlubricantn. a substance such as oil which cause a machine to operate more easilytanglev. to make or become a mass of disordered and twisted threadswear downto reduce or become weaker until uselessperceptionn. the ability to see, hear and understand; the quality of understandingwarpv. to (cause to) turn or twist out of shapeproliferationn. a rapid increase in the amount or number of somethingcynicismn. the belief that people always act selfishlyfalterv. to lose power or strength in an uneven way, thus no longer making much progressassociaten. a person who is connected to another person as a businesspartner, colleague, or companionunderminev. to gradually make somebody or something less strong or effectiveconfoundv. to confuse and greatly surprise people, causing them to be unable to explain or deal with a situationastoundv. to make somebody very surprised or shocked, especially with (news of) something completely unexpected。
新编英语教程(第三版)第3册电子教案
Book IIIUnit 1 (2)Unit 2 (4)Unit 3 (6)Unit 4 (8)Unit 5 (10)Unit 6 (12)Unit 7 (14)Unit 8 (16)Unit 9 (17)Unit 10 (19)(6 hours) (19)Unit 11 (21)Unit 12 (23)Unit 13 (24)Unit 14 (26)Unit 15 (27)Unit 1(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to h elp to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narrationand practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile ofIII. Teaching Procedures: (4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson:1). Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the main idea;3). Do the guesswork of vocabulary;4). Study Text I intensively;5). Answer the questions of Text I both in SB (student’s book) and B(workbook)orally;6). Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7). Do oral work;8).Study the main points of guided writing, including theinformation about précis writing, paragraph writing of narration and description, and the heading and salutation of a letter;9). Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the jobchances of doing sth.land: succeed in getting sth.E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.2. summon sb. to do sth.3. …smell unpleasantly of stale cabbagesmell of: give out the smell of scent ofE.g. smell of brandy/paint/garlicHis accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to doprecede: come, go or happen just before sth. precede sth (with sth)E.g. proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5. attach importance to sth.; consider… importantE.g. attach much importance/weight/significance to the theory6. have sth. in common7. not so much…but the fact that…E.g. It was not so much there being no councils of workers, peasants and soldiersworthy of the mane, but the fact that they were very few.8. the last straw: an addition to a set of troubles which makes one unbearableE.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II1.prompt sb. to do sth or prompt sth: urge or causeE.g. His action was prompted by fear.Hunger prompted him to steal.2. Feeling anything but well.: feeling far from being wellanything but (恰恰不,才不) nothing/nobody but (正是,只是)all but(几乎,差一点)E.g. She looks anything but well. ( She looks ill.)You have nobody but yourself to blame.The thief has all but succeeded in escaping.3. be set on/upon (doing) sth: be determined to do, make up one’s mind4. get round to doing sth.: find time to do sth. at lastE.g. After a long delay, he got around to writing the letter.5. instill sth. in/into sbinstill: to put (ideas feelings, etc.) gradually but firmly into someone’s mind by a continuous effortE.g. instill the idea of discipline and obedience into new soldiers6. It was more a cross-examination than an interview.7. In due course, you will hear from us.Due: right and properE.g. He has his due reward.Unit 2(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice italong with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, preyIII. Teaching Procedures: (4 hours)1.Review the main points in last class;2.Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) andWB(workbook) orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraphof description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.He looked his goodbye at the garden.: He said his goodbye by looking at thegarden.2.cling toE.g. She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to beadjusted to a new condition, idea, or an event4.at such short notice: with little time for preparationE.g. The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilledcondition at present, in the past or in the future. The verb is generally in the past or past perfect.E.g. If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sthE.g. I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped upE.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II1.hoax: deceive, play tricks on sbhoax sb with sth, hoax sb into doing sthcoax: get sb to do sth by kindness or patiencecoax sb to do sth, coax sb into/out of doing sth2.needless to say3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influencedE.g. Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…fromE.g. A doctor’s note will exempt you from physical education.VI. Some information about April Fool’s DayApril Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.Unit 3(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice italong with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive s kills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdueIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answe r the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronologicalorder, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.consent: agreement or permission (v. n.)consent to sth.E.g. The young couple won/obtain/had their parent s’consent to theirmarriage.Shakespeare is, by common consent(公认), the greatest Englishdramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no differenceE.g. A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice5.purple with angergreen with envyash-white with terror6.My watch gains/loses a minute every day.V. Language points for Text II1.refer to sth as sth2.literally: really, without exaggeration; word for word, strictlyE.g. The children were literally starving.translate literally; carry out orders too literally3.vanish into thin air: disappear completely4.contribute to: help to cause sthE.g. Plenty of fresh air contributes to good health.Unit 4(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation toimprove students’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliantIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Answer the pre-reading questions orally;2) Allow students 4 minutes for rapid reading and 10 minutes for writing down themain idea for each paragraph;3）Do the guesswork of vocabulary;4）Study Text I intensively;5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7）Do oral work;8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9）Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. be comfortably/well /better/best/badly/worse/worst off2. amount to: add up to, reach; be equal in meaning, be the same asE.g. Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literatureE.g. literary works; literary styleliteral: being or following the exact or original meaning of a wordE.g. literal meaning ←→figurative meaningliteral translation ←→free translationliterate: able to read and write4.conviction: the feeling of being sure about sthE.g. It’s my conviction that our team will win the game.convict: declare sb is guiltyconvict sb. of sth5.realize in a flashV. Language points for Text II1.be apprenticed to2.set foot on the road to sthVI. More Information on William ShakespeareOne of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the worl d’s literature. His close friend, the playwright Ben Johnson, said of him that he was “not of an age, but for all time.”His works are a great landmark in the history of world literature for he was one ofthe first founders of realism, a master hand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the ShrewRomeo and Juliet,A Midsummer Night’s DreamThe Merchant of VeniceMuch Ado about Nothing,Twelfth NightAll’s Well that Ends Well, HamletOthelloKing LearMacbethTimon of AthensMeasure for MeasureThe TempestUnit 5(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communica tive abilities;4.Get to know the organization of a feature report and learn some writing skills innarration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sthIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Read the information of the text on p.54, 55 to get a better understanding ofChunnel;2) Answer the pre-reading questions orally;3) allow students 5 minutes to read the text rapidly for the main idea;4) do the guesswork of vocabulary;5) Study Text I intensively;6) Answer the questions of Text I both in SB(student’s book) and WB(work book)orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing ofnarration in informal tone, and letter writing to ask for information;10) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’smetonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried whenin pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time oftrouble.2. A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp. as a sign o f disapproval3.by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.pound adjectives made up in various ways:the soon-to-be-opened Chunnelthe gull-wing eyebrowscross-Channel-link schemestungsten-tipped teethV. Language points for Text II1.alternative: adj. OtherE.g. Have you got an alternative suggestion?n. choice of twoE.g. Caught in the act, he had no alternative but to confess.alternate: adj. A. (of two things) happening or following one after the otherE.g. alternate triumph and despairB. every second e.g. on alternate daysv. cause to occur one after the otherE.g. Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: couragehave the/no nerve to do sth or lose one’s nerveUnit 6(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scornIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing ofargument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.dream of sth or doing sth2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱or you’ll do…= If …not…you’ll…Imperative sentence,╲and you’ll do…= If … you’ll…E.g. Practice speaking English more, and you’ll improve your oral Englishquickly.Be careful in your pronunciation, or you’ll have great trouble in listeningand speaking.3.outlay: a spending of moneyoutlay on sth.E.g. the weekly outlay on groceries;a considerable outlay on basic researchOur country has outlaid (v.) a large sum of money in capital construction.4.economy: A. economic situation B. thrift and frugalityE.g. The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economicsE.g. Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or timeE.g. The writer is famous for his economical style.5.be well on the way toE.g. We were well on the way to the age of knowledge-based economy.V. Language points for Text II1.pour scorn on sb/sthhold /think it scorn to do sthy out: displayE.g. lay out merchandise3.in a panicUnit 7(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directoryIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writingof argument, and the letter writing to make an offer;9) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. take sth. for granted or take it for granted that: believe sth. withoutthinking about it very much2. He is proposing to attempt the impossible…: When he intends to do impossible…propose: have formed a plan; intendusage: propose to do sthpropose: suggestusage: propose doing sth./ that clause3.pose as unusual: pretend to beE.g. He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question4.suspense: anxiety or apprehension resulting from an uncertain, undecided ormysterious situationusage: in suspense, keep (sb) in suspense, hold in suspenseE.g. He waited in great suspense for the doctor’s opinion.suspension:E.g. the suspension of arms, suspension from school/officesuspicion:E.g. above suspicion, under suspicion5.justify: give a good reason forjustify sth or doing sthE.g. The editors are perfectly justified in refusing your work.6.have/ show an aptitude for sth.7.be bent on questioning you: be determined to question you.E.g. She is bent on becoming a good pianist.He is bent on making journalism his career.V. Language points for Text II1.for a start: to begin with, to start with2.…get away scot-free: escape without punishmentE.g. No student can get away with a breach of the rules of the university.got away from the restaurant scot-free3.turn a deaf ear to: ignore, pay no attention toE.g. I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…plague: pester or annoy persistently or incessantlyE.g. Runaway inflation further plagued the wage or salary earner.Unit 8(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the stu dents’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensiv e skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flickIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the mainidea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing ofpersuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.shelter: cover and protectionfind/take shelter from; give shelter to; be a shelter from; under the shelter of2.be engrossed in: be absorbed in, be taken upE.g. The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one likeE.g. S he n ever dares to eat to her heart’s content for fear that she would put onweight.4.…the assistant should retire discreetly…retire: move back or awayE.g. retire to one’s room; retire to bed;retire from the service; retire from the world;5.Apart from running up a huge account.run up: make or become greater or largerE.g. run up a huge account/bill/debts6.indulge: yield to, gratifybe indulged inE.g. She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sthE.g. He beckoned me to come nearer.8.tell sb off: scold or rebuke severelyE.g. The teacher told him off for not doing his homework.9. tuff away sth: put sth in a safe placeE.g. The troop was tucked away in a quiet valley.V. Language points for Text II1.be mean with sth2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;fever-stricken3.It’s real a bargain.A bargain is a bargain.make a bargain with sb; bargain sth for sth4.has a nose for gossip/informationnose into other’s affairsKeep your big nose out of my affairs.Unit 9(6 hours)I. Teaching Aims:。
李观仪《新编英语教程》(第3版)(参考译文 Unit 11)【圣才出品】
三、参考译文对话感恩节雪莉：你好，盖瑞，很久不见了。
最近怎么样了？盖瑞：哦，你好，雪莉。
我都好。
你呢？雪莉：不错，谢谢。
感恩节就要到了，我们班打算举办一次聚会庆祝一下。
盖瑞：太好了。
雪莉：但说实话，我对于感恩节了解不多。
你能告诉我一些关于它的知识吗？盖瑞：当然。
感恩节和圣诞节在美国是最重要的两个节日。
雪莉：哦，真的吗？我以为只有圣诞节对你们是重要的节日呢。
盖瑞：事实上，感恩节是美国最古老的节日，有着非常悠久的传统。
雪莉：它最早是什么时候开始的？盖瑞：嗯，至于日期，有些争论。
但是通常认为第一个感恩节发生在1621年10月的普利茅斯，那里是清教徒最终定居的地方。
他们举行庆祝活动感谢上帝的赐福和当地原住民的帮助。
雪莉：那么为什么现在的感恩节是在11月的第四个星期四呢？盖瑞：这个日子在过去的几个世纪里经历了多次变化。
1789年，美国的第一任总统乔治·华盛顿把11月26日定为感恩节。
后来，亚伯拉罕·林肯总统说这个全国性的节日应该是11月的最后一个星期四。
最后在1941年，罗斯福总统宣布11月的第四个星期四为感恩节。
雪莉：哦，我明白了。
它起先是一个宗教节曰。
盖瑞：是的，但是现在它不再那么有宗教意味了，已经成为一个非宗教的全国性节日了。
人们庆祝这一天更多地是因为他们喜欢这个节日隐含的意义。
这就是对你拥有的东西、给予你帮助的人表示感谢。
雪莉：那真是个好主意。
或许我们也需要每年庆祝这个节日，特别是我们年轻人。
我们需要学会感谢我们的父母、我们的老师和帮助过我们的人。
你们是如何庆祝这个节日的呢？盖瑞：大多数家庭会准备一顿“火鸡宴”，除了火鸡外，还包括第一次庆祝时吃的食物，例如火腿、馅料、肉汁土豆、许多其它蔬菜、作为甜点的面包和馅饼。
