21世纪大学英语第三册教案
21世纪大学实用英语综合教程第二版第3册教学设计
21世纪大学实用英语综合教程第二版第3册教学设计一、教学目标本教学活动的主要目标是提高学生在口语、听力、阅读和写作等方面的英语综合能力。
通过本次教学，学生将学会：•学习并运用一些高级的英语词汇、语言表达及语法知识，以突破日常英语交流的限制；•发展英语口语会话技能，提高口语交际能力和听力理解力；•提高英语阅读理解和写作水平，通过对文章中的主要内容和思想的深入掌握，帮助学生进一步提升自己的语言特长；•增强自我学习和团队合作能力，感受共同合作和交流的乐趣。
二、教学内容教学内容主要包括以下部分：1.单元学习–单课文学习–语言点学习2.口语会话练习–组织课堂对话活动–组织角色扮演活动3.阅读理解和语言表达练习–完成阅读理解题目–组织小组讨论活动4.写作练习–组织英文写作训练–个人写作作业三、教学方法本次教学中将主要采用以下教学方法：1.任务型教学–课堂上进行个人或小组任务训练，提高学生的参与性和话语能力；–鼓励学生积极提出问题和进行自主思考，在众人中提升自己的表达实力。
2.合作学习法–小组合作学习能够让每个学生充分参与到课堂活动中，促进彼此间的沟通和交流，提高团队成员间的相互协作效率；–让学生在这个过程中体验到学习的乐趣，从而激发他们的学习兴趣和热情。
3.交互式教学法–课堂上教师可以通过语音演讲、互动问答等方式与学生进行交流互动，在一定程度上可以增强师生之间的互动沟通；–学生可以在课堂上积极发言和问问题，从而进一步增强自己的英语表达能力和口语交际技巧。
四、教学评价本次教学将采用以下方式进行教学评价：1.教师评价–通过对学生的课堂表现、书面作业完成情况等进行评估，及时反馈学生的学习状态，制定适当的教学计划；–及时发现学生的学习和表达问题，引导学生思考和分析，并提供适当的帮助。
2.学生评价–在教学完成后，通过针对学生的问卷调查和教学反馈，了解并收集学生对本次教学收获和反馈；–分析学生意见和反馈，及时调整和改进教学方法，提高教学效果。
21世纪大学英语三册教案 Unit1
4）The reason the waiters followed Jerry was because of his attitude.
这些服务员之所以跟随杰里是因为他的心态好。
本句中“ the waiters followed Jerry”是定语从句，修饰“The reason”,定语从句和被修饰语“reason”之间省略了连接词“why”。
7）Seeing this style really made me curious.
看到他这种风格确实令我感到好奇。
“Seeing this style”是动名词短语，作主语用。英语中用动名词或动名词短语作主语是比较常见的
Seeing is believing.
It is great fun ailing a boat.
2) Play a PPT to illustrate how important one’s attitude is.
2 Listening Practice
Step 2 Text A
1.Starter
Everyone had times of darkness and unhappiness. When you find yourself faced with difficulty or troubled by something, what do you usually do? Talk to your classmates and exchange your solutions to such problems. You may first write down your own solutions in the spaces provided below.
21世纪大学英语第三册教案第三单元n3-unit3
Unit 3 T ext A The Sense of WonderI. T eaching Objectives1.To understand the writer’s purpose to write the text and appreciate the senses that we usually take forgranted.2.To grasp the key words and phrases.3.To master the skills of writing and reading in this unit.1) To persuade someone that it’s easier than they think to do something worthwhile.2) To understand idiomatic expressions in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4. Language Points( key words, phrases and difficult sentences)5. Grammar Focus ( The “if…then…” structure)6. Guided Practice (exercises, oral practice and group work)III. Teaching Process1.Warm-up Questions1)If you had to lose one of your senses, which one would you choose to give up? And having lost it, what do you think you’d miss the most?2) It’s common to speak of “ the five senses”---but are there only five? Some researchers say that we all have and use other senses as well. What others can you think of ?2.Text OrganizationPart I (Para 1) Fact: Children lose their sense of wonder before they reach adulthood.Part II (Paras.2-5) How to preserve or keep alive the sense of wonder?(Questions) 1) Who can be of help? 2) How can parents be of help?Part III (Paras6-9) What is the value of preserving or strengthening the sense of wonder?(It is more than just a pleasant way of passing the golden hours or children.)3. Skill Learning in Writing and Reading1)To persuade someone that it’s easier than they think to do something worthwhile by placing most of the possible objections in “ even if” and “wherever” clauses and arguing against them or responding directly and immediately.e.g (Para 4) Even if you have little knowledge of nature at your disposal, there is still much youcan do for your child. Wherever you are and whatever your resources, you can still look up at the sky….Y ou can still feel…2)To understand idiomatic expressions with the help of the context cl ues― examples, explanations, contrasts or parallel phrases. (Note: In the case of idiomatic expressions, word formation clues can be1misleading.)4. Language points1) wonder --- n. a feeling of great surprise and admiration caused by seeing or experiencing something that is strange and new (the title)Examples:The sight of the Great Wall stretching out under their feet filled them with wonder.The children watched the magician in silent wonder.2) If I had influence with the angels who are supposed to pr eside over all children, …. (para.1) influence with sb. -- ability to obtain favorable treatment from sb., usu. by means of acquaintance, status, wealth, etc.Examples:She has great influence with the manager.My influence with her is not very strong.preside over --- be head or director of; control or be responsible forExamples:The city council is presided over by the mayor.The government has presided over some of the most significant changes in education in the last decade. 3) Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of a child and on the other with a world of complex physical nature. (para.2)confront --- vt. stand or meet face to face; bring face to faceIf a problem, task, or difficulty confronts you, or if you are confronted with it, it is something that you cannot avoid and must deal with; if you confront a difficult situation, you accept the fact that it exists and try to deal with it.Examples:We soon have to confront a fundamental question.Can you think of some typical problems that confront Chinese learning English?physical --- a. having material existence; of or relating to material thingsExamples:All physical objects occupy space.the physical world4) in a mood of self-defeat---feeling helpless. (para.2)5) it is not half so important to know as it is to feel (para.3)Paraphrase --- to feel is certainly more important than to know.Not half is used in informal English to emphasize an opinion or the truth of a statement. Examples:It isn't half cold here in winter.Films these days aren’t half as good as they used to be.to feel---to have the feeling or emotion; to have the sense of wonder.to know ---to have the knowledge; to know the facts.6) It is more important to pave the way for chi ldren’s desire to know … (para.3)pave the way (for )---create a situation in which something specified is possible and can happen.] Examples:Data from the probe will pave the way for a more detailed study of Mars.His work paved the way for the new theory.7) have little knowledge of nature at your disposal (para.4)at sb.'s disposal -- available for sb. to use as he wishesExamples:If you want some help preparing for the party I can be at your disposal all day2I would take you if I could, but I don’t h ave a car at my disposal this week.8) the mysteries of natural selection embodied in the perfume and flavor of fruit. (para.4)Natural selection---The theory of natural selection is based on the idea that living things are in constant competition for limited but essential resources in their environment -- such as food, places to hide, and opportunities to breed. Accordingly, natural selection favors any trait that helps an organism or its offspring survive. For example, the daring shown by birds in the face of a predator near the nest involves the risk of death. Nonetheless, natural selection compensates the risk by increasing the offspring's chances of survival.embody -- vt. contain and express as an important featureExamples:His principles were embodied in her behavior.The latest computer model embodies many new features.8) a matter of being open to what lies all around you (para.5)be open to (an idea, etc.) -- be ready and willing to accept and to try and understand or consider (an idea, etc.)Examples:We haven't decided on a price, but we're open to offers.We are open to suggestions.9)their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living (para.7) Paraphrase --- they manage to think of ways