高教版ESAP法律英语教程-电子教案Unit7
ESAP法律英语教程-电子教案Unit4
Vocabulary bank
Understanding abbreviations and acronyms
An abbreviation is a shorter version of something. For example, PC /pi:si:/
is an abbreviation for personal computer.
Unit 4 Computers in law
Skills focus Reading • identifying topic development within a paragraph • using the Internet effectively • Evaluating Internet search results
4.1 Vocabulary 4.2 Reading
4.3 Extending 4.4 Extending
skills
skills
4.1 Vocabulary A Study the word phrases in box a.
1 Which words or phrases relate to computers and the Internet? Which relate to books and libraries? Find two groups of words. 2 Find pairs of words and phrases with similar meanings, one from each group. 3 Check your ideas with the first part of the Computer Jargon Buster on the opposite page.
ESAP法律英语教程-电子教案Unit 3 Crimes and civil wrongs
3.1 Vocabulary
B Study the photos on the opposite
page. Decide the type of wrong being committed in each picture. Use words from box a.
3.1 Vocabulary
B Study the photos on the opposite page. Decide
3.2 Listening A Study the slides from a lecture.
1 What do you expect to learn in this lecture? Make a list of points. 2 Write down some key words you expect to hear. 3 Check the pronunciation of the key words, with other students or with a dictionary. 4 How are you going to prepare for this lecture?
Unit 3 Crimes and civil wrongs
Skills focus Listening •preparing for a lecture •predicting lecture content •making lecture notes •using different information sources
~al
cus'todial, in'tentional
Vocabulary bank
Stress within words
Exceptions
《法律英语教程》教案
法律英语教程教案外语系Unit One Introduction to American LawLesson One Law under American FederalismI. Teaching Aims:Let the Students have a preliminary knowledge of American law system.II.Key and Difficult Points:i.the enumerated power & reserved powerii.the resolution of law conflictsIII.Teaching Methods:1. lecture2. discussionIV.Teaching Procedure:i.Give the students a brief introduction of law, including the definition and function, as well asthe classification of law.ii.Ask the students the following questions:(i)Does the United States have a uniform legal system?(ii)How are the law-making powers divided between the federal and state legislature?(iii)Explain how choice of forum may affect the out come of a lawsuit.iii.Give the students 8 minutes to read the text and try to discuss the answers together.iv.Pay attention to some words and phrases.V.Homework:Let the students do some exercises and review the text.VI. Reference:《英汉法律用语大辞典》，宋雷/主编，法律出版社。
《法律英语教案》课件
《法律英语教案》课件一、总述1. 教学目标：使学生掌握基本的法律英语词汇和表达方式，了解法律英语在法律领域的应用，提高学生的法律英语阅读和交流能力。
2. 适用对象：本课程适用于已经掌握基本英语语法和词汇的学生。
3. 教学内容：本课程主要包括法律英语的基本词汇、法律文件阅读、法律英语听说训练等方面的内容。
4. 教学方法：采用讲授、案例分析、讨论、实践等教学方法，以提高学生的法律英语实际应用能力。
二、第一章：法律英语基本词汇1. 教学目标：使学生掌握法律英语基本词汇，能够阅读和理解法律文件。
2. 教学内容：1) 法律主体：政府、法院、法庭、法官、律师等2) 法律行为：合同、侵权、犯罪等3) 法律文件：起诉状、答辩状、判决书等3. 教学方法：通过讲解、举例、练习等方式，使学生掌握法律英语基本词汇。
4. 课后作业：要求学生记忆所学词汇，并能运用到实际法律文件阅读中。
三、第二章：法律英语阅读1. 教学目标：提高学生阅读法律文件的能力，使学生能够独立阅读和理解英文法律文件。
2. 教学内容：1) 法律文件的结构和特点2) 法律条款的表述方式3) 案例分析：阅读和讨论英文法律案例3. 教学方法：采用案例分析法，引导学生通过阅读和法律逻辑推理，理解法律条款的含义。
4. 课后作业：要求学生阅读英文法律文件，并进行案例分析。
四、第三章：法律英语听说训练1. 教学目标：提高学生的法律英语听说能力，使学生能够熟练运用法律英语进行交流。
2. 教学内容：1) 法律英语口语表达方式2) 法律英语听力训练3) 模拟法庭：学生进行角色扮演，进行模拟法庭辩论3. 教学方法：采用模拟法庭、角色扮演等方法，进行法律英语听说训练。
4. 课后作业：要求学生进行法律英语口语练习，并进行模拟法庭辩论。
五、第四章：法律英语写作2. 教学内容：1) 法律英语写作的基本要求2) 法律文件起草和修改3) 案例分析：分析和讨论英文法律文件的写作技巧3. 教学方法：采用案例分析法，引导学生通过阅读和法律逻辑推理，掌握法律英语写作技巧。
高教版ESAP银行英语教师参考书272-275_Keys
ADDITIONAL TRANSLATION EXERCISEModel TranslationUnit 1Is everyone here? We seem to have a small class today, so feel free to interrupt me if you have any questions. In today’s lecture, I’m going to discuss the advantages and disadvantages of participation of foreign banks in the banking market of the less developed countries. One advantage of foreign bank participation is that it may increase the efficiency of the banks in the host nations. How can this happen? Banking markets in the less developed countries are often inefficient because there is little or no competition. When a multinational bank comes into this kind of market, competition increases and the efficiency of domestic banks increases as a result. However, on the other hand, the arrival of foreign banks may pose problems to the host nations. One of the problems is that the profitability of domestic banks may go down. Another problem is that the host nations may be unable to handle the crisis if branches or subsidiaries of foreign banks fail.Unit 3Since we have time, I thought it might be useful to summarize different types of