大学英语2级课程教案
课次 1 课时 2 课型理论课
教学内容；、：
Unit 9 Section A: Never be a quitter in face of life (Introduction and text structure analysis) 教学目标：
1.Students know the background information about the text
2.Students remember the new words and expressions in the text
3.Students learn how to analyze the structure of the whole text and certain paragraphs
4. Students grasp new words and phrases in the passage of Section A
教学重点：
1.Experience success and discuss its qualities.
2. Practice predicting the writer’s ideas.
3. Practice the new vocabulary.
4. Master some famous sayings on success.
教学难点: Grasp the writing pattern applied in certain paragraphs of the text
教学基本内容方法及手段
I. Pre-reading activities(20mins)
Talk about the meaning of life in your own words
Remember: Nothing is impossible for a willing heart！
II.Text structure analysis and introduction of the writing pattern:From a Statement ot a Denial and Correction (25mins)
III. Explain new words and phrases in the passage of Section A (40mins) IV. Assignments(5mins) Group discussion Oral practice Explanation
作业、讨论题、思考题：
Preview language points in Section A and read the text
参考资料（含参考书、文献等）：
新视野大学英语读写教程第二册教师用书
教学反思：
1.enlarge the students’ vocabulary
2、cultivate the students’ context consciousness
3、work hard to improve the students’ reading comprehension
Session 1 (90mins):
Section A: Never be a quitter in face of life
I. Pre-reading activities (20mins)
Step 1
Questions for discussion:
1. Talk about the meaning of life in your own words
2.Remember: Nothing is impossible for a willing heart！
Step 2
Pre-reading listening:
First listening: Listen to a passage about the factors that contribute to his success. Second listening: Listen to the passage again and answer the following questions according to what you hear.
1.To whom did the speaker owe his success?
2.What were the rulers for success that the speaker was taught?
3. Have you ever given up on something that you wish you had stuck to ?
Step 3
Background Knowledge
1.Russell Baker (born 1925) was one of the most distinguished practitioners of the personal-political essay in the English language.
2.Pulitzer Prize
It is a United States award regarded as the highest honor in print journalism. The award also honors literary achievements and musical compositions.
II. Text structure analysis and introduction of the writing pattern: a general statement supported by an example. (25mins)
Step 1:Main Idea of the Text
The writer succeeded in his reporter with the continuous encouragement of his mother.
When I was five, father died, leaving mother with nothing but three babies and lots of bills to pay. Mother identified my gift for words and devoted her entire life to helping me develop it.
She used to require me to get up early and make sth of myself. She often took Uncle Edwin as an example of how far an ambitious man could get without much talent. Though very poor, she bought some books to improve my reading. When I complained of the humiliating wage from the job with the Baltimore Sun as a police reporter, mother refused to sympathize with me and told me to work hard to make anything of the job. When I was assigned by the Sun to report from the Oval Office, she warned me against staying content with them. When I was offered The New York Times, mother’s scheme to push me toward literature proved to be absolutely right. When I reached the summit of my professional career winning the Pulitzer Prize, mother’s health collapsed and she never knew of my Pulitzer. Mother’s continuous encouragement helped me succeed in my reporter career. She taught me that one should never quit in life. Step2:Text structure analysis
Divide the text into parts and work out the general idea of each part
[Paras. 1 to 4] Although his mother has passed away, the way the mother pushed the author to get up is still as clear in his head as ever, especially his mother’s words “If there is one thing I can’t stand, it is a quitter.” Her approach to parenting, in his eyes then, was the equivalent of bamboo torture treatment.
[Paras. 5 – 19] De spite her husband’s death and the pieces of family life left for her to pick up, the mother never yielded to her fate. Instead, once she identified her son’s gift for words, her life started to revolve around developing his talents, allowing little room for him to feel accomplished, until her scheme proved to be absolutely right.
[Paras. 20－21] Driven by the mother’s teachings, the son reached the summit of his career but before that the mother suffered from the collapse of brain and health, out of touch with life forevermore. The mother’s teachings, though, still echo in his ears, pushing him forward.
Step 3: My progress and mother’s response
Paras. 10-12
My progress : In 1947,worked as a police reporter, with $30 a week.
Mother’s response: refused to sympathize with my humiliating wage; corrected me, cannot make anything, work hard.
Paras. 13-16
My progress: seven years later, cover the White House, reporting from the Oval Office Mother’s response: chance, make something; warned, marginal progress, not being too proud, watch out, a “harder fall”.
Paras. 17-19
My progress: offered, one of the most prized assignments: a regular opinion piece in The New York Times.
Mother’s response: not mentioned; proof, my mother’s scheme, absolutely right.
Para. 20
My progress: In 1979, reached the summit of my professional career, winning the Pulitzer Prize.