to achieve mental satisfaction and rediscover happiness in lifeInner is used to describe feelings or emotions which people have but which they do not express or show to other people.Examples:His inner feelings of failure came over him.She longed for inner clam.10) contemplate the beauty of the earth -- observe the beauty of the earth thoughtfully (para.7) Contemplate stresses the focusing of one's thoughts on something, often in a deep, quiet and serious way and for a long time.Examples:He contemplated the problem before he announced his decision.She stood there contemplating the painting.11) There is something infinitely healing in the repeated refrains of nature…(para.7)Paraphrase ---There is something that has the immense power of making things normal again in the cycle of nature.heal monly suggests a restoring to soundness of an affected part after a wound or sore. Examples:His wounds were slow to heal.The plaster cast will help to heal the broken bone.12) What will sustain me in my last moments is an infinite curiosity as to what is to follow. (para.9) Paraphrase --- What will keep me alive in my last moments is a great curiosity about what will happen next.sustain---vt. keep alive or in existence.Examples:Only the hope that rescuers were getting nearer sustained the trapped miners.There must be enough oxygen to sustain life.3as to --- with regard to; aboutExamples:There are no special rules as to what clothes you should wearHe has been given no directions as to what to write.5. Grammar Focusif….then…The if clause implies an assumption the speaker is making which is not widely held, while the then clause lays out the consequences of that line of reasoning. Then used in the structure often means “in that case”, “therefore”, or “as a result”. The structure is mainly used in written English.Examples:If any questions do occur to you, then don’t hesitate to write to us.If I haven’t heard from you by Friday, then I’ll assume you’re not coming.6. Guided Practice1)Discuss questions with group members using imagination: Page 77a)If you could spend a month completely alone in a beautiful natural setting, how would theexperience benefit you?b)If you were a sound, what sound would you be? Why?c)What if you were a taste of a smell?2) Ask several students to retell the text by using their own words.7. After-class Assignments1) Review Text A2) Do exercises:Structure (Ex. IX. pp.80)Cloze (Ex. X. pp. 81)Translation (Ex. XI., pp.82)3) Structured Writing (p. 85)Self-study1. The title of the text, which is at the same time the key phrase of the passage, refers to a feeling children are gifted with, that of great excitement and admiration aroused by the atrange and new. This concept runs through the whole text, yet the phrase itself is not often repeated. Instead, other variants are use that point to the same idea.Please list some such expressions (at least 6) occuring in the text and write them down in your notebook..It is common in English writing to use different phrases to refer to the same idea or concept, or even objects, sometimes with a little variation. A wareness of this will certainly facilitate your reading.2. Finish T ext Comprehension on page 64. (10 questions)3. For the paragraph on page 69 Ex. XI, first translate it into Chinese and then learn it by heart. Y ou will be checked after we finish the discussion of the text.Text B The Innocent EyeLanguage Points1.When we were very young we were all artists.--- When we were children, we all had a sense of the4beautiful things in life.An artist, a person who practices any of the fine arts., is generally believed to have a keen sense of what is beautiful in life.2.We all came to this world with the doors of perception wide open.--- When we were born, wewere all ready to receive any information through our senses of sight, hearing, smell, touch and taste.3.T ouch by touch we built up our store of tactile impressions, keenly sensed in minute detail.---Slowly we began to remember a lot about how various thins felt, even with a keen sense of their precise details.touch by touch---with every experience of touchingbuild up---acquire or increase gradually.tactile impressions---memories gained by touching.minute---a. very small in size or amount; very accurate or precise.4.through the s ense of vision we were able to “feel” things beyond the grasp of our hands.---bylooking at them we were able to know about things which we couldn’t reach and touch with our hands.5.this kind of seeing was not the rapid sophisticated eye-sweep of the efficient fact-findingadult.---This way we, as children, learned about things through the sense of vision was different from the quick, experienced way efficient adults discover the truth about things.eye-sweep---n. a look around6.your eye would move no faster than your finger---you could not just flick your eyes back and forth;your eyes would have to follow your moving fingers.7.do all our living at the speed our machines have imposed upon us---do everything in life at thequick speed required by the machines.8.We are hungry for we don’t know what.---We miss something, but we do not knowhungry---desirous9.the interaction between positive and negative space---the mutual influence between space taken upby something and blank space.10.Once more we feel in touch with our world; our aesthetic sense is being fed and we arecomforted.---Once we are learning about the world through our senses; we begin to appreciate life’s beauties and we are happy again.11.When no preconceived ideas keep us from looking and we take all the time we need to really feelwhat we see…the universe opens up and we catch our breath in awe at the incredible complexity of design in the humblest things.---When we stop looking at things by identifying and labeling and have sufficient time for feel-seeing…we begin to appreciate things we have not appreciated previously and we feel amazed to find the incredible beauty in the details of the simplest things.catch one’s breath---take a sudden deep breath, often when one sees something extremely beautiful, exciting, or shocking.5。
21世纪大学英语读写教育教案第三册TextA原文
第一单元TextAA common misconception among youngsters attending school is that their teachers were child prodigies. Who else but a bookworm, with none of the normal kid's tendency to play rather than study, would grow up to be a teacher anyway? I've tried desperately to explain to my students that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus. On the contrary, I hated compulsory education with a passion. I could never quite accept the notion of having to go to school while the fish were biting. But in my sophomore year, something beautiful and exciting happened. Cupid aimed his arrow and struck me right in the heart. All at once, I enjoyed going to school, if only to gaze at the lovely face in English II.My princess sat near the pencil sharpener, and that year I ground up enough pencils to fuel a campfire. Alas, Debbie was far beyond my wildest dreams. We were separated not only by five rows of desks, but by about 50 I.Q. points. She was the top student in English II, the apple of Mrs. Larrivee's eye.Occasionally, Debbie would catch me staring at her, and she would flash a smile that radiated intelligence and quickened my heartbeat. It was a smile that signaled hope and made me temporarily forget the intellectual gulf that separated us.I schemed desperately to bridge that gulf. And one day, as I was passing the supermarket, an idea came to me. A sign in the window