综英课本B2u2
大学新世纪综合教程第二版Book2综英单词Unit2
1.单词表1, acc ompli shed [ə'kʌmpliʃt]a dj. 完成的；熟练的，有技巧的；有修养的；有学问的2,adole scent [,ædəu'l esnt]adj.青春期的；未成熟的n. 青少年 adol escen t hea lth 青少年健康adj.青春期的；未成熟的p ubert al, h ebeti c n.[人类]青少年 you ths,teene r3,aging ['e idʒiŋ]n.老化；陈化，熟化4, ago ny ['æɡən i]n.苦恼；极大的痛苦；临死的挣扎5, a pt [æpt]adj.恰当的；有…倾向的；灵敏的6, asp ect ['æsp ekt]n. 方面；方向；形势；外貌7, aw ait [ə'we it]v t. 等候，等待；期待8,blaze r ['bleizə]n.燃烧体；宣布者；颜色鲜明的运动上衣9, con tentm ent [kən'tentmənt]n. 满足；满意10, co ntrad ict [,kɔn trə'd ikt]vt. 反驳；否定；与…矛盾；与…抵触vi.反驳；否认；发生矛盾11,contr ast [kən'trɑ:s t, -'træst, 'kɔntrɑ:st, -træst]vi.对比；形成对照vt. 使对比；使与…对照n. 对比；差别；对照物12, con vince [kən'vin s]vt. 说服；使确信，使信服13, cri tical ['k ritikəl]a dj. 鉴定的；临界的；批评的，爱挑剔的；危险的；决定性的；评论的14, de lay [di'l ei]v i. 延期；耽搁vt.延期；耽搁n. 延期；耽搁；被耽搁或推迟的时间15, de vil ['devəl]n. 魔鬼；撒旦；家伙；恶棍vt. 折磨16, diet ['d aiət]n. 饮食；食物；规定饮食vi.节食v t. 照规定饮食17, di stinc t [d is'tiŋkt]adj.明显的；独特的；清楚的；有区别的18, fram e [f reim]n. 框架；结构；画面v t. 设计；建造；陷害；使…适合vi. 有成功希望a dj. 有木架的；有构架的19, fr eak [fri:k]n.怪人，怪事；畸形人；反复无常adj. 奇异的，反常的20, j og [dʒɔɡ]vt.慢跑；轻推；蹒跚行进；使颠簸vi.慢跑；轻推；蹒跚行进；颠簸着移动n.慢跑；轻推，轻撞21, l anky ['læŋki]adj.瘦长的22, mu scula r ['mʌskj ulə]adj.肌肉的；肌肉发达的；强健的23, pl ead [pli:d]vt. 借口；为...辩护；托称vi.恳求；辩护24,premi se [pri'm aiz,'prem is]v t. 引出，预先提出；作为…的前提n. 前提；上述各项；房屋连地基vi.作出前提25,pursu e [pə'sju:, -'su:]vt. 继续；从事；追赶；纠缠vi.追赶；继续进行26, qu irk [kwə:k]n.怪癖；急转；借口27, s aint [sei nt]n. 圣人；圣徒；道德崇高的人adj.神圣的vt.成为圣徒28, s anity ['sænəti]n.明智；头脑清楚；精神健全；通情达理29, sli ce [slais]n.薄片；部分；菜刀，火铲vt. 切下；把…分成部分；将…切成薄片vi. 切开；割破30, t ailor ['t eilə]vt.剪裁；使合适n.裁缝vi. 做裁缝31, tee n [t i:n]n. 青少年（等于t eenag er）；愤怒；悲哀adj.十几岁的（等于te enage d）32, un-Ameri can [,ʌnə'meri kən]adj.反美的；非美国式的33, u nsett ling [ʌn'setliŋ]ad j. 使人不安的；（消息）扰乱的v.动乱不定；心绪不宁（unse ttle的ing形式）34, wais t [w eist]n. 腰，腰部35, wi ry ['waiəri]a dj. 金属线制的；金属丝般的；坚硬的；瘦长结实的；（噪音）尖细的36, wo rship ['wə:ʃip]n.崇拜；礼拜；尊敬vt. 崇拜；尊敬；爱慕v i. 拜神；做礼拜37, B e Obs essed With38, kee p sco re 保留得分；在比赛中记分39, milk shak e奶昔（牛奶和冰淇淋等的混合饮料）2.课文单词40, con stant ly ['kɔns təntl i]ad v. 不断地；时常地41,round [ra und]n. 