banking institutions. If they’re classified by ownership, banking institutions fall into two basic categories: those owned by their members, such as building societies in Britain and credit unions in the US; and those owned by shareholders, such as commercial banks, which are either owned by private investors or bank holding companies. Commercial banks accept deposits for individuals and businesses, and provide loans. They are profit-oriented, while credit unions don’t operate for profit. If banking institutions are defined by the financial services they offer, they can be broadly categorized into three major types: wholesale banks which offer corporate banking, brokering or underwriting services; retail banks which provide small-scale services to the general public; and central banks which issue currency and supervise commercial banks.Unit 5Good morning, everyone. Today, we’ll talk about the statement of financial position of banks. Firstly, I’ll define exactly what a statement of financial position is. Then, I’ll briefly introduce the categories included in a statement of financial position. I’ll start with assets, followed by liabilities. After that, I’ll talk about equity. A statement of financial position shows what the bank has in the categories of assets, liabilities and equity at a certain point in time. The basic equation is that assets equal liabilities plus equity. If you look at the handout, you’ll see that the bank’s assets are made up of cash and liquid assets, due from other financial institutions, loans and advances, fixed assets, etc. The largest type of assets held by a bank is normally loans and advances made to bank customers. The largest type of liabilities is deposits made by banks customers. Finally, equity represents the shareholders’ financial interest in the bank.272ADDITIONAL TRANSLATION EXERCISE Unit 7Today we’re going to look at some payment terms or methods in international trade. We will focus on four of these, including cash with order, letter of credit, documentary collection and cash on delivery. As we know, it is very important for companies to obtain optimal payment terms for their export orders. In any decision regarding payment terms there are a number of factors that have to be considered, including the risks involved, the size of the order, the nature of the merchandise, the distance between buyer and seller, etc. The payment form most beneficial to the exporter is cash with order. With this type of payment, the importer pays for the goods pre-shipment. A letter of credit is the most common form of payment used in international trade. Documentary collection offers less security than a letter of credit. Cash on delivery terms are used only when the exporter is confident that there is no risk involved. Because the exporter is paid after delivery, this method offers the least security for the exporter. Unit 9This morning I’m going to talk about banking in developing counties. It could be argued that banking structures in the developing countries are not that different from those of the high-income economies. However, there are a number of international and regional institutions that provide financial support for economic development activities only in developing countries. These multilateral banks are categorized by the World Bank into three groups, i.e. the multilateral development banks, the multilateral financial institutions, and the sub-regional banks. Whereas multilateral development banks tend to look at large long-term loans to developing countries worldwide, multilateral financial institutions tend to focus on specific activities or sectors. Sub-regional banks, on the other hand, are much more concerned with regional issues, including infrastructure and poverty.Unit 11Good morning. Today, I’m going to discuss with you about banking standards. To some degree, all banks today need to be aware of how their actions affect their customers. While information technology has increased efficiency of banking operations, it has compromised bank security. For example, computer hacking has become widespread and Internet fraud is a major area of concern for banks. Furthermore, globalization means banks need to be aware of the government policies of the country in which they operate. Because of the complexity of situations banks face, it is necessary for banks to maintain some banking standards. There are three important tools that enable a bank to establish its standards: firstly, a code of conduct which provides all bank employees with specific