全新版大学英语第二册课件Unit Three
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全新版大学英语第二册课件Unit Three
settings
theme
stage directi conflicts
climax Click the balloon
2. Text organization
Scene 1 A fast food restaurant
Scene 2 The Thompson family dining room
Part B Further analysis of the play
Part A Global reading
1. Scan the text and find some components of the play.
Basic components of a play
language
characters
In the Thompson family dinning room, Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom.
(1) Listen to the recording (2) Answer the following questions
3. Language Style
Spoken English: short , incomplete, simple structure Written English: long , complete, complex structure
IV. Post-reaБайду номын сангаасing Tasks
1. Watch the video. 2. Discuss about it.
Watch the video
theme
stage directi conflicts
climax Click the balloon
2. Text organization
Scene 1 A fast food restaurant
Scene 2 The Thompson family dining room
Part B Further analysis of the play
Part A Global reading
1. Scan the text and find some components of the play.
Basic components of a play
language
characters
In the Thompson family dinning room, Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom.
(1) Listen to the recording (2) Answer the following questions
3. Language Style
Spoken English: short , incomplete, simple structure Written English: long , complete, complex structure
IV. Post-reaБайду номын сангаасing Tasks
1. Watch the video. 2. Discuss about it.
Watch the video
全新版大学英语综合教程第二册ppt课件
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Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinesoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinesoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
大学英语精读第二册课件Unit3
Unit 3 My First JobPart I New Wordsapply v. (正式)申请；请求Y ou need to apply to the local authority for a grant. 你需要向地方当局申请一笔补助金。
She had applied for a number of positions. 她申请了若干职位。
application n. 申请；实际运用For most schools, your application for admission also serves as your application for financial aid. 对于大多数学校，入学申请也可以用作经济资助申请。
This principle has no application to the present case. 这一原则与目前的案例没有关联。
appliance n. 器具（尤指家用器具）Dish washer is one of the appliances. 洗碗机是家用电器的一种。
interview n. 面试，口试；采访，访谈Don't be late for your job interview. 求职面试不能迟到。
The matter can't be discussed except at a personal interview. 这件事只能在面谈时讨论。
interview v. 采访He arrived to be interviewed by a local TV station about the level of unemployment. 他来接受地方电视台关于失业状况的采访。
interviewee n. 接受面谈者; 被接见者interviewer n. 接见[会见, 采访]者advertise v. 为（产品、服务或事件）做广告；做广告We had a chance to advertise on television. 我们有机会在电视上做广告。
全新版大学英语2 unit 3 New words
Palm: n. 手掌；棕榈树 vt. 把…藏于手（掌）中 palm off 用欺骗手段把…卖掉、甩掉 She tried to palm her old car off on/onto me. 她设法骗我买下她那辆旧车。
fade 褪色；变暗淡；消失 The sunlight gradually faded. 【辩异】 disappear，die away；fade，vanish （消失） disappear 指“从人的视线中消失”即“看不见了” . die away 指“声音的消失”即“听不见了” disappear, fade, vanish：此三者均指“从视线中消 失”，disappear是“消失”的最一般用语；fade指 渐渐的消失；vanish指突然化为乌有 Awhile: adv (for a short time)暂时，片刻 Overall: adv大体上 adj 包括一切的，总计的 Overall, prices are still rising. 总体上来说，价格仍在上涨。 overalls(美)=dungarees(英) 工装裤
Community: n 社区；社会 We meet once a month to discuss community problems. 我们每月开一次会讨论社会问题。 community center 社区活动中心 Welfare: n 福利；幸福 the welfare state: 福利制度 Our only concern is the children’s welfare. 我们惟一关心的就是孩子们的幸福。 Narrow down: 减小，缩小 The police have narrowed down their list of suspects. 警方已经缩小了嫌疑犯的范围。 Mumble: v 咕哝；含糊地说 The little boy mumbled something about wanting to go to the toilet. 那个小男孩咕咕哝哝地说要去厕所。
全新版大学英语2(第二版) UNIT3 语言点
Unit 3 The Generation GapEach generation imagines itself to be more intelligent than the one that went before it, and wiser than the one comes after it.——George Orwell每一代人都自以为比前人更聪慧，比后人更英明。
——乔治·奥威尔Detailed ReadingⅠ. Difficult Sentences1. (Title) “Father Knows Better”1. What does “Father knows better.” mean?(=“Father knows better.” or “Father, you know better than that.” literally means Father was wise enough not to do something. Actually it does not have this meaning. It means Father was not wise wh en he meddled with his children’s affairs.)2. How many times does this sentence occur in the text? What can you infer from thesentence?(=This sentence occurs six times in the text. The children said it satirically to show their disapproval of Father’s meddling with their affairs. )2. (LL.39~40) “I’m sure he’s a good worker but a typical teenager, if you know what I mean.”1. What did Father mean by saying this?(=Father was proud of his son as he thought his son would work well, but he was a little worried that his son was a boy and he might make some mistakes in his work.)2. What was the manager’s response?(=As a young man, the manager didn’t understand a father’s feeling, and showed no interests.)3. (LL.42~43) “And I assure you that if there are any subjects that need to be addressed, Seanand I will have a man-to-man talk.”1. What is a man-to-man talk?(=A talk that takes place between two men, especially two men who need to discuss a serious personal matter.)2. Translate the sentence into Chinese.(=你放心，要是有什么问题需要解决的话，我和肖恩会开诚布公地谈一谈的。