圆；循环；一回合；圆形物adj. 圆的；完全的；大概的；肥胖的ad v. 在周围；迂回地；朝反方向；挨个vt. 完成；围捕；绕行；弄圆vi.进展；变圆；环行；发胖p rep.附近；绕过；大约；在…周围42, de ny [di'na i]vt. 否定，否认；拒绝给予；拒绝…的要求vi.否认；拒绝43,embar rasse d [i m'bærəst]adj.尴尬的；窘迫的v. 使...困窘；使...局促不安（em barra ss的过去分词形式）44,at th e mer cy of受…支配45, ele ct [i'lek t]ad j. 选出的；当选的；卓越的n. 被选的人；特殊阶层；上帝的选民vt.选举；选择；推选vi. 作出选择；进行选举46, au tomat icall y [,ɔ:tə'mætikəli]adv.自动地；机械地；无意识地a dj. 不经思索的47, g lad [ɡlæd]adj. 高兴的；乐意的；令人高兴的；灿烂美丽的vt. [古]使高兴48, re feren ce ['refərəns]n. 参考，参照；涉及，提及；参考书目；介绍信；证明书vi. 引用vt. 引用49, c elebr ity [si'l ebrət i]n.名人；名声。
新一代大学英语综合教程2 教师用书-U2
新一代大学英语综合教程2 教师用书-U21. 引言教师用书是新一代大学英语综合教程2的辅助教材，旨在帮助教师更好地准备和组织教学，提高教学效果。
本教师用书-U2的主要任务是介绍教材U2单元的教学目标、内容和重点，以及提供一些教学建议和活动资源。
通过合理利用本教师用书-U2，教师可以更有针对性地设计教学活动，促进学生的学习兴趣和提高他们的英语综合能力。
2. 教学目标本教材U2单元的教学目标如下： - 通过听力训练，提高学生的听力理解能力； - 通过口语训练，培养学生的口语表达能力； - 通过阅读训练，提升学生的阅读理解能力； - 通过写作训练，提高学生的写作能力； - 通过词汇与语法学习，丰富学生的词汇量和语法知识。
3. 教学内容本教材U2单元的教学内容主要包括以下几个方面： - 听力：通过听取对话和短文，学生可以提高听力理解能力，并掌握一些常用的听力策略和技巧。
- 口语：通过对话练习和角色扮演，学生可以提高口语表达能力和流利度，并且培养与他人进行简单交流的能力。
- 阅读：通过阅读篇章和文章，学生可以提高阅读理解能力，并学习一些阅读策略和技巧。
- 写作：通过写作练习，学生可以提高写作能力，包括写作结构、语言表达和信息组织能力。
- 词汇与语法：通过词汇和语法的学习，学生可以丰富词汇量和掌握一些常用的语法知识，从而提高语言运用能力。
4. 教学建议为了提高教学效果，我们提出以下教学建议： - 针对不同学生的英语水平，设计不同的教学活动，以满足各个学生的学习需求。
- 通过合作学习和小组讨论的形式，培养学生的合作精神和团队合作能力。
- 提供足够的练习机会，例如听力练习、口语练习和写作练习，以加强学生的语言实践能力。
- 鼓励学生独立思考和自主学习，引导他们在课堂之外进行更多的阅读和学习。
- 利用多媒体技术和互联网资源，丰富教学内容，让学生在多种媒介中学习和交流。
5. 活动资源为了方便教师的教学准备，本教师用书-U2还提供了一些活动资源，包括： - 听力材料：收录了教材U2单元的听力材料，供教师在课堂上使用。
全新版大学英语第二版综合教程2unit2的PPT
Unit 1 Ways of Learning Unit 1 Ways of Learning
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
A Survey Do you agree with the following statements? 1. Play is the best way to learn. Detailed Reading 2. Children develop life skills best through formal programs. 3. Children are naturally curious, inspired, motivated learners, but sometimes the enjoyment of learning can get lost in the pressure to “succeed” in formal education. 4. Parents are the most important instructors to the children, so they should give as much guidance as possible.