announced that the store was offering the first volume of a set of encyclopedias at the special price of 29 cents. The remaining volumes would cost $2.49 each.I purchased Volume I —Aardvark to Asteroid —and began my venture into the world of knowledge. I would henceforth become a seeker of facts. I would become Chief Brain in English II and sweep my princess off her feet with a surge of erudition.I had it all planned.My first opportunity came one day in the cafeteria line. I looked behind me and there she was."Hi," she said.After a pause, I wet my lips and said, "Know where anchovies come from?"She seemed surprised. "No, I don't."I breathed a sigh of relief. "The anchovy lives in salt water and is rarely found in fresh water." I had to talk fast, so that I could get all the facts in before we reached the cash register. "Fishermen catch anchovies in the Mediterranean Sea and along the Atlantic coast near Spain and Portugal.""How fascinating," said Debbie, shaking her head in disbelief. It was obvious that I had made quite an impression.A few days later, during a fire drill, I casually went up to her and asked, "Ever been to the Aleutian Islands?""Never have," she replied."Might be a nice place to visit, but I certainly wouldn't want to live there," I said. "Why not?" said Debbie, playing right into my hands."Well, the climate is forbidding. There are no trees on any of the 100 or more islands in the group. The ground is rocky and very little plant life can grow on it.""I don't think I'd even care to visit," she said.The fire drill was over and we began to file into the building, so I had to step it up to get the natives in. "The Aleuts are short and sturdy and have dark skin and black hair. They live on fish, and they trap blue foxes and seals for their valuable fur." Debbie's eyes widened in amazement.One day I was browsing through the library. I spotted Debbie sitting at a table, absorbed in a crossword puzzle. She was frowning, apparently stumped on a word.I leaned over and asked if I could help."Four-letter word for Oriental female servant," Debbie said."Try amah," I said, quick as a flash.Debbie filled in the blanks, then turned to stare at me in amazement. "I don't believe it," she said. "I just don't believe it."And so it went, that glorious, joyous, romantic sophomore year. Debbie seemed to relish our little conversations and hung on my every word. Naturally, the more I read, the more my confidence grew.In the classroom, too, I was gradually making my presence felt. One day, during a discussion of Coleridge's "The Ancient Mariner", we came across the word albatross."Can anyone tell us what an albatross is?" asked Mrs. Larrivee.My hand shot up. "The albatross is a large bird that lives mostly in the ocean regions below the equator, but may be found in the north Pacific as well. The albatross measures as long as four feet and has the greatest wingspread of any bird.It feeds on fish and shellfish. The albatross has an enormous appetite, and when it's full it has trouble getting into the air again."There was a long silence in the room. Mrs. Larrivee couldn't quite believe what she had just heard. I sneaked a look at Debbie and gave her a big wink. She beamed proudly and winked back.What I failed to perceive was that Debbie all this while was going steady with a junior from a neighboring school —a basketball player with a C+ average. The revelation hit me hard, and for a while I felt like forgetting everything I had learned.I had saved enough money to buy Volume II —Asthma to Bullfinch —but was strongly tempted to invest in a basketball instead.I felt not only hurt, but betrayed. Like Agamemnon, but with less drastic consequences, thank God.In time I recovered from my wounds. The next year Debbie moved from the neighborhood and transferred to another school. Soon she became no more than a memory.Although the original incentive was gone, I continued poring over the encyclopedias, as well as an increasing number of other books. Having tasted of the wine of knowledge, I could not now alter my course. For:"A little knowledge is a dangerous thing:Drink deep, or taste not the Pierian spring."So wrote Alexander Pope, Volume XIV —Paprika to Pterodactyl.(1,034 words)第二单元TextAYou're on the Titanic II. It has just hit an iceberg and is sinking. And, as last time, there are not enough lifeboats. The captain shouts, "Women and children first!" But this time, another voice is heard: "Why women?"Why, indeed? Part of the charm of the successful movie Titanic are the period costumes, the period extravagance, and the period prejudices. An audience can enjoy these at a distance. Oddly, however, of all the period attitudes in the film, the old maritime tradition of "women and children first" enjoys total acceptance by modern audiences. Listen to the audience boo at the bad guys who try to sneak on the lifeboats with —or ahead of —the ladies.But is not grouping women with children a raging anachronism? Should not any self-respecting modern person, let alone feminist, object to it as insulting to women?Yet its usage is as common today as it was in 1912. Consider these examples taken almost at random from recent newspapers:"The invaders gunned down the Indians, most of them women and children..." "As many as 200 civilians, most of them women and children, were killed...""At the massacre in Ahmici 103 Muslims, including 33 women and children, were killed..."At a time when women fly combat aircraft and run multi-national corporations,how can one not wince when adult women are routinely classed with children? In Ahmici, it seems, 70 adult men were killed. And how many adult women? Not clear. When things get serious, when blood starts to flow or ships start to sink, you'll find them with the children.Children are entitled to special consideration for two reasons: helplessness and innocence. They have not yet acquired either the faculty of reason or the wisdom of experience. Consequently, they are defenseless (incapable of fending for themselves) and blameless (incapable of real sin). That's why we grant them special protection. In an emergency, it is our duty to save them first because they, helpless, have put their lives in our hands. And in wartime, they are supposed to be protected by special immunity because they can have threatened or offended no one.The phrase "women and children" attributes to women the same dependence and moral simplicity we find in five-year-olds. Such an attitude perhaps made sense in an era dominated by male privilege. Given the disabilities attached to womanhood in 1912, it was only fair that a new standard of gender equality not suddenly be proclaimed just as lifeboat seats were being handed out. That deference —a somewhat more urgent variation on giving up your seat on the bus to a woman —complemented and perhaps to some extent compensated for the legal and social constraints placed on women at the time.But in our era of extensive social restructuring to grant women equality in education, in employment, in government, in athletics, what entitles women to theprivileges —and reduces them to the status —of children?Evolutionary psychologists might say that ladies-to-the-lifeboats is an instinct that developed to perpetuate the species: Women are indispensable child-bearers. You can repopulate a village if the women survive and only a few of the men, but not if the men survive and only a few of the women. Women being more precious, biologically speaking, than men, evolution has conditioned