information about what is and is not acceptable business behaviour; secondly, departmental operating procedures which provide the internal controls that ensure consistency and quality of bank performance; and finally, an ethics policy which expresses the bank’s underlying values.Unit 2rge amounts of deposits were transferred from domestic banks to foreign banks.2.If a bank fails, the impact can spread rapidly to other banks, with serious consequences forthe entire financial system.2733.In the 19th century the place rose as an international financial centre.4.The appreciation of the US dollar had a serious effect on Thailand’s economy.5.The principles of central bank management established by the Bank of England laid thefoundations for modern banking theory.6.His research interest extended beyond banking history, and he often attended internationalconferences on financial crisis.Unit 41.Investment banking is an umbrella term for many services that an investment bank providesto companies.2.This bank commenced operations after the war, but it was several years before itconcentrated on retail banking services.3.Online banking, which provides a comprehensive range of online financial services, takespeople out of the trouble of going to the banks.4.Foreign banks employ innovative methods to attract new depositors after entering thedomestic market.5.The most well-known form of financial intermediation is traditional banking, which occursas follows.6.Most banks require authentication systems to be compatible with their existing onlinebanking platforms.Unit 61.The People’s Bank of China acts as a central bank in the Chinese financial system.2.According to the latest survey, financial performance of banks varies significantly acrossAsian countries.3.The IMF is independent of the World Bank, although both are United Nations agencies andboth are aiming to increase living standards.4.After the entry of foreign banks, local banks have been actively engaged infinancialinnovation in response to competition.5.Profits are essential for any firm to survive, so we do not view bank profits as undesirable.6. A collapse of Europe’s monetary union might lead to a breakup of the European Union inthe long term.Unit 81.The Bank of Canada, the central bank of Canada, works closely with financial institutionsto meet the demand for currency in circulation.2.The impetus for the emergence of these theories is the global economic crises.3.Online banking is not a good option for people that reside in countries where Internetconnection is still very expensive.4.To understand the risks associated with commercial banks, it is necessary to consider someimportant factors that affect bank operations.5.Many depositors felt their banks were not trustworthy. This perception arose because manybanks failed in times of financial crisis.274ADDITIONAL TRANSLATION EXERCISE 6.The primary responsibility for controlling a bank’s risk lies with its own management anddirectors.Unit 101.The Central Bank can use various different methods for reducing inflation. At the moment,the focus of Bank of England’s policy is on changing the interest rate.2.Should one bank fail, the customers of another bank might become concerned about thesafety of their deposits.3.It appears to be the case that the role of the central banks during the present crisis is mainlyproviding support to banks in trouble.4.Many central banks set out their criteria for what constitutes a threat to financial stabilityafter the financial crisis.5.The difference in lending between big banks and small banks is due in part to the fact thatbig banks tend to have more creditworthy customers.6.The bank rejected his loan request on the grounds of his bad credit record.Unit 121.The central bank revealed information on violation of bank client confidentiality byemployees of this bank.2.Can a bank freeze the bank account without the knowledge of the account holder?3.There was no evidence of greater efficiency of foreign banks in the latest study.4.This bank’s market share increased after the financial crisis, despite the fact that thebanking industry remained highly competitive.5.The economic crisis has changed the common notion of what the best management practicein enterprise should be like.6.Such behavior as selling bank customers’ information is considered to be totally unacceptablein most countries.275。
高教版ESAP心理学英语教程-电子教案Unit01
1.1 Vocabulary
B Read these sentences from psychology texts. Complete each sentence with one of the bold words from Exercise A. Change the form if necessary.