Unit 1 Ways of Learning Unit 1 Ways of Learning
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Introductory Remarks “Ways of learning” is the topic of this unit. It is also Detailed Reading the topic of the song you are about to listen to, called Teach Your Children sung by Crosby, Stills and Nash.
新视野B2U2 A 课文详解(带课文翻译)
that they bet will lead to employment.
✓【旅游及花费】 payable 可支付的；fare 车船费用；bill 账单；fee 杂费；rent 房租；deposit 押金；expense 花费；charge 收费；shortage 不足；expenditure 经费;finance 金融；tuition 学费；scholarship 奖学金；loan 贷款；grant 助学金； in advance 预先；visa 签证；discount 打折 ✓If youth be a defect, it is one that we outgrow only too soon.假如青春也是一种缺 憾，那就是它逝去得太快。Sentiment is a chemical defect found in the losing side. 感情用事是失败者的生理缺陷。 ✓【地道口语】to put in a good word for someone 意思是：替某人说好话。例如：
major in English or history. They have to study something that
boosts their prospects of landing a job.
✓The slogans "hang on" and "press on" have solved and will continue to solve the problems of humanity.“坚持”和“抓紧”这两个词已经且将继续解决人类的所有 问题 ✓【 to tough it out 咬牙坚持】A: My boss is such a jerk! I'm ready to call it quits.
新标准大学英语(第二版)综合教程2 Unit 2 B篇练习答案及课文翻译 ppt课件
5. collecting money to help the victims of a natural disaster
s
6. crying at the end of a film e
PPT课件
7
Text
How empathy unfolds
The author
Background information
that the roots of empathy can be traced to infancy. Virtually from
the day they are born infants are upset when they hear another
infant crying – a response some see as the earliest precursor of
PPT课件
13
Text
This confusion is seen too when one-year-olds imitate the distress of someone else, possibly to better comprehend what they are feeling; for example, if another baby hurts her fingers, a one-year-old might put her own fingers in her mouth to see if she hurts, too. On seeing his mother cry, one baby wiped his own eyes, though they had no tears.
empathy.
新世纪大学英语B2U2习题答案
Listen and RespondScriptAn InvitationA woman saw three old men sitting in her front yard. She said, “I don’t think I know you, but you must be hungry. Please come in and have something to eat.”“We do not go into a house together,” they replied.“Why is that?” she wanted to know.One of the old men explained: “His name is Wealth, this is Success, and I am Love.” Then he added, “Now go in and discuss with your husband which one of us you want in your home.”Then the woman went in and told her husband what was said. Her husband said, Let’s invite Wealth. Let him come and fill our home with wealth.” His wife disagrees, “My dear, why don’t we invite Success?” Then the daughter made a suggestion: “Wouldn’t it be better to invite Love? Our home will then be filled with love.”“Let’s take our daughter’s advice,: said the father.So the woman went out and asked, “Which one of you is Love? Please come in and be our guest.” Love got up and started walking toward the house. The other two also gut up and followed him. Surprised, the lady asked Wealth and Success: “I only invited Love. Why are you coming in?The old men replied together: “If you had invited Wealth or Success, the other two of us would have stayed out, but since you invited Love, wherever HE goes, we go with him. Wherever there is Love, there is also Wealth and Success.”Task One1)They are Wealth, Success and Love.2)No. because they had different ideas as to what they wanted most.3)Where there is Love, there are Wealth and Success. In other words, love is the essence of ourlife and thus the basis for our pursuit of wealth and success.Task Two1) hungry to eat2) together3) Wealth Success Wouldn’t it be better to invite love4) Love guest5) surprised6)Wealth or Success have stayed outTask OneDiscovering the Main Ideas1.1) No. It is because love is a feeling that can only be felt but cannot be clearly described.2) “Puppy loves” are brief, silly, adventurous but harmless.3) Love takes time to blossom and it takes a lot of understanding, caring, sharing and affection to develop into maturity.4) It was the distance between men and women that helped preserve the holiness of love in the author’s parents’ generation.5) The media have exposed the younger generation to things that have fast paced their sensibilitiesso much that taking things slow requires effort.6) They tend to value physical beauty, closeness, passion and acquiring. The author thinks that they should value inner charm, intimacy, emotion and sharing.Reading between the Lines1.Love is still indispensable to us, even though we are so busy pursuing material things for oureveryday life. For this we should feel grateful.2.These often remind us of those days when people of our parents’ generation were courting. Itwas an era of constraints, restraints, respect, admiration, and plenty of romance. But such an era is gone for ever, for young people today tend to behave differently.3.The younger generation is more selfish: they care too much about what they can get instead ofwhat they can share.4.People in a relationship need to do much more than just sending gifts to their lovers. Moreimportantly, they should devote themselves, heart and soul, to each other.5.After repeatedly experiencing hasty, casual and insensible relationships, we have becomeemotionally tired and confused, so when true love comes we are unable to respond to it with sue enthusiasm, passion and devotion.Checking Y our VocabularyW ord Detective1. 