us to give them the kind of life-protecting deference we give to that other seed of the future: kids. The problem with this kind of logic, however, is its depressing reductionism. It's like a serious version of the geneticist's old joke that a chicken is just an egg's way of making another egg. But humans are more than just egg-layers. And traditional courtesies are more than just disguised survival strategies. So why do we say "women and children"?Perhaps it's really "women for children." The most basic parental bond is maternal. Equal parenting is great, but women, from breast to cradle to reassuring hug, can nurture in ways that men cannot. And thus, because we value children, women should go second. The children need them.But kiddie-centrism gets you only so far. What if there are no children on board? You are on the Titanic III, and this time it's a singles cruise. No kids, no parents. Now: Iceberg! Lifeboats! Action!Here's my scenario. The men, out of sheer irrational heroism, should let the women go first. And the women, out of sheer feminist self-respect, should refuse. Result? Stalemate. How does this movie end? How should it end? Hurry, the ship'sgoing down.(759 words)第三单元TextAA child's world is fresh and new and beautiful, full of wonder and excitement. It is our misfortune that, for most of us, that clear-eyed vision —that true instinct for what is beautiful and awe-inspiring —is dimmed and even lost before we reach adulthood. If I had influence with the angels who are supposed to preside over all children, I would ask that their gift to each child in the world be a sense of wonder so indestructible that it would last throughout life.If children are to keep alive their natural sense of wonder without any such gift from the angels, they need the companionship of at least one adult who can share it, rediscovering with the child the joy, excitement and mystery of the world we live in. Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of a child and on the other with a world of complex physical nature. In a mood of self-defeat, they exclaim, "How can I possibly teach my child about nature —why, I don't even know one bird from another!"I sincerely believe that for children, and for parents seeking to guide them, it is not half so important to know as it is to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. The years of early childhood are the time to prepare the soil. Once the emotions have been aroused —a sense of the beautiful, the excitement of the new and the unknown, a feeling of sympathy, pity,admiration or love —then we wish for knowledge about the object of our emotional response. Once found, such knowledge has far more lasting meaning than mere information. It is more important to pave the way for children's desire to know than to put them on a diet of facts they are not ready to assimilate.Even if you feel you have little knowledge of nature at your disposal, there is still much you can do for your child. Wherever you are and whatever your resources, you can still look up at the sky —its dawn and evening beauties, its moving clouds, its stars by night. You can listen to the wind, whether it blows with majestic voice through a forest or sings a many-voiced chorus around the corners of your apartment building, and in the listening, you can gain magical release for your thoughts. You can still feel the rain on your face and think of its long journey from sea to air to earth, and wonder at the mysteries of natural selection embodied in the perfume and flavour of a fruit. Even if you are a city dweller, you can find some place, perhaps a park or a golf course, where you can observe the mysterious migrations of the birds and the changing seasons. And with your child you can ponder the mystery of a growing seed, even if it's just one planted in a pot of earth in the kitchen window.Exploring nature with your child is largely a matter of being open to what lies all around you. It is learning again to use your eyes, ears, nose and fingertips, opening up the disused channels of your senses. For most of us, knowledge of our world comes largely through sight, yet we look about with such unseeing eyes that we are partially blind. One way to open your eyes to unnoticed beauty is to ask yourself,"What if I had never seen this before? What if I knew I would never see it again?" What is the value of preserving and strengthening this sense of awe and wonder, this recognition of something beyond the boundaries of human existence? Is the exploration of the natural world just a pleasant way to pass the golden hours of childhood or is there something deeper?I am sure there is something much deeper, something lasting and significant. Those who dwell, as scientists or laypeople, among the beauties and mysteries of the earth are never alone or weary of life. Whatever the problems or concerns of their personal lives, their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. There is symbolic as well as actual beauty in the migration of the birds, the ebb and flow of the tides, the folded bud ready for the spring. There is something infinitely healing in the repeated refrains of nature —the assurance that dawn comes after night, and spring after the winter.I like to remember the distinguished Swedish oceanographer, Otto Pettersson, who died a few years ago at the age of ninety-three, in full possession of his keen mental powers. His son has related in a recent book how intensely his father enjoyed every new experience, every new discovery concerning the world about him."He was an incurable romantic," the son wrote, "intensely in love with life and with the mysteries of the universe." When he realized he had not much longer to enjoy the earthly scene, Otto Pettersson said to his son: "What will sustain me in my lastmoments is an infinite curiosity as to what is to follow."第四单元TextAI am master of Branford College at Yale. I live on the campus and know the students well. (We have 485 of them.) I listen to their hopes and fears —and also to their stereo music and their piercing cries in the dead of night ("Does anybody care?"). They come to me to ask how to get through the rest of their lives.Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don't want to hear such news. They want a map —right now —that they can follow directly to career security, financial security, social security and, presumably, a prepaid grave. What I wish for all students is some release from the grim grip of the future. I wish them a chance to enjoy each segment of their education as an experience in itself and not as a tiresome requirement in preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as educational as victory and is not the end of the world.My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, worshipped in our media —the million-dollar athlete, the wealthy executive —and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.I see four kinds of pressure working on college students today: economic pressure,parental pressure, peer pressure, and self-induced pressure. It's easy to look around for bad guys —to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the students for driving themselves too hard. But there are no bad guys, only victims.Today it is not unusual for a student, even one who works part time at college and full time during the summer, to have accumulated $5,000 in loans after four years —loans that the student must start to repay within one year after graduation (and incidentally, not all these loans are low-interest, as many non-students believe). Encouraged at the commencement ceremony to go forth into the world, students are already behind as they go forth. How can they not feel under pressure throughout college to prepare for this day of reckoning? Women at Yale are under even more pressure than men to justify their expensive education to themselves, their parents, and society. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society hasn't yet caught up with this fact.Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined. I see students taking premedical courses with joyless determination. They go off to their labs as if they were going to the dentist. It saddens me because I know them in other corners of their life as cheerful people. "Do you want to go to medical school?" I ask them."I guess so," they say, without conviction, or, "Not really.""Then why are you going?""My parents want me to be a doctor. They're paying all this money and..."Peer pressure and self-induced pressure are also intertwined, and they begin from the very start of freshman year. "I had a freshman student I'll call Linda," one instructor told me, "who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I couldn't tell her that Barbara had come in two hours earlier to say the same thing about Linda." The story is almost funny —except that it's not. It's a symptom of all the pressures put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they could sometimes forget about their peers and go to a movie. I hear the rattling of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: "Will I get everything done?"Probably they won't. They will get sick. They will sleep. They will oversleep. They will bug out.I've painted too grim a portrait of today's students, making them seem too solemn. That's only half of their story; the other half is that these students are nice people, and easy to like. They're quick to laugh and to offer friendship. They're more considerate of one another than any student generation I've ever known. If I've described them primarily as driven creatures who largely ignore the joyful side of life, it's because that's where the problem is —not only at Yale but throughoutAmerican education. It's why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.I tell students that there is no one "right" way to get ahead —that each of them isa different person, starting from a different point and bound for a different destination. I tell them that change is healthy and that people don't have to fit into pre-arranged slots. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. I invite heads of companies, editors of magazines, politicians, Broadway producers, artists, writers, economists, photographers, scientists, historians —a mixed bag of achievers.I ask them to say a few words about how they got started. The students always assume that they started in their present profession and knew all along that it was what they wanted to do. But in fact, most of them got where they are by a circuitous route, after many side trips. The students are startled. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to lead them down some unforeseen trail.(1069 words)第五单元TextAAmerica can be a strange experience for a foreigner. My wife and I arrived in the United States in January after seven years overseas —four in France, three in Poland. From the jumble of first impressions, we compiled an A-to-Z explanation ofwhy America can be such a foreign country to those who arrive here from Europe.I should explain at the outset that I am from Britain, but my Florida-born wife Lisa is as American as apple pie. In our list, however, A doesn't stand for apple pie. It stands for:Ambition. In the Old World, people are taught to hide it. Here it's quite proper to announce that you're after the boss's job or want to make a million dollars by the age of 30.Breakfast. The American habit of conducting business at breakfast has reached Europe, but I doubt it will ever really catch on. In France and Britain, breakfast is a family affair. Here, it's become part of the power game.Credit Cards. You really can't leave home without them. It's interesting, and somewhat frustrating, to discover that bad credit is better than no credit at all: I was refused a VISA card on the grounds that I didn't have a credit profile.Dreams. The American Dream is still very much alive. Dreaming great dreams is what keeps American society going —from the waitress who wants to become a car dealer to the street kid who wants to become a basketball star. Europeans dream dreams too, but don't seem to believe in them so much.Exercise. A couple of years ago I came to Washington with some French journalists. As our bus passed a health club on the way to the hotel, the French visitors cheered at the sight of body-conscious Americans bending, stretching and leaping around. America's obsession with physical fitness really amuses —and puzzles —Europeans.First names. In Europe, people progress in a natural and orderly way from the use of last names to the use of first names. Here, it's first names at first sight. This can cause confusion for Europeans. With everyone on a first-name basis, how can you tell your acquaintances from your friends?Gadgets. These can be addictive. It's difficult to imagine now how we survived for so long without automatic ice machines and microwave ovens.Hardware Stores. If I were in charge of arranging the programs of visiting delegations from lessdeveloped countries, I'd include a compulsory visit to a hardware store. These temples of American capitalism reveal a whole range of American values, from the do-it-yourself pioneer spirit through a love of comfort that absolutely astonishes most foreigners.Insurance. Americans have policies to cover every possible risk, no matter how remote. So far, we've refused supplementary insurance for our car radio, death insurance for our mortgage and accident insurance for our cat. It gives us a feeling of living dangerously.Junk food. Anyone who wants to understand why Americans suffer from higher rates of cancer and heart disease only has to look at what they eat.Ketchup. I had to come to America to discover that it can be eaten with anything —from French fries to French cheese.Lines. American lines —beginning with the yellow line at immigration control —are the most orderly in the world. The British queue, once internationally renowned, has begun to decay in recent years. The French queue was never very impressive,and the Italian line is simply a mob.Money. In Europe, everybody likes money, but no one shows it off. Unless it's been in the family for several generations, there's often an assumption that it was acquired dishonestly. In America, no one cares how you got it.No smoking. No longer just a polite request in America, this phrase has become the law. Nobody would dare ask a Frenchman to put out his Galoise in a restaurant. Oliver North. What other major Western democracy lets army officers take over foreign policy? A hero for some, a traitor for others, Ollie (see First Names) is an example of an American recklessness that awes and alarms Europeans. Patriots. They exist everywhere, of course, but the American version is louder and more self-conscious than the European. In Britain, it's taken for granted that politicians love their country. Here, they're expected to prove it.Quiet. American cities are quieter than European cities —thanks to noise controls on automobiles and to recent