1 Freud’s experiments in psychoa_n_a_l_y_s_is___ gave rise to his ‘dream theory’. 2 In Pavlov’s experiments with dogs, the conditioned __s_ti_m_u_l_u_s__ was a light. 3 Hallucinations, or _v_i_s_io_n_s__, are a common symptom of mental disorder. 4 Overstimulation of the organism can lead to emotional tension or _s_t_re_s_s__. 5 Kelly was an early proponent of Personal _C__o_n_st_r_u_ct__Theory. 6 Skinner’s experiments in operant __c_o_n_d_i_ti_o_n_in_g___ were based on behaviourism. 7 Attributing your feelings to another person is known as _p_r_o_j_ec_t_io_n___. 8 The _c_o_n_sc_i_o_u_s__ mind is the most accessible level of mental activity.
ESAP商学英语教程-电子教案Unit7
Skills focus Listening •understanding speaker emphasis
Speaking •asking for clarification •responding to queries and requests for clarification
In other words, … the same information put in a different way
Looking at it another way, …
Vocabulary bank Recognizing fixed phrases from academic English (1)
Phrases
What comes next?
In addition to (X, Y) As well as (X, Y) In the case of … At the same time, … … based on …
X = reminder of last point, Y = new point
1 Complete each phrase with one word. 2 Is each phrase followed by: • a noun (including gerund)? • subject + verb? • an infinitive? 3 What is each phrase used for?
E The raw materials are heated in a very hot oven, __a_s_s_h_o_w_n__in____ the picture. Once melted, the mixture can be made into different shapes.
高教版ESAP旅游英语教程-电子教案Unit7
7.1 Vocabulary A Study the words in box a.
1 Match nouns in column 1 with nouns in column 2 to make compound nouns. 2 Which word in each phrase has the strongest stress?
There are also a large number of fixed phrases which are commonly
used in academic and technical English in general. Examples:
Phrases
What comes next?
The point is … in order to (do X, Y) In financial terms, …
X = reminder of last point, Y = new point
a reference to a particular topic or, more often, sub-topic an action or idea which must be considered alongside another action or idea a piece of research, a theory, an idea