1) engaged2) grief3) manipulate4) agonizing5) maximum6)fascinate7) silverware8) grace2. 1)moist2) fit into3) In the course of4) glory5) overjoyed6)clip7)in vain8) yieldChecking Y our Comprehension1.1) He was dying in bed of a serious disease.2)They were long and large, His fingers were long and square, laced with fine veins all the way to the tips. His nails squared off the ends of his fingers, with clearly defined white edges. He had always taken great care to keep them neat. They were not tough hands; nor soft, either.3) She could feel pure and honest expressions of his love.4) He took very good care of them.5) Her husband held her hands in the most frightening moments of his illnesses and in the deepest, darkest moment of his life.6)She discovered an opened pack of emery boards.7) At the sight of the emery boards, she could not control her grief any longer and broke into tears.8) She felt the clasp was as reassuring as his father’s.21)Holding one of my hands tightly, he expressed his pure love for me as w ell as his wish to be together with me forever.2)I tried to bear in mine what his hands were like because I knew he would soon leave us forever.3) When death was drawing near, he clasped may hands to seek comfort and support from me and to express his pure and deep love for me.4) Since my husband had been using them before he died, L like to use them now so that I could find myself mentally closer to him.5)Even though he had died, my husband’s way of expressing love through his handclasp had been passed down to our son, which was a lasting comfort to me.Optional Classroom Activities2)”Magnificent building” is used to imply that love should be developed in the same way as we build or construct a building. and that, like a building, love should be based on something. “To blossom” is also a metaphor, which implies that love can be as beautiful as a flower but it takes time to have it develop or grow.3)Here “fed” is used metaphorically, meaning that, people of her parents’ generation were taught to pursue love and relationships strictly according to the “ideals”of the time, these ideals nourishing their mental needs much as food does the body.4)”Baggage” is used to indicate the heavy burden that school children have to shoulder when they pursue “purely unemotional relationships.”5)”To forge” implies that relationships are like iron and require plenty of tempering before they become as solid and strong as steel.6)”Frozen” and “icy presence” are used to imply that during the seven-and-a-half months after her husband died, the author had managed to bury the grief for her husband deep down in her heart as if it had turned into something like ice.7)”Was undone” emphasizes the sudden release or outbreak of her grief, as if a knot came loose or untied unexpectedly.Enhance Y our Language AwarenessW ords in ActionW orking with W ords and ExpressionsIncreasing Y our Word PowerGrammar Reviews1.1) Sitting on the stairs was / On the stairs was sitting2)Over the wall came/ flew3) Round the corner was4) Then finally came5) Under the table was lying6) At/On the top of the hill stood2.1)The beaver chews down trees to get food and material to build its home with.2)Do your parents think Tom is a nice boy to go out with?3)The goals for which he has fought all his life seem unimportant to him now.4) NONE5) The essay starts by asking a question, to which the author then gives a positive answer.Translation1.1) In either friendship or love/In both friendship and love , you should never expect to take /receive the maximum while you give the minimum..2) I built all my hopes on his promise, only to find that he was not a man of sincerity at all.3) We took Mother to all the best hospitals we could find, but all out efforts were in vain; she failed to survive the disease.4) V alentine’s Day is an annual holiday celebrated on February 14, a perfect day to express love to the object of your/one’s affection.5) In the information era, communications