environmental legislation. This was a major surprise for someone brought up to assume that America was a noisy place.Religion. The idea of putting preachers on TV is alarming to Europeans. It's even more alarming to see them in action.Sales. Ever since arriving in Washington, we've been hurrying to take advantage of this week's unrepeatable offer, only to discover that it's usually repeated next week. We're just catching on that there's always an excuse for a sale.Television. That grown-ups can watch game shows and sitcoms at 11 AM amazes me —but the national habit, day or night, is contagious. I recently found myselfnodding in agreement with a professor who was saying that American kids watch too much television. Then I realized that I was watching him say this on television. Ulcers. See Work.Visas. Americans don't need visas to visit Britain (or most European countries, for that matter). To enter the United States, I had to sign a document promising that I would not overthrow the government by force and had no criminal record. One wonders if many terrorists and criminals answer "yes" on these questionnaires. Work. People in less developed countries often imagine that they can become rich simply by emigrating to America. But America became a wealthy society through work, work and more work. It's still true.X-rated movies. We have them in Europe too, but not on motel-room TVs. Yuppies. The European counterpart remains a pale shadow of the all-American original. The animal seems more ambitious, and more common, on this side of the Atlantic.Zillion. What other nation would invent a number that's infinitely more than a billion? America may not always be the best, but it certainly thinks big.(1,030 words)第六单元TextAMy husband and I went to a funeral a few weeks ago. The man we honored had not been ill and will never grow old. He was killed in his car on a Sunday night, driving home along a divided highway.。
21世纪第三册unit2
《21世纪大学英语（3）》第二课教案Unit TwoUnit OverviewObjectivesBy the end of the unit, students will be better able to1.master the new words and phrases;2.have an idea of the structure of biographic writings;3.practice writing a paragraph that starts with a main event and goes on todescribe what led up to it;4.get to know the makings of outstanding characters.Prerequisites1.Students should read Text A for the main idea before they come to theclass sessions.2.Some type of audio player should be furnished in class, at least for thefirst period of instruction.3.Tapes of the listening material should be available during class hours.4.Text B should be used for class reading activities. Students should notread Text B before they come to class.Proposed Unit Duration:6 class hours (50 minutes each)Suggested Time:Text A The Titanic PuzzleI. Warm-up ActivitiesI) Pre-reading Questions1.There are many traditional forms of courtesy toward women—Gestures like standingup when they enter a room. What others can you think of?2.What do you think of the woman’s argument about everyday reality? What about theman’s view of common courtesy?II) Background InformationTitanic "泰坦尼克号"(英国豪华游轮) At 2:20 AM on April 15, 1912, the Titanic, then the world's largest and most luxurious ocean liner, disappeared into the icy depths of the North Atlantic. With her she took the lives of some 1,500 men, women, and children -- more casualties than in any other marine disaster in peacetime history. Many movies were shot about this event, but the one that came out in 1998 was the biggest hit.II. Text InstructionI) Text AnalysisPart I (para.1-2) Presenting controversial responses to ―women and children first‖.Part II(para.3-8) The author’s opinion versus the traditional attitude of ―women andchildren first‖.Part III (para. 9-17) Arguing against the point of view that women should be grouped withchildren to enjoy priority.II) Language Pointsi). Key Words, Phrases and Structures1.charm：n. a pleasing or attractive feature or quality 魅力e.g. ①Hawaii (夏威夷) has great charms for tourists.②Of all your charms, I love your smiling eyes the best2.random：a. done, chosen, etc. without conscious choice 胡乱的；任意的e.g. ①The choice of poems included in the collection seems somewhat random.②The magician chose a random volunteer from the audience3.entitle：vt. ①(to) give (sb.) a right (to have or do sth.) 给…权利；给…资格②give a title (to a book, etc.) 给(书等)题名e.g. ①A membership card entitles you to take a guest with you free.②I am not entitled to comment on this.③The author entitled the book "My Life Story".4.consideration：n. ①careful thought and attention 考虑②(for) thoughtful attentionto the wishes and feelings of others 体贴；关心e.g. ①After some consideration we've decided to sell the house.②Could you turn your music down and show a little consideration for theneighbors!5.faculty：n. ①any of the powers of the body or mind; a particular ability for doing sth.才能；能力；天赋②all the teachers and workers of a university or college (高等院校的)全体教师及职工e.g. ①Even at the age of 100, she still had all her faculties.②Jane is a member of the faculty at the local university6.immunity：n. ①protection or freedom (from sth.) 受保护；豁免(权) ②ability toresist infection, disease, etc. 免疫力e.g. ①diplomatic immunity (外交豁免权)②Most people have no immunity against that virus(病毒).7.privilege：n. a special right or advantage available only to a particular person or group of people 特权；优惠e.g. They had the privilege of meeting the king.8.given：prep. 考虑到a. ①规定的；特定的②假设的；已知的e.g. ①Given their inexperience, they've done a good job.②Given (the fact) that she is interested in children, I am sure teaching is theright career for her.③The work must be done within the given time.④under a given condition9.attach：vt. (to) ①consider that sb. has a certain quality认为有；使与…相关联②fasten or join 系；贴；连接e.g. ①The panel of scientists attaches great importance to his research on genes.②Chinese movies used to attach every good quality to a hero.③ A label is attached to each piece of luggage.10.urgent：a. requiring immediate attention or action 紧迫的，紧要的e.g. ①David sent an urgent message to his lawyer.②It's urgent that you make up your mind.plement：vt. add new or contrasting features which show the best qualities of (sth.) or which improve (it) 补充，补足e.g. ①The TV networks and newspapers complemented each other.②Strawberries and cream complement each other perfectly.12.constrain：vt. ①force sb. to act in a particular way 强迫②prevent sth. from developing freely 限制，束缚e.g. ①He constrained her to sign her name.②Bill constrained his sense of humor at the funeral.【派生词】constraint：n. limitation or restriction 约束，限制A constraint is something that limits or controls the way you behave or what you can do in a situation.e.g. ①Living with a roommate imposed constraints on her --she couldn't have herparties late at night.②The financial constraints on the company meant that they couldn't employnew staff.13.instinct：n. behavior or knowledge that one has without being taught 本能e.g. ①act on instinct②Birds migrate because of instinct14.indispensable：a. essential 必不可少的e.g. ①A telephone is indispensable in most households.②Mary is an indispensable employee.15.depress：vt. ①sadden and discourage 使抑郁，使沮丧②cause to sink to a lower level of position 使不景气，使萧条e.g. ①The cold, gray weather depressed Anne.②High interest rates are continuing to depress the economy.16.version：n. ①one person's account of an event, as compared with that of another person描述，说法②版本；改写本e.g. ①Jane's version of the accident was quite different from Tom's.