全新版大学英语综合教程2第二版Unit3电子ppt课件
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Fast-food Restaurant
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A fast-food restaurant is a restaurant characterized by food which is supplied quickly after ordering (and which may or may not be consumed quickly as well), and by minimal service. The food in these restaurants is commonly cooked in advance and kept hot, or reheated to order. Many fast-food restaurants are part of restaurant chains or franchise (特许经营权) operations, which provide standardized foodstuffs to the individual restaurants, shipped from central locations.
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High School Introduction High School in the United States High School in Canada High School in Australia
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Introduction
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High school, or secondary school, is the last segment of compulsory education in the United States, Canada, China, Korea and Japan. It provides a secondary education. Secondary education is a period of education which directly follows primary education. The purpose of a secondary education can be to prepare for either higher education or vocational training. It is referred to by various different names in different countries, including high school in the United States and Australia, or middle school in the Netherlands. It occurs mainly during the teenage years. The exact boundary between primary and secondary education varies from country to country, but is generally around the seventh to the ninth year of education.
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Fast-food Restaurant
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A fast-food restaurant is a restaurant characterized by food which is supplied quickly after ordering (and which may or may not be consumed quickly as well), and by minimal service. The food in these restaurants is commonly cooked in advance and kept hot, or reheated to order. Many fast-food restaurants are part of restaurant chains or franchise (特许经营权) operations, which provide standardized foodstuffs to the individual restaurants, shipped from central locations.
II ■
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High School Introduction High School in the United States High School in Canada High School in Australia
.
Introduction
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High school, or secondary school, is the last segment of compulsory education in the United States, Canada, China, Korea and Japan. It provides a secondary education. Secondary education is a period of education which directly follows primary education. The purpose of a secondary education can be to prepare for either higher education or vocational training. It is referred to by various different names in different countries, including high school in the United States and Australia, or middle school in the Netherlands. It occurs mainly during the teenage years. The exact boundary between primary and secondary education varies from country to country, but is generally around the seventh to the ninth year of education.
全新版大学英语综合教程2第二版Unit3电子课件
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Hale Waihona Puke Secondary schooling in Canada differs depending on what province one lives in. Normally it follows the American pattern, however in Quebec, for instance, high school lasts five years and is started earlier and finished at a younger age than elsewhere in Canada. In Quebec most students follow high school by attending a college of general and vocational education, which is comparable to a junior college, and which is obligatory for Quebec students wishing to go on to university in Quebec.
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High School
Introduction High School in the United States
High School in Canada
High School in Australia
Introduction
High school, or secondary school, is the last segment of compulsory education in the United States, Canada, China, Korea and Japan. It provides a secondary education. Secondary education is a period of education which directly follows primary education. The purpose of a secondary education can be to prepare for either higher education or vocational training. It is referred to by various different names in different countries, including high school in the United States and Australia, or middle school in the Netherlands. It occurs mainly during the teenage years. The exact boundary between primary and secondary education varies from country to country, but is generally around the seventh to the ninth year of education.