with far-away friends via e-mail can be almost/ virtually simultaneous.6)Love takes time, for it is not forged until you have grown used to the other’s company and learned to appreciate the other.2.After dinner, we all sat around the hearth. Aunt Susan was still in the grief of losing Uncle Robert. In soft voice she told us about their past years. Uncle Robert joined the army shortly after they were engaged. Given the critical situation at the time when lots of army men didn’t return alive, you can imagine how much overjoyed Aunt Susan was to see Uncle Robert come back safe and sound from the European battlefield. Then they got married and brought up five children. For all those years, their affection for each other grew stronger in the course of overcoming difficulties and hardships in life. I was fascinated by Uncle Susan’s story, which was totally different from my ideal of love. They practiced giving and sharing in their daily life instead of pursuing passion a nd romance. Amazingly, such love lasted through their whole life. But different peneratTheme-Related WritingSample Essay One:Male-female relations are indispensable to adults all through their lives. But different generations handle them differently. Our parents’generation lived in an era of constraints, restraints respect, admiration, and plenty of romance. They kept a distance from people of the opposite gender in order to preserve the holiness of love and relationships.My generation, on the other hand, began with countless crushes for opposite sex just because of their superficial charm. Harmless as they were, the love was as brief as soap bubbles. As we grew up, we came to the stage of developing real relationships, believing that love demanded a lot of give and not so much of take.By comparison, they younger generation is more open-minded and less restricted in handling the matter of love and relationships. They jump on the bandwagon of love with so much haste that it is difficult for them to distinguish between physical attraction and mental compatibilities.In short, the younger generation focuses more on physical beauty, closeness and passion, and they tend to seek what they want from the relationships. They other two generation give priority to inner charm, intimacy, emotion and sharing in dealing with relationships.Sample Essay Two:In order to know about girl students’ opinion about love and life, a survey with girl students was conducted in 2005 in two universities---Chongqing University of Technology and Business and East China Normal University. The survey sought answers to two questions: What do you look for first in a boyfriend? What’s the most important thing for a happy life?About one third of the student chose personality as the top factor in choosing a boyfriend, followed by 27 percent focusing on abilities. Next came common interests and goals, favored by 17 percent, with only 14 percent of students claiming appearance to be uppermost in their minds. Fewer still, 11 percent, rated economic status as the first consideration.As to their views about a happy life, nearly seventy percent of the girls attached the greatest importance to marriage and family. “Career”was given top priority by just under 20 percent, while even fewer, around 9 percent, believed that money was the key to a happy life.Based on the survey, we may conclude that nowadays, girl students generally hold a rational attitude towards love and life. Admittedly, the improved material conditions of life explain why girls take economic status and money rather lightly. But contrary to the popular view that girls are more concerned about self-development in the workplace and social status, they still regard marriage and family life as central to a happy life.。
综合英语B2-U2-IS
Translation:
不是所有三十出头的人都会为了重获青春而心甘情愿地与 魔鬼订立合约吗？
tend When young, you are apt to be obsessed with your appearance. 年轻时，你可能为你的外形伤脑筋。 be obsessed with: have an unreasonably strong and continuous interest in particular things or persons 被...迷住; 被...困扰; 因...而心神不宁 e.g. • They were obsessed with her song. 他们都被她的歌声迷住了。 • She was obsessed with the fear of her parents’ divorce throughout her childhood. Or: The fear of her parents’ divorce obsessed her throughout her childhood. 她童年时一直害怕父母离异。 Derivation: obsession n. obsessive a. Synonym: preoccupy, haunt
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Main idea
Paragraphs
1-2
The writer airs her view about growing older.
The writer discusses three distinct advantages of growing older. The writer winds up her discussion with reference to her parents’ life to reaffirm that growing older would be “a better phase” of her life.