②I saw the movie version of that story before I read the book.17.courtesy：n. ①polite behavior; good manners谦恭有礼；有礼的举止②a polite or kind action or expression 好意；恩惠e.g. ①The students showed their teacher courtesy and respect.②I appreciated your many small courtesies when I visited your office.18.survival n. continuing to live or exist, often in spite of difficulty or danger生存；幸存e.g. ①Humans are dependent on oxygen and water for survival.②Pollution in the river threatens the survival of thousands of fish.19.strategy：n. a plan, often for business or military aims 策略，计谋e.g. Chess (国际象棋) is a game of strategy.【派生词】strategic：a. 战略(上)的；战略上重要的e.g. a strategic withdrawal (撤退)20.sheer：a. ①pure; nothing other than (often used in descriptions of sth. surprising, outrageous, inexplicable, etc.) 完全的，十足的②(of fabric) very thin, light and almost transparent (织物)极薄的；透明的③very steep 陡峭的；垂直的e.g. ①It is a sheer waste of time.②John peered through the sheer curtain.③The climbers slowly inched (慢慢移动) up the sheer cliff.21..at/from a distance：from a place that is not very close; a long time after sth. happened隔开一段距离(或时间); 从远处e.g. It's wise to stay at a distance from the cobras.22.object to：oppose; be againste.g. ①The embassy objects to their requests to take refuge there.②Professor Hawking objects to being treated like someone special23.at random：without conscious choice 胡乱地, 随便地, 任意地e.g. ①I chose a name at random, and it turned out to be an old acquaintance.②They can't have seen us; they were shooting at random.24.gun down：shoot, causing to fall to the ground dead or wounded 枪杀; 开枪打伤e.g. ①The police officer was gunned down as he took his children to school.②gun down innocent women and children25.be entitled to：be given the right to have or do (sth.) 有权, 有资格e.g. ①You are entitled to high praise for handling this difficult situationsuccessfully all alone.②I'm entitled to know how my own money is being spent26.fend for onesel：flook after oneself 照料自己e.g. ①It is time you left home and fended for yourself.②Now that the children are old enough to fend for themselves, we can go away on holiday alone.27.hand out：distribute 分发, 散发e.g. ①Make a list of names, see if they're all present, and hand out the books.②Would you hand the cake out while I pour the coffee?28.go down：sink (船等)下沉e.g. ①Everyone took to the lifeboats when the ship started to go down.②Three ships went down in last night's storm off the coast.e of the present participle in the absolute constructionThe adverbial present participle phrase has no overt (明言的) subject and its ―understood subject‖ provides a link with the main clause, while the absolute construction using the present participle has its own logical subject and is not overtly bound to the main clause, even on a semantic (语义的) level, by any shared element.In grammatical functions, however, the two forms are similar.e.g. ①No further discussions arising, the meeting was brought to a close.②Weather permitting, we'll start tomorrow.ii) Difficult Sentences30.But is not grouping women with children a raging anachronism? Should not anyself-respecting modern person, let alone feminist, object to it as insulting to women?释义But is it not a serious mistake to place women and children in the same category in modern times as in old times? Should not any modern person withself-respect, not to mention the feminist, consider grouping women withchildren to be insulting to women and object to it?译文但是将妇女和儿童归为一类难道不是一种与时代极不相称的行为吗？难道任何一个自尊的现代人----更不用说女权主义者----不该视其为对女性的侮辱而加以反对吗？分析let alone：(used to indicate that a particular situation is even less likely or possible) not to mention; without consideringe.g. ①I was too tired to walk, let alone running.②There wasn't enough room for us, let alone three dogs and two cats.31.At a time when women fly combat aircraft and run multi-national corporations, howcan one not wince when adult women are routinely classed with children?释义In modern times when women are doing all sophisticated jobs as men do, how can one feel at ease when adult women are habitually grouped with children?译文在一个妇女驾驶战斗机、经营跨国公司的时代，这种将成年妇女与儿童归为一类的惯常做法，怎能不让人皱眉蹙额呢？分析class - vt. consider ... as belonging to a particular group; classifyAt nineteen you are still classed as a teenager.He was classed with the top ten American novelists32.The phrase ―women and children‖ attributes to women the same dependence andmoral simplicity we find in five-year-olds.释义By classing women with children, we think that women are as helpless and innocent as little kids.译文―妇女和儿童‖这句话将我们在五岁的孩子们身上看到的依赖性和道德上的单纯也赋予了妇女。
21世纪大学实用英语综合练习第三册课程设计
21世纪大学实用英语综合练习第三册课程设计课程概述本课程是21世纪大学实用英语综合练习第三册，旨在帮助学生提升独立思考、口语表达和团队协作能力。
通过精心设计的课程内容和实践活动，学生可以在轻松愉悦的氛围中锻炼自己的英语能力，同时也加深对英美文化的理解。
本课程共分为15个单元，涵盖了生活、文化、科技等多个领域，每个单元都包含了四个部分：听力、口语、阅读和写作。
学生可以在学习过程中逐步提高对英语的理解和运用能力，同时也掌握了丰富的实际知识。
教学目标1.帮助学生全面提升英语听、说、读、写的能力。
2.培养学生的独立思考和口语表达能力。
3.提高学生的团队协作和交流能力。
4.加深学生对英美文化的认识和理解。
教学内容单元一：生活习惯•听力：英国人的生活习惯•口语：我的生活习惯•阅读：快乐的早晨•写作：我的早晨单元二：运动健康•听力：保持健康的方法•口语：我喜欢的运动•阅读：运动对身体的好处•写作：运动的好处单元三：旅游•听力：澳大利亚的旅游景点•口语：我的旅游经历•阅读：旅游的重要性•写作：我梦想中的旅游……单元十五：科技创新•听力：高科技在我们生活中的应用•口语：我喜欢的高科技产品•阅读：科技创新对未来的影响•写作：我对未来科技的期望教学方法•控制语言难度，注重语义切入点。
•小组合作，鼓励学生互相交流、互相学习。
•相互评估，互相帮助，提高每个学生的语言能力。
•边听边思考，理解语言表述中的含义，鼓励学生独立思考。
考核方式•口语表达能力考核：每个小组分别轮流展示口语表达的内容，其他组进行评分，总评定分。
•书面表达能力考核：每个小组需要完成每个单元中的写作任务，老师进行评分，总评定分。
•视频观看能力考核：对关于每个单元中的听力和阅读的视频共计8个问题进行答题，老师进行评分，总评定分。
总结本课程注重学生的实践能力，采用多种教学方式的设计，培养学生的听说读写能力，通俗易懂，灵活性强。
在学习中，学生可以更好地理解和掌握英语知识，同时也加深了解英美文化的深度。
21世纪大学实用英语综合教程第三册教学设计
21世纪大学实用英语综合教程第三册教学设计1. 介绍本文档旨在为教师提供一份实用的教学设计，帮助学生学习21世纪大学实用英语综合教程第三册中的主题和语言点。
该教材旨在提高学生的英语水平，特别是在口语和听力方面。
本教学设计可以在中等级本科英语教育的大学课程中使用。
2. 教学目标在完成这个教学设计后，学生将能够：•使用正确的时态和语气来描述过去和现在的事件•使用合适的文本结构来组织一篇议论文或说明文•根据听力材料提供的信息进行分析和理解•根据情境适应不同的英语表达方式和交际技能3. 教学内容3.1 语法•现在完成时和过去完成时•过去时态和现在时态的比较和使用•介词和冠词的使用•疑问句的陈述•条件句的构造3.2 词汇•商业英语•汽车和交通•手机和科技•社交和文化•旅行和消费3.3 口语和听力•广泛的听力练习，包括对不同口音和语速的理解和适应•实用的口语练习，例如电话交流、商务会议和面试等。
3.4 阅读和写作•对不同种类的英语文章（如论文、说明文、综述和小说）进行阅读和分析。
•通过写作来巩固语言技能，例如写小论文、翻译文本和做笔记等。
4. 教学方法教学应采用多元化的教学方法，包括但不限于下面列举的方法：•讲授课堂•小组研讨•视听课堂•独立阅读•提供反馈和评估5. 评估学生应该通过下面的方式进行评估：•完成定期的考试或测试•完成大型项目或论文•评估口语和听力技能•小组或个人的书面作业6. 结论本教学设计旨在提供一种实用的方法来教授21世纪大学实用英语综合教程第三册。
通过采用多元化的教学方法和评估方式，将学生带入更高级的英语语言能力层面，帮他们适应商务和实用场合中的常见的英语表达。
21世纪大学英语综合教程第三册教学大纲
21世纪大学英语综合教程第三册教学大纲课程介绍本课程是21世纪大学英语综合教程第三册，是一门适合英语专业或非英语专业学生的大学英语综合课程。
本课程旨在提高学生的英语综合应用能力，包括听、说、读、写和翻译等方面。
教学目标通过学习，学生将能够掌握以下技能：•能够听懂、表达和交流基础的社交话题；•能够读懂英语文章，理解基础的语言知识，能够运用词汇、语法知识进行阅读和写作；•能够运用英语掌握基础的听力技能，理解大学英语课程听力材料；•能够翻译简短的英汉互译材料，包括常用短语、句型和段落。
教学内容本课程包括以下三个模块：模块一：听力理解本模块旨在帮助学生提高基础的听力理解能力，包括以下内容：•认识及应用常用英语句型和单词;•理解英语口语及演讲（包括语调，音调，语速）；•流利说话能力的训练；•听力练习及试题解析。
模块二：口语表达本模块旨在帮助学生提高英语口语表达能力和应对实际情况发挥口语交流的能力，包括以下内容：•口语表达及发音训练，熟悉基础英语口音；•日常英语口语表达—社交场合交流基础话题；•针对不同场合调整表达方式；•参与小组讨论，、角色扮演和其他口语表达活动。
模块三：阅读理解与写作本模块旨在帮助学生提高英语阅读和写作能力，包括以下内容：•熟悉常用英语语法规则及用法；•理解及翻译常用英文短语；•阅读及写作训练（包括写作要点、写作技巧及结构）；•分析文本，提供简单的口头或书面评论。
教学方法本课程采用多种多样的教学方法，包括：•课堂讲授和讨论：讲授新知识，讨论学习过程中的困难和问题；•朗读：提高口语表达及朗读能力；•跟读：听力训练及熟悉基本语言用法；•分组讨论及角色扮演: 提高口语表达及沟通能力；•家庭作业：包括阅读材料、听力练习及写作练习；•考试及测试：在学期结束时或课程结束时进行考试和测试，以检验学生的学习成果。
评估方法学生的评估包括以下几个方面：•平日表现（课堂参与、作业完成情况等）占30%；•期中考试占30%；•期末考试占40%。