Mother’s response: mother’s in a nursing home
Step4: Introduction of the writing pattern
major writing techniques: 1. Time and Space sequence
2. Statement-Denial&Correction
3.the Style of Dialog(对话体)
1.Time and Space sequence
Time Markers (You’ll be given 2 minutes to work with your partner to circle the time markers in the text)
Example
In 1947 I graduated from Johns Hopkins (Para 11)
After a while, I was given an assignment … then, (Para 13)
seven years after I started, I was assigned by …
Then, The Times came knocking …Eventually, I would be offered one of the most prized assignments …(Para 18)
2. Statement-Denial&Correction
One writing skill for a piece of argumentation is to begin with a statement, then deny and correct it.
A statement followed by denial and correction
Statement: Books are the main sources of human knowledge
Denial and correction:
1. A recording of the past
2.Not cover all the things for the future
3.Many mysteries unsolved
4.Hard for people to cope with practical problems
5.Develop our ability through practice and observation
6.Not rely on books only
3.the Style of Dialog(对话体)
Mother: “Get yourself up and make something of yourself, buddy!” (Para. 1)
Son: “Christ!” (I utter,) “I have made something of myself. I am entitled to sleep late.” (Para. 2) Mother: “If there’s one thing I can’t stand, it’s a quitter.” (Para. 4)
III. Explain new words and phrases in the passage of Section A (40mins)
1.advanced adj.at a higher level
advanced mathematics高等数学
advanced studies高深的研究
advanced technology先进的技术
advanced disease病情沉重期/晚期
2.ambitious adj.having a great desire to be successful,
powerful or wealthy
eg: He is ambitious to run his own company after graduation.
他立志毕业后要开办自己的公司。
3.correspond vi.
1) (to, with) be the same as sth. else, or very much like it
Eg: What she said doesn’t correspond with the facts.
她的话与实情不符。
The statistics do not correspond with what they provided.
2) (with) write letters to sb. and receive letters from them
Eg: They have corresponded with each other for two years before they meet. 在见面之前
他们已通信两年了。
派生词
correspondence correspondent corresponding
4.equivalent a. of the same value, importance, etc. as sth. else
Eg: His behavior is equivalent to cheating.
他的行为相当于欺骗。
That’s the equivalent of the population of the town.
Translation 在法语中没有一个词与英语中的home完全对等
There is not a French word that is the equivalent of the English word “home”.
同根词
equal 相等的+ value 价值+ -ent = equivalent
equality相等，平等
6.utter vt.say sth
He didn’t utter a word all night.他整晚没吭声
https://www.doczj.com/doc/2b15001996.html,plete; absolute
an utter stranger完全不认识的人
an utter refusal断然拒绝
I was at an utter loss what to do.我完全不知道该怎样做才好。
7.make sth. of sb. 成为一个有出息的人
Eg: He ought to make something of himself with other people’s help.
Translation 他的父亲想让他成为一名医生。
His father wants to make a doctor of him.
8.be entitled to 有权利
Eg: Everyone should be entitled to know the truth.
Translation 我有权知道我自己的钱怎么花的。
I am entitled to know how my money is being spent.
9.deceive v.make sb. believe sth. that is not true 欺骗
Eg: She was deceived by his uniform: she really thought he was a police officer.
10.revolve vi. 转动
Eg: His life revolves around football.
https://www.doczj.com/doc/2b15001996.html,p up enjoy sth. without thinking about whether it is good, true, etc.
Eg: He lapped up the praise as his colleagues congratulated on his success.
12.humiliate v. make sb. feel ashamed
Eg: The government suffered a humiliating defeat in yesterday’s debate..
13.once and for all 永远地
Eg:Our intention is to destroy their offensive capability once and for all.
14.depart v. 离开
Eg: The train for London departs from Platform 2.
Translation最后一批客人直到午夜后才离去。
The last guests didn’t depart till after midnight.
15.out of touch with 不了解
Eg:The old man is out of touch with the outside world.
Translation他并不了解年轻人感兴趣的是什么。
He is out of touch with what young people are interested in. IV. Assignments (5mins)
Preview language points in Section A and read the text.
大学英语2级课程教案
课次 2 课时 2 课型理论课
教学内容：
Unit 3 Section A: Never be a quitter in face of life (Detailed Study of Text A and Reading Skills)
教学目标：
1. Students remember the meaning of new phrases and expressions
3. Students learn how to structure a passage: From a statement to a Denial and correction
4. Students grasp the reading skill: Predicting the Writer’s idea
教学重点：
1. Illustrate the meaning of new phrases and expressions
2. Train students’ reading skill
教学难点: Grasp the usage of certain expressions used in the text
教学基本内容方法及手段
I. Detailed study of text A (50mins)
Analyze the difficult sentences of text A. Paraphrase them one by one, if necessary give several examples.
II. Check the exercises of text A (25mins)
Check the exercises of vocabulary, sentence structure and translation.