新大学英语综合教程2教学参考书u2
新大学英语综合教程2教学参考书u2Unit2Text 1(Open) 1. FLearning English as a Global LanguagePart One Warming UpReadingActivity 1:Activity 2:British English, North American English, Australian English, New Zealand English, South African EnglishActivity 3:2. F3. T4. TText 21. All dialects were created equal and no one version of English lorded it over another.2. Englishes of Ireland and Scotland, of Australia and Jamaica, of Singapore and South Africa, Hong Kong and the United States.3. Mr. Crystal cheers loudly for variety, diversity and equality.4. The Stories of English is a work of impeccable scholarship and could easily serve as a standard textbook for students of linguistics.Viewing/ListeningActivity 1:C 18Unit 2 Learning English as a Global Languageu2.indd 182012.8.14 2:58:01 PMActivity 2:Duration of time 1 2 3 10 years 10 years 20 years Wales Liverpool the south of England PlaceActivity 3:Where they have been brought up. Where they have been. Whom they speak with.Activity 4:1. Because the influence of American mass media like their films and television programs on the British is greater than that of the British media on the American.2. No, it isn’t usually difficult for a native to distinguish between the differences.3. Yes, it is usually difficult for a foreigner to distinguish between the differences.4. No, it isn’t.5. No, it isn’t.Activity 5:1. F2. T3. TScript for Audio 001NEAL CONAN, host. This is TALK O F THE NATION. I’m Neal Conan in Washington. Whether near his home in Wales, roaming other parts of Britain or even further afield, linguist David Crystal always travels with an insatiable curiosity about the English language. He never fails to meet people with distinctive accents or come across towns with unusual names, and takes the time to explore intriguing turns of phrase, whether rooted deep in Anglo-Saxon origins or fresh off a television set. In his new book, “Walking English,” David Crystal hits the road in search of new linguistic experiences from Wales to Lodz in Poland and California’s Silicon Valley. He joins us in a moment to discuss the lilts, words, catchphrases and grammar he found along the way. David Crystal joins us from his home in Holyhead, Wales. And it’s nice to have you back on the program. Mr. DAVIDCRYSTAL (Author, “Walking English”). Hello, Neal, it’s a real pleasure to be back.Learning English as a Global Language Unit 219u2.indd 192012.8.14 2:58:01 PMNEAL CONAN. And to begin with, how do you define your accent? (Soundbite of laughter) Mr. CRYSTAL. I wish I could. Well, you know, an accent reflects where you’ve been, where you’ve been brought up. And most people these days don’t spend their whole lives in one place. So, whereas once upon a time it was quite easy to almost predict where somebody had come from just by listening to them, you listen to somebody like me and what you hear in this voice you’re hearing now is the first 10 years of my life living in Wales - living in Wales it would have been that sort of accent then. And then the next 10 years of my life living in Liverpool, well, everybody knows the Beatles. The Beatles accent, you know. And there was that sort of accent mixed in with it. And then I lived for 20 years down in the south of England and there was a kind of, you know, southern accent that came on top of the other two. And they’ve all mixed together to produce what you’re hearing now. CONAN. And it’s interesting, you say, in part, your accent depends on who y ou’re speaking with. Your children, for example, grew up in this country. Mr. CRYSTAL. Well, it’s - it’s, you know, as you and I might talk now over the next few minutes, I wouldn’t mind betting that my accent became slightly more American than it might ha ve been before. You know, it’s what happens. Accents change in terms of everything. I mean, that’s a good example.My kids, take the word schedule, you know, schedule in America, of course. Now I was brought up to say shed-ule. But all my kids have been influenced by American English. So, they all say, sked-ule. So, when I talk to them, I say sked-ule as well now. So, I got two pronunciations of the word. And this is very typical of the way language is going. CONAN. I - I had the good fortune to live and work in London for four years and it was my contention that an American could get about two-thirds of the way to a British accent before anybody noticed. (Soundbite of laughter) Mr. CRYSTAL. That’s right. And not just in pronunciation but, also in spelling because an awful lot of the American spellings have come into British English now. Yes, that’s right. I mean, it’s all your fault, you see... (Soundbite of laughter) Mr. CRYSTAL. ...you guys, the other side of the pond. You’ve made all the films, you made all the most successful television programs and things like that. And so, inevitably we are more used to your accent than you are to ours. I mean, one day, when British filmmaking becomes as powerful as Hollywood, it might go the other way round. But I can’t see that happening just yet. CONAN. Well, we used to go to the theatre sometimes and we would hear British