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Hale Waihona Puke Secondary schooling in Canada differs depending on what province one lives in. Normally it follows the American pattern, however in Quebec, for instance, high school lasts five years and is started earlier and finished at a younger age than elsewhere in Canada. In Quebec most students follow high school by attending a college of general and vocational education, which is comparable to a junior college, and which is obligatory for Quebec students wishing to go on to university in Quebec.
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High School
Introduction High School in the United States
High School in Canada
High School in Australia
Introduction
High school, or secondary school, is the last segment of compulsory education in the United States, Canada, China, Korea and Japan. It provides a secondary education. Secondary education is a period of education which directly follows primary education. The purpose of a secondary education can be to prepare for either higher education or vocational training. It is referred to by various different names in different countries, including high school in the United States and Australia, or middle school in the Netherlands. It occurs mainly during the teenage years. The exact boundary between primary and secondary education varies from country to country, but is generally around the seventh to the ninth year of education.
全新版大学英语(第二版)听说教程2-unit3电子教案PPT课件
Unit 3 Weather
Pre-listening Tasks
Listening Tasks
Language Focus
Pair Work
Speaking Tasks
Additional Question for Discussion
Do you think it is possible or impossible to give accurate weather forecasts?
Unit 3 Weather
Pre-listening Tasks
Listening Tasks
Language Focus
Pair Work
Speaking Tasks
• It’s going to be a cold day with damaging northwesterly winds / hot and humid day with a high of 36 degrees Centigrade.
Unit 3 Weather
Listening Strategy
2. a. When did the storm start and how long did it last? I_t_s_t_a__r_t_e_d__a__r_o_u_n__d__8__p_._m___._a__n_d__l_a_s_t_e__d__f_o_r__a_b__o_u_t__t_h_r_e__e__
• It’s fine / sunny / warm / rainy / cloudy / snowy / windy / freezing / foggy / dry / chilly today.
• The air is close / oppressive. • A storm is coming up / building up / in the making. • It’s raining off and on / cats and dogs. • The rain / snow has stopped / let up. • It’s going to cloud over.
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In a fastfood restaurant, Father embarrasse d Sean by talking too proudly to the restaurant manager.
Scene 2
At the dining table
The main idea of Scene 2
Unit Three
The Generation Gap
I. Pre-reading Tasks
Part A Discuss about some characters in TV play.
Part B Discuss about some questions in pair work.
Part A Discuss about the characters below. Group 1：贾宝玉， 林黛玉, 薛宝钗 （The Story of the Stone /Dream of the Red Chamber ）
Scene 3 An office at a high school
3. Reading strategy: Skimming & Scanning
Scanning ---- key words, specific information Skimming ---- main idea (theme, conflict in the play)
Scene 3
In an office at a high school
In an office at Heidi’s high school, Father embarrassed Heidi by boasting to an official about how bright she was.
Part B Further analysis of the play
Part A Global reading
1. Scan the text and find some components of the play.
Basic components of a play
language
characters
settings
theme
stage directi conflicts
climax Click the balloon
2. Text organization
Scene 1 A fast food restaurant
Scene 2 The Thompson family dining room
Homework Assignment
1. 2.
Watch the video
Texting The Generation Gapflv.flv
Discussion
1.What do you think causes the generation gap? 2.What can be done to solve the problem of the generation gap?
Part B Further analysis of the play
• 1. The meaning of the title • 2. Main characters • 3. Language style
Main characters
Sean
Diane
Heidi
Scene 1
At a fast food restaurant
• Question 2: What will you do if you have different opinions with your parents?
Text A Father Knows Better
II. While-reading Tasks
Part A Global reading
3. Language Style
Spoken English: short , incomplete, simple structure Written English: long , complete, complex structure
IV. Post-reading Tasks
1. Watch the video. 2. Discuss about it.
Group 2:钱小样，赵青楚，雷霹雳 （ Who can Decide My Youth ）
Part B Discuss the following questions in pair work.
• Question 1: Is there a generation gap between you and your parents? If there is, what is it about?
In the Thompson family dinning room, Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the sten to the recording (2) Answer the following questions