7.1 Vocabulary B Study the phrases in box b.
Phrase
in the case
of
known
as
the end
of
the use
of
Followed by …
Used to …
(完整word版)高英第七册Unit Seven
Unit SevenText IThe Aims of EducationPre-reading Brainstorming:1)What are the aims of education?2)What is teaching and what should teachers teach?3) Do you agree that “education is a procession of packing articles in a trunk” or “educ ation is the assimilation of food by a living organism”? (P127) Why or why not?4)What is the author’s understanding of the aims of education?Or:a) Have you ever thought about the aims of education? What are they? Tolearn general knowledge? To learn a skill? To pass examinations? To get prepared for a good job? And what else? List as many objectives of education as you can think of.b) In the Preface to his collection of essays on education, Whiteheadstated explicitly, “the whole book is a protest against deadknowledge.” What do you think is the view of Whiteheadconcerning the aims of education in this essay?★to develop the student intellectually so that he can make discoveries of his own --- Whitehead(now that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students.Unfortunately, this definition offers little unless we furtherdefine words such as develop, knowledge, and character.★In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.")★Teaching is the establishment of an environment for effective learning.The definition widens the role of a teacher beyond that of “presenter”to that of a diagnostician, planner, consultant, assessor & evaluator.Articles from internet for reference:THE MEANING OF EDUCATIONRecently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldn't put too much weight on the recently released trends in SRA scores of the state's high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education.A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didn't even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education?that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character.What is meant by knowledge? Is it a body of information that exists "out there"—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirsch's list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience.This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student.(As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.") At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state.There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples.“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.”~Eric Hoffer“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~Emma Goldman“The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.”~Ayn Rand“The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~Bill Beattie“The one real object of education is to leave a man in the conditionof continually asking questions.” ~Bishop Creighton“The central job of schools is to maximize the capacity of each student.” ~Carol Ann TomlinsonThese quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, "The purpose of education is..."? If you ask five of your fellow teachers to complete that sentence, it is likely that you'll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet people's beliefs in the purpose of education lie at the heart of their teaching behaviors.Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in today's classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe.At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity.Purposes and FunctionsTo make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education.(2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education.Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason it's valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning?As Tom Peters reminds us, "What gets measured, gets done." Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in today's schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single 'correct' answer?Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students.Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the “Mom, baseball, and apple pie” variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge.It is time for the focus of education to shift from what's "out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.References1 Hirsch, E. D. Jr. (1987). Cultural Literacy. Houghton Mifflin (Return to article)2 Callaway, R. (1979) Teachers' Beliefs Concerning Values and the Functions and Purposes of Schooling, Eric Document Reproduction Service No. ED 177 110 (Return to article)©2001-2002Teacher's Mind Resources---------------------------------------------------------------------------------------------Main Idea:In This passage the author sets forth his views on education and stresses the need to recognize the interdependence among various disciplines andto avoid the narrowness of perspective that he felt characterizes much of a university education.Purpose of writing and ToneTo advocate the aims of education; in a serious manner;Or: To provide the student with a good knowledge of both classical and modern literature so that he can utilize ideas.Organization and Development:Part One: (P1- 3) clarifying some key notions concerning educationP1--- distinction between culture and training;P2-3 --- Inert ideas are not only useless but even harmful to education Part Two: (P4 - 9) presenting his commandments/instructions/adviceP4 --- Two educational commandmentsP5 --- Ideas should be combined and put into applicationP6 --- The understanding provided by the literary side of education: the joining of ideasP7- 8 --- The understanding provided by the scientific side of education: The proof of ideas; proposition should be used in combinationP9 --- The relation between theory and utilizationComprehension Questions:1) Whitehead makes an important distinction in the first para. What is it?How do you interpret it?