actors doing Americans accents. In general they’re much better at American accents than we are at British ones. But nevertheless, there used to be something I used to call the I-80 accent because it sort of wandered all the way across the country. (Soundbite of laughter) Mr. CRYSTAL. Yes, that’s right. It’s very difficult actually to pick up the accent differences within a country if you’re not part of that country. CONAN. Mm-hmm. Mr. CRYSTAL. I mean, I’ve been to America several times and I’ve got to know, you know, some of the accent differences, but I still have great difficulty placing accents in a way that you would have no trouble about.And vice-versa. You know, Americans come over to Britain and they - they don’t - they20Unit 2 Learning English as a Global Languageu2.indd 202012.8.14 2:58:01 PMget the main accents, like say, Scottish English or something like that... CONAN. Mm-hmm. Mr. CR YSTAL. But it’s very difficult to really put your finger on some of the more subtle differences. CONAN. I was astonished to learn that English people had a hard time differentiating between American and Canadian accents. And indeed, they found it curious t hat I couldn’t tell the difference between Kiwis and Aussies. Mr. CRYSTAL. Yeah, that’s right. CONAN. Yeah. Mr. CRYSTAL. I think most people would be completely unclear about the difference between U.S. and Canadian English. I mean, there are some very clear differences, like the Canadian, you know, house, which you just don’t get the other side of - your side of the border. But most British people just wouldn’t hear it.Part Two Initializing the ProjectReadingActivity 1:Things to be crossed out are. The total number of pages To whom the author of the report would recommend the book Activity 2:2. The publisher and the publication date: Bantam Books, 1971.3. The book author’s name: Maya Angelou4. The biographical information about the author: A dancer, poet, and television producer as well as a writer, has continued her life storyin three more volumes of autobiography. I know Why the Caged Bird Sings is the start of Maya Angelou’s story. 5. The genre of the book: Autobiography. 6. The main idea of the book: She writes about the pains and joys of being black in America. 7. Quotations from the book: The first quotation—“People in Stamps used to say that the whites in our town were so prejudiced that a Negro couldn’t buy vanilla ice cream”. 8. The merits of the book: I was impressed by the vividness of Maya Angelou’s writing style. 9. Whether the author would recommend the book: I know Why the Caged Bird Sings is a remarkable book.Learning English as a Global Language Unit 221u2.indd 212012.8.14 2:58:02 PMActivity 3:Paragraphs Part One Part Two Part Three Part Four Paragraph 1 Paragraph 2 Paragraph 3-5 Paragraph 6 Introduction Summary of the book The reaction of the book report’s author to the work Conclusion Main IdeaActivity 4:(Open)Viewing/ListeningActivity 1:1. content2. word processing software program3. take notes4. creative title5. the author’s name6. the title of the book7. the number of pages8. summarize9. plot 10. subject 11. the setting 12. thesis statement 13. opinion 14. recommend the book 15. recommend it toActivity 2:1. T2. F3. T4. T22Unit 2 Learning English as a Global Languageu2.indd 222012.8.14 2:58:02 PMScript for Video 001How to write a book report? A book report summarizes the content of a book and is typically assigned in grades K to 12. You will need a book and a word processing software Step One. Read the book and take notes. Write down the names of major characters, the main ideas of the book and any memorable quotes. Step Two. Give the book report a creative title that includes the name of the book. Step Three. Begin the report with an engaging introductory paragraph that includes the author’s name, the title of the book, whether it is fiction or non-fiction, the genre and the number of pages. Include biographical information about the author that helps explain the book. Step Four. Summarize the book in the next paragraph. Give a brief overlook of the plot, the main characters, the subject of the book and the setting. Step Five. Give a brief analysis on the subject of the book in the next paragraph. Write about the author’s point of view of the subjuct; also known as the thesis statement. Follow your teacher’s guidelines on how in-depth the book report should be. Step Six. State your opinion in the next paragraph. Use concrete examples such as quotes or specific details to explain why you liked or disliked the book. Step Seven. Conclude the report with a paragraph on whether you would recommend the book and who you would recommend it to.Part Three Exploring the Field主课文参考译文：漫步英语如果你是在历史上受英国影响显著的地方学习英语，那你所学会的英语将带明显的英国特征。
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Unit 2
Hong Kong Handover Ceremony in 1997
Uniห้องสมุดไป่ตู้ 2
• This is the very reason ____ he explained to me just now. • A. why B. that C. which D. for which • The reason _______ he was late again was that he was caught in a traffic jam in the rush hour. • A. that B. in which C. for which D. of which