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Unit1How I Got SmartI. Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words, phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing passages beginning with misconceptions and followed by presenting theories,arguments and opinions.2) Appreciating figurative language in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus (the use of rather than, the make+noun/pronoun+past participle structure)6 .Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/Activity1) Introduction:Do you remember your first love? All those exciting and wonderful new emotions---the way your heart raced when that special person was near--- those anxious, awkward moments when you didn’t know what to say or do? And then (for most of us) that sad moment when for one reason or another it all came to an end…Ernest Hemingway once said, “Every love story ends as tragedy”---but that authors of the texts in this unit have a different point of view. Text A focuses on the un expected side effects of the author’s first venture into romance.2) Questions for discussion:------Do you remember the first time you fell in love? Did you let the person know how you felt?Did you learn anything from the experience, or was it just a silly incident?------what do you think of college love? Is it an incentive or an obstruction?2. Text OrganizationThe text can be divided into three parts:Part I (para1-2) There is a misconception about the teacher—teachers are prodigies.Part II (para3-33) My love story in my sophomore year.Part III (para34) The after events of the story.3. Skill Learning in Writing and Reading1) Writing Skill: Developing passages beginning with misconceptions and then followed bypresenting theories, arguments and opinions.Example:A common misconception among university teachers is that certain students were born with a talent for interrupting lessons with strange questions. Who else but a born troublemaker, with none of the normal schoolgirl’s tendency to sit through each class in shy silence, wouldgrow up to be an active student?I’ve tried to convince my teachers that the image they have of me as a noisy, undisciplined kid is out of focus. In reality, I was so quiet as a child that some people wondered if I could speak at all.But then one day, during a fourth-grade history lesson, something happened that changed my classroom behavior forever. I had been gazing quietly into space as usual, when I noticed some fine lines in the ceiling just o ver the teacher’s head.2) Reading Skill: Appreciating figurative language in reading materials.In unit 6, Book 2, we worked with figures of speech: language that uses images or mental pictures to appeal to readers’ imaginations, and to allow wri ters to create complex associations that go beyond the power of literal language. Effective readers know how to recognize and interpret figures of speech in order to understand the author’s meaning more deeply and think about ideas in new ways.4. Language Points:1) A common misconception among youngsters attending school is that their teachers were childprodigies.(para1)Prodigy: n. a person who has unusual and very noticeable abattoirs, usually at an early age 奇才，天才Examples:an extraordinary prodigy 奇迹，奇欢，奇物a unique prodigy 罕见的奇才a child / infant prodigy 神童2) Who else but a bookworm, with none of the normal kid’s tendency to play rather than study, would grow up to be a teacher anyway? (para1)tendency : n. part of a person's character that makes him like (to do) sth.Examples:His tendency to exaggerate is well known.anyway :ad. (often used in conversation without adding much meaning to what is being said) in any case, anyhowExamples:What was he doing with so much of the company's money in his personal account anyway?3) …that the image they have of me as an enthusiastic devotee of books and homework during my adolescence was a bit out of focus.( Para2)devotee:n. a person who strongly devoted to sth or sb 热爱……的人，献身于……的人Examples:a devotee of Bach 巴赫乐曲的爱好者a devotee of football 足球爱好者[派生] devote : v. be devoted to sth / doing sth; devote oneself / sth(time,money) to sth / doing devoted 献身的，专心于……的；devotion献身，忠诚，挚爱；devotional专心的，忠诚的out of focus : not clearly seen; not sharply definedExamples:The children's faces were badly out of focus in the photograph.His personality is still a bit out of focus.4) I hated compulsory education with a passion. (para2)Paraphrase -----I strongly objected to required education.compulsory : a. required by law or a rule义务的，强制的，必修的，规定的Examples:English composition is a compulsory course in American colleges.compulsory military service 义务兵役compulsory subject 必修科目compulsory legislation 强制性立法[反义]optional adj 可选择的，非强制的；optional courses选修课5)Cupid aimed his arrow and struck me right in the heart.(para3)Paraphrase ----- I fell in love.6).. ...if only to gaze at the lovely face in English II. (para3)Paraphrase -----even if the only purpose was to get a long look at the lovely face of the girl in the class of English II.if only : (used to introduce what one thinks a fairly good reason for doing something, although one realizes it may not be a very good reason) even if the only reason is... 哪怕只是为了.... .. Examples:I think you should get a job if only to stop yourself getting so bored at home.C.f if only and only if7) Debbie was far beyond my wildest dreams. (para4)beyond a person's wildest dreams: better than he could have imagined or hoped for. Example:The library was enlarged and enriched beyond our wildest dreams.8) It was a smile that signaled hope and made me temporarily forget the intellectual gulf thatseparated us.(para5)intellectual gulf : difference in mental abilitygulf -- n. area of division or difference, esp. between opinionsExamples:There is a widening gulf between the middle classes and the poorest sections of society.It is hoped that the peace plan will bridge the gulf between the government and the rebels.9) …s o that I could get all the facts in before we reached the cash register.(para12)get sth. in: manage to find time for doing or saying sth.Example:John talks so much that it's impossible to get a word in.10) “Why not?” said Debbie, playing right into my hands.(para17)play (right) into sb.'s hands: do sth. which gives sb. an advantage; help sb. who is one's opponent against oneselfExample:Mary and Bobby both wanted the last piece of cake, but Bobby played into Mare's hands by trying to grab it. (Father gave the cake to Mary because Bobby tried to grab it.)11)…so I had to step it up to get the natives in.(para20)step up: increase in size, amount or speedExample:The pace of the reforms is being stepped up.12) Debbie seemed to relish our little conversations and hung on my every word. (para26)hang on : listen very attentively toExample:Ann hangs on every word of her history teacher and takes very careful notes.13) I sneaked a look at Debbie and gave her a big wink. (para30)sneak a look at : look secretly atsneak : vt. take secretly (often without permission)Example:sneak a look through the keyhole14) What I failed to perceive was that…(para31)perceive : vt. notice; be conscious ofIf you perceive something, you see, notice or become aware of it, esp. when it is not obvious to other people.Examples:perceive sth by the ear /eye 耳闻/ 目睹某事perceive to car coming to ward 看到一辆车朝……驶来He was able to perceive the danger of their situation.C f perceive, conceive and deceive15) Although the original incentive was gone….(para34)incentive: n.. that which in cites, rouses or encourages a person 刺激，动机，鼓励Examples:ecnomic incentive 经济刺激offer an incentive 给予鼓励many incentives to work hard 努力工作的动力give sb. incentive to sth / to do sth / to doing sth 激发某人做某事[同义] motive n. 动机，主旨，目的stimulus n. 刺激，刺激物16) Drink deep, or taste not the Persian spring. (para34)Paraphrase --- -Learning intensively, or give up learning at all.Pierian : a. belonging to Pieria, a region of ancient Macedonia, the reputed home of the Muses, hence allusively in reference to poetry and learning.5. Grammar Focus1) The use of “rather than”r ather than用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。