---The distinction between culture and training.Training refers to the acquisition of skills and information, which is part of education, but not the most essential part; culture refers to the cultivation of the ability to think, to make discovery, which is ultimate aim of education.2) What does “it” in line 26 refer to?---an intellectual revolution3) What is the topic sentence of paragraph 3?How is it supported in the paragraph?---Inert ideas are not only useless but even harmful.Schools of learning, overladen with inert ideas, exhibit pedantry炫学, 假装学者, 卖弄学问and routine.Women, who are uneducated and thus not infected with inert ideas, are the more cultured part of their community.Intellectual revolutions fail to have the desired effect whey they, in their turn, bind humanity with inert ideas of their own fashion.4) How is a turn of direction indicated?---beginning from para. 4. Whitehead proceeds from criticisms of education to what should be done to guard against such mental dryrot.5) Whitehead has referred to a number of common notions in the text such as culture, understanding,and proving. How are they defined differently by the author as compared with the way they are normallyinterpreted?---“culture”, normally defined as education or a set of beliefs that shared by members of a community, is defined by whitehead as activity of thought, etc. In contrast with informedness, culture means the ability to think, to judge, and to create.“understanding”, not just logical analysis, but in the sense it is used in the French proverb “To understand all is to forgive all.”“prove”, not just to show the truth of some idea, but the worth of it. 6) which does Whitehead think is more apt to convey disconnected ideas to students, the literary side of education or the scientific side? Why? ---the literary side of educationWith regard to literature, the present is the meeting hall of the saints; temporal distance matters little, brilliant ideas raised in the past are as valuable at the present time as they were at the time when they were brought up.In scientific training, the first thing to do with an idea is to prove it, but this proof of truth does not necessarily constitute the first introduction to the idea.7) How does Whitehead emphasize the importance of the present in paragraph 6? Why does he think the present is so important?--- The present is where ideas are connected; it is the hall of meeting for all the past saints and the point of departure of the future.8) What are the two processes involved in the proof of an idea?---proof of truth and proof of appreciation, an appreciation of the importance or the worth of the idea.9) In paragraph 5, Whitehead advocates the combination of ideas which are introduced into a child’s education. How is this point echoed later in the text?---In para. 9. Proposition should not be used in isolation. Interrelated truths are utilized en bloc, and various propositions are employed in any order and with any reiteration重复, 反复.10) What does Whitehead propose concerning the teaching of theory?---Theory should be taught with application. Theoretical exposition should be short and simple, but thorough and accurate.Difficult Sentences for paraphrasinga) A merely well-informed man is the most useless bore on God’s earth.---A person equipped only with book knowledge is the least useful person to humanity.b) Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.---Their specialized expertise helps prepare them for their prospective intellectual development, and their ability to think will contribute to the perfection of their reasoning and judgment.c) Surprise was expressed at the success in after-life of a man, who as aboy at Rugby had been somewhat undistinguished---However mediocre one might have been as a school boy at Rugby, it was still possible for him to stand out surprisingly from all others when he grew up.d) The child should make them his own, and should understand their application here and now in the circumstances of his actual life.---The young person should try to acquire these important ideas until he has fully mastered them, and also should learn to use these ideas in diverse contexts in life, when they are needed.e) No more deadly harm can be done to young minds than by depreciation of the present.---Undervaluing this day and age is most detrimental to the intellectual development of the young.Difficult Sentences for Translation (E-C):1)In the history of education, the most striking phenomenon is thatschools of learning, which at one epoch are alive with a ferment ofgenius, in a succeeding generation exhibit merely pedantry and routine.L.16-192)Then, alas, with pathetic ignorance of human psychology, it hasproceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. L.25-273)The discovery which he has made, is that general ideas give anunderstanding of that stream of events which pours through his life, which is his life. L.37-4)At the same time it must be observed that an age is no less past if itexisted two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. L.52-Key words and expressions1) bore L.3 --- a dull, uninteresting person whom other people quicklybecome tired of, esp. one who talks continually or repeatedly inan uninteresting way.2) inert L.14 --- inactive; static4) pedantry L.18 --- unnecessarily great attention to small details andunimportant rules炫学, 假装学者, 卖弄学问;Cf: Pedantic attention to detail or rules.拘泥形式，墨守陈规：过于拘泥于细节或规则An instance of pedantic behavior. 一种学究式的行为The habit of mind or manner characteristic of a pedant.