Dialogue I
Questions
Unit 2
Friday Evening or Not
1. Why do they want to put on an English play? 2. What is the novel about?
3. Are all the members of the play asked to come to the rehearsal every Friday evening? 4. What may happen if they don’t rehearse often enough?
UNIT 2
Language Structures Reading II Dialogue I Guided Writing
Unit 2
Dialogue II
Interaction Activity
Reading I
Unit 2
Learning Objectives
I. Reviewing the use of nominal clauses.
2. What roles can nominal clause play?
1) 名词性从句充当表语 2) 名词性从句充当同位语
3) 名词性从句充当主语
4) 名词性从句充当宾语
Unit 2
Exercises
1. You can only be sure of_____ you have at present; you cannot be sure of something ___ you might get in the future. a. that; what b. what; / c. which; that d. /; that • 2. .______ the baby could speak made his parents very happy. a. That b. What c. Why d. If 3. The reason I plan to go is ______ if I don’t. a. because she will be disappointed b. because she will have a disappointment c. that she will be disappointed d. for which she will be disappointed
Unit 2
scissors:
Unit 2
Language point: 4. Proficiency: a good standard of ability and skill 熟练, 精通
proficiency in/ with/ at a high level of proficiency in English Nick's proficiency with computers is well-known.
4. What I told him was that I would find him a good play.
Unit 2
语法点：名词性从句(nominal clause)
1. What is nominal clause? >> 由if, whether, that 和各种疑问词充当连接词所引导的 从句，其功能同名词一样。
Unit 2
Dialogue I
Friday Evening or Not
What do you usually do on
Friday evenings?
Unit 2
Outline for dialogue 1
Unit 2
play a role in an English play 1. A invites B to_____________________. A explains what the play is about and proposes to have a rehearsal every Friday evening ____________________________. 2. B objects to the proposal, citing many reasons: -Friday evening is not a good time for work _______________________________ -Everyone goes home _______________________________ -People have their personal engagement _______________________________ 3. A tells B what has been done to ensure successful rehearsals _________________________. accepts the proposal willingly 4. B ________________________.
Proficient (adj.): There's only one way to become proficient at anything --practice!
Unit 2
Homework
Group Presentation: Soap Opera You may briefly introduce the whole story of a popular soap opera. You may vividly introduce the most impressive scene in a soap opera. You may put on a play adapted from your favorite soap opera.
Unit 2
Exercises
1. ______ knows the name of this song will (a) receive a prize from the radio station. a. Whoever b. Those c. Whichever people d. Any people 2. ______ he was in error will scarcely be (b) disputed by his warmest friends. a. What b. That c. Which d. Though 3. ______ is worth doing at all is worth doing (b) well. a. That b. Whatever c. Whichever d. However
1. The fact was that John Brown had a car accident. 2. The scissors are not what I need.
3. Have you heard the news that all English students will have to a proficiency test before they can graduate?
Where did the rumour start?
Unit 2
2. critically: seriously adj. critical: to judge or be judgmental about someone or something; serious; essential; 评论的, 批评的, 危急的 critical condition
Phrases: be critical of sth. be critical about 对某事表示谴责 爱挑剔
Unit 2
Language point: 3. competent [opposite] incompetent
having enough skill or knowledge to do something to a satisfactory standard 有能力的, 胜任的 A competent mechanic should be able to fix the problem. competent to do something I don't feel competent to give an opinion at the moment. He is the only party leader competent enough to govern this country.
(c)
Unit 2
Language point:
1. rumour: information or a story that is passed from one person to another and which may or may not be true谣言, 传闻
I've heard all sorts of rumours about him and his secretary.
II. How to make an invitation? How to accept or turn it down?