雪莉：我想那是非常丰盛的一餐。
盖瑞：是的。
这是家人团聚的时刻。
亲人们常常从老远的地方赶回来一起庆祝。
在美国，感恩节周末是一年中交通最繁忙的时候。
雪莉：除享用盛宴外，你们那天还做些什么呢？盖瑞：我们还举办感恩节游行活动，包括了大批受欢迎的媒体明星、军乐队、花车、大型氦气球。
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
After Reading
Warm-up Questions
1. What kind of king was Shaka? He was most probably a cruel king.
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
After Reading
Extended Reading
Directions: Listen to the following information for a better understanding of the Zulu life. While listening, please fill in the blanks with the information you hear.
Descendants of the Nguni peoples of southeast Africa, the Zulu trace their history back to the 14th and 15th centuries when they _m_i_g_r_at_e_d_ southward and settled into modern-day South Africa. During the 1800s, under Chief Shaka, the Zulus _es_t_a_b_li_s_h_ed_ themselves as a very powerful people and were feared throughout southern Africa. During this time it was the men who wove Zulu baskets; however, as the British took the men to work in the mines, women found it necessary to learn to weave the traditional African Zulu Baskets. Zulu baskets served as functional utilitarian containers and were typically devoid of any designs or patterns.
4. What type of writing does this text belong to? Narration.
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
Background Information
Around the turn of the 20th century, traded tin and iron replaced the baskets and by the 1940s the skill of weaving was all but lost. Starting with a Missionary, Rev. Tjell Lofroth of the Lutheran Church, who wanted to convert the Zulus in the late 60s, a workshop (called Vukani) was created and three very old Zulu women were found that still remembered how to _d_y_e the materials and weave the baskets. From this the baskets refined through the 70s, 80s and 90s until we have the pinnacle of quality and refinement today. Regrettably, the techniques and skills may soon again be lost due to m__ig_r_a_t_io_n_ to the cities and AIDS.
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
After Reading
3. The Zululand
Zululand is at present a region in northeastern Natal, Republic of South Africa, on the Indian Ocean; formerly it was a Zulu kingdom with an area of 10,427 square miles or 27,006 square kilometers.
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
After Reading
They were essentially plain; however, the beer basket covers called Imbenge were often highly decorated and colorful. Today many _p_a_tt_e_rn_s_, both based on traditional Zulu _b_e_ad_w__o_r_k designs as well as contemporary motifs based on other South African tribes or original ideas have appeared. The development (and continued elaboration) of natural pigments and dyes as well as the weavers’ struggles to _d_if_f_er_e_n_t_ia_t_e their unique styles has led to many and varied designs not previously known.
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
After Reading
Free Discussion
1. How much do you know about the Zulus and their kings? 2. Would you like to travel to South Africa? Why?
1. Shaka Zulu
Shaka Zulu (1787-1828) was the Zulu military leader who in the early years of the 19th century built up by conquest the powerful Zulu Empire in South Africa. He seized the throne in 1816 and ruled with an iron hand.
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Unit 11 Shaka — King of the Zulus
Before Reading
Global Reading
Detailed Reading
After Reading
Today most of the Zulu population lives in a 10,000 square mile Zululand _re_s_e_rv_e_ along the Indian Ocean. Once s_e_l_f-_s_u_ff_i_c_ie_n_t , many must now rely on employment outside of their reserve in nearby towns to survive. Members of the more than 300 Zulu-speaking peoples _re_s_id_e_ in KwaZulu (“Place of Heaven”), an area approximately the size of New Jersey. Their economy is based on the cultivation of crops, tended by the women, and the raising of cattle, for which the men and boys are responsible. The weaving of traditional African Zulu Baskets is also a small industry. Most Zulus still live in their traditional Kraals, an area _fe_n_c_e_d_ in by thickets of spiny shrubs that contain their traditional huts and gardens. Often a h_o_m__e_s_te_a_d_ will have an extended family living in close proximity to each other, often far removed from other clans.