迂腐的言行：心理或行为带有学究气的习性5) dryrot L.29 --- disease of wood caused by fungi真菌类(包括霉菌,食用伞菌,酵母菌等),似真菌的,由真菌引起的that turns wood into powder; (figuratively)decay from within caused esp. by resistance to new forces7) insistent L.49 --- deeding to be dealt with; urgent8) communion L.56 --- the sharing or exchanging of deep thoughts, ideas,and feelings9) proposition L.69 --- an unproved statement in which an opinion orjudgment is expressed.10) reiteration L.85 --- repetition11) concurrently L.86 --- simultaneously; at the same time12) plethora L.90 --- an amount much greater than is needed or than onecan deal with3) ferment: a process of active often disorderly development6) enunciate: express (a theory, etc) clearly or distinctlyc) be overladen with: be filled with too manyd) be infected with: be affected bye) pronounce on: give a judgment or opinion on; express one’s opinion on something, esp. formallyf) muddle up … with: fail to distinguish two people or thingsKey language pointsa) culture—This might be understood as “general knowledge” ascontracted with the “expert knowledge in some specialdirection” in line 4.b) “To understand all is to forgive all.”—When all the facts are knownand understood, it is possible to forgive a person for anything. Translation exercise for practice of language points (Chinese-English)a) 整个国家处于动荡不安之中. (ferment)b) 我们大家都可以自己发表自己的政治观点. (enunciate)c) 这辆公共汽车超载了. (be overladen with)d) 他受封建思想的流毒太深了. (be infected with)e) 部长已就此事发表了正式意见. (pronounce on)f ) 你们不要把我看成我的孪生兄弟. (muddle up … with)Post reading activitiesComposition writing: Some people believe that education should be primarily directed at helping people acquire essential skills and knowledge. Others believe it should be directed at developing the whole person and should also cover matters of social and personal responsibility, physical development, and artistic appreciation. In an essay of your own, take a stand on this issue.Unit 7Text IIAnother School Year—Why?Pre-reading brainstorming1) What do you think of education in our college?Are you satisfied with it? Why or why not?2) What do you want to gain in school, training or a broad scope ofknowledge? Why?Main idea of the passageThrough his own experience with the university students, the writer presents his belief that in universities students enroll for both training and education.Or: The aims of schooling are not only training but also education. Structure of the passage:Part one: ( Paras. 1—8)the author’s own experience as theintroduction to the thesis statement: the aims of schooling areboth training and education.Part two: (Paras. 9—13) further illustration on the importanceof educationPart three: (para 14) conclusion: restating of the thesis statement. Comprehension Questions:1) Where does the author first state the thesis of the writing?Where is it later reiterated?--- Last sentence of parp. 2: in universities students enroll for both training and education.Reiterated in para. 9: The business of the college is not only to train you, but to put you in touch with what the best human minds have thought.2)According to Ciardi, what is the difference between training andeducation?---For training, one would get a certain minimum qualification, certifying that one is good for a particular job. For education, one would be awarded an academic degree. In the latter case, one has not only received technical training, but also been exposed to some of the ideas mankind has generated within its history.3) The essay is rich in metaphorical language. Point out some of themetaphors Ciardi has used, esp. those he has used to refer to those who take professional training to be the sole purpose of college education.--- beanpole with hair on top (P1) / specimen (P2) / pest (P7) / mechanized savage, Push button Neanderthal, life-forms (P9) / blow him toward the employment agency (P3) / a piece of Home’s mind (P12) / storehouse (P14)4) Why does Ciardi think so much of books?--- Books are a storehouse of human experience, which our limited life span makes it impossible for us to encounter firsthand. Thus, by reading books, we will be able to enrich our life experience.Difficult Sentences for Translation (E-C):❖I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter: at the rate he was going, the first marking period might reasonably be expected to blow him toward the employment agency.❖If you are too much in a hurry, or too arrogantly proud of your own limitations to accept as a gift to your humanity some pieces of the minds of Sophocles, of Aristotle, of Chaucer --- and right down the scale to Yeats, Einstein, E.B. White, and Ogden Nash --- then you may be protected by the laws governing manslaughter, and you may be voting entity, but you are neither a developed human being nor a useful citizen of a democracy.❖I speak, I am sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that auniversity has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.Language Points in Text II (S.B.)a) beanpole—a tall and thin fellowb) an unburdened soul—a person free from burdenc) to blow him toward the employment agency—to send him to the employment agencyd) pest—an annoying persone) mechanized savage—an uncivilized person who knows how to use a machinePost reading Activities:Discuss in groups and make some comment on the writer’s attitude towards the kind of students he does not like.。
高教版ESAP法律英语教程-电子教案Unit7
a result of something
Vocabulary bank Recognizing fixed phrases from legal English (1)
There are also a large number of fixed phrases which are commonly
In other words, … the same information put in a different way
Looking at it another way, …
Vocabulary bank Recognizing fixed phrases from legal English (1)
There are also a large number of fixed phrases which are commonly
used in academic English in general. Examples:
Phrases
What comes next?
The point is … in order to (do X, Y)
used in academic English in general. Examples:
Phrases
What comes next?
In addition to (X, Y) As well as (X, Y) In the case of … At the same time, … … based on …
7.2 Listening
7.4 Extending skills
7.1 Vocabulary A Study the words in box a.
1 Match nouns in column 1 with nouns in column 2 to make compound nouns. 2 Which word in each phrase has the strongest stress?
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Vocabulary bank Recognizing fixed phrases from legal English (1)
There are also a large number of fixed phrases which are commonly
used in academic English in general. Examples:
Unit 7 Contract Law 1: Consideration
Skills focus Listening •understanding speaker emphasis
Speaking •asking for clarification •responding to queries and requests for clarification
X = reminder of last point, Y = new point
a reference to a particular topic or, more often, sub-topic an action or idea which must be considered alongside another action or idea a piece of research, a theory, an idea
What do I mean by (X)?
an explanation of X
Make sure you know what kind of information comes next.
7.1 Vocabulary
C Read extracts A–F on the right of
this page. They are from a leaflet about contracts. 1 Read each extract carefully 2 Complete each extract with a phrase from box b or box c.
ap'peal judge 'bank robbery 'contract price 'law court 'penalty clause 'prison term 'theft act 'trial judge 'witness stand
7.1 Vocabulary B Study the phrases in box b.
7.1 Vocabulary
A A contract may be defined as an agreement between two or more parties that is intended to be legally binding.
B In order for a contract to exist there must be an agreement which consists of an offer and an acceptance. Two parties, at least, are needed. One of the parties, known as the offeror, is the party that makes the offer. The other, known as the offeree, is the party that accepts.
7.1 Vocabulary
D A genuine offer is different from an invitation to treat. In the case of an invitation to treat, a party merely invites offers that can then be accepted or rejected.
C An offer is an expression of willingness to contract made with the intention that it becomes binding on the offeror as soon as it is accepted by the offeree.
Phrases As we have seen, …
What comes next? a reminder of previous information
An important concept is … one of the basic points underlying the topic
As you can see, …
used in academic English in general. Examples:
Phrases
What comes next?
In addition to (X, Y) As well as (X, Y) In the case of … At the same time, … … based on …
invitation to treat
an invitation to open negotiations with a view to forming a contract
breach of contract
a situation where a binding agreement is not honoured by one of the parties
1 Complete each phrase with one word. 2 Is each phrase followed by: ● a noun (including gerund)? ● subject + verb? ● an infinitive? 3 How is each phrase used?
a result of something
Vocabulary bank Recognizing fixed phrases from legal English (1)
There are also a large number of fixed phrases which are commonly
7.2 Listening
7.4 Extending skills
7.1 Vocabulary A Study the words in box a.
1 Match nouns in column 1 with nouns in column 2 to make compound nouns. 2 Which word in each phrase has the strongest stress?
infinitive subject + verb
Used to …
indicate a diagram or table
add information
add information
give the purpose for doing something give the result of doing something
There are also a large number of fixed phrases which are commonly
used in academic English in general. Examples:
Phrases In this way, … Say …
What comes next? a result from previous information an example
Examples:
Phrases
Meaning in the discipline
display of goods
items available in a shop that customers can make offers to buy
competitive tender
a bid against other companies for a contract, giving information about the price and the service to be provided
the basic information underlying an explanation X = objective, Y = necessary actions/conditions
In medical terms, …
related to something medical previously mentioned
Vocabulary focus • compound nouns • fixed phrases from legal English • fixed phrases from academic
English • common lecture language
7.1 Vocabulary
7.3 Extending skills
one a reference to an illustration OR a logical conclusion from previous information
As shown in …
a reference to a diagram or table
… in such a way that …
7.1 Vocabulary B Study the phrases in box b.
Phrase