III. Explain reading skill: (12mins)
Answer the questions inserted in the text B. Check answers and explain. IV. Assignments (3mins) Group discussion Explanation Practice
作业、讨论题、思考题：
Write a composition on the topic which starts with a general statement supported by an example
参考资料（含参考书、文献等）：
新视野大学英语读写教程第二册教师用书
教学反思：
Students don’t know how to paraphrase a sentence, so they need to learn how to express the same meaning with different phrases.
Student s’ reading skills needs more practice.
Some students did not do the exercises in advance. The teacher needs to inspire and motivate them.
Session 2 (90mins):
Section A : Never be a quitter in face of life
I. Detailed study of text A (50mins)
Step 1 . Explain the sentence structures of text A
1.Edwin James was no smarter than anybody else …(Para. 8)
no + 比较级+ than
Analysis
“no”用在形容词或副词比较级前表示“毫不，根本不”，体现强调语气。
Practice: 用“no + 比较级+ than ”结构翻译下列句子：
①这并不比上次的练习糟。
②他的情况一点也不比你的严重。
③她并不觉得比昨天有所好转。
④我们走到桥边就不再往前了。
Key:①It’s no worse than the last exercise.
②His case is no more serious than yours.
③She is feeling no better than yesterday.
④We went no farther than the bridge.
2. “Even if you get to the top, you have to watch out.”She was always keen to point out, “The bigger they come, the harder they fall.”(Para. 16)
The + 比较级+ …, the + 比较级+ …“越······就越······”
Practice: 用“The +比较级+ …, the + 比较级+ …”结构合成下列组句:
①you learn, you earn
②you know many people, you have little time to see them
③you give me much support, I will have confidence in myself
④the temperature gets high, the liquid becomes gas fast
Key:
①The more you learn, the more you earn.
②The more people you know, the less time you have to see them.
③The more support you give me, the more confidence I will have in myself.
④The higher the temperature gets, the faster the liquid becomes gas.
Step 2 Paraphrase
1. Never Be a Quitter in face of life (Para. 1)
Meaning: Never give up when meeting with difficulties in life.
2. Get yourself up and make something of yourself, buddy. (Para. 1)
Meaning: Get out of bed and do something that will make you successful, boy.
3. She may have had my interests at heart, but from my standpoint at the time, her less than tender approach to parenting was the equivalent of bamboo torture treatment. (Para. 2) Meaning: Mother may have been thinking what was best for me, but in my eyes at that time, her way of bringing me up was as cruel as bamboo torture treatment.
4. I’m entitled to sleep late. (Para. 3)
Meaning: I have the right to get up late.
5. She was left with nothing but scattered pieces of a life to pick up. (Para. 5)
Meaning: she was left with nothing but a rather difficult life to care for.
6. My insane grandmother who was dying had to be institutionalized and we all had to take shelter with her brother Allen(Para. 5)
Meaning: My mad, dying grandmother had to be placed under the care of a mental hospital and we all had to live with her brother Allen.
7.Mother, although hopeful that I would make millions, never deceived herself about my abilities to do so, and so she pushed me toward working with words from an early age.(Para. 6) Meaning: Although mother hoped that I would make lots of money, she never pretended that her son had any particular skills to do so, and so she encouraged me as a child to develop my interest in writing.
8.Words ran in her family. (Para. 7)
Meaning: Her family members are naturally good at writing.
9. While covering the Cuban Missile Crisis(Para. 7)
Meaning: when he was reporting on the Cuban Missile Crisis.
10. How far an ambitious man could get without much talent (Para. 7)
Meaning: how much success an ambitious man could achieve without much talent.
11. And look where he is today... (Para. 8)
Meaning：but look what he has achieved or how successful he is today...
12. Her early identification of my own gift for words gave her purpose and from then on, herwhole life started to revolve around helping me to develop my talents.(Para. 9)
Meaning: Mother’s early discovery of my talent for writing has her life a special meaning and from then on, she began to devote herself to helping me become a writer.
13. Though very poor, she signed us up for a set of books for intermediate and advanced readers. (Para. 9)
Meaning: Though very poor, mother ordered us certain books for middle and high-level readers.
14. I lapped up every word about monstrous crimes, awful accidents and terrible acts committed against people in faraway wars and the refugees who had to escape from their home countries. (Para. 10)
Meaning: I enthusiastically read and absorbed every news report about inhuman crimes, awful accidents and terrible acts against people in faraway wars and those who were forced to leave their own countries.
15. When I complained the wage was humiliating for a learned man, mother refused to sympathize. Meaning: when I complained that the small wage I earned was embarrassing for someone with my level of knowledge, mother didn’t feel the same way.
16. After a while,, I was given assignment to cover diplomats at various African embassies. (Para. 13)
Meaning: After some time, I was given a job to report on diplomats at various African embassies.
17. Considering the onward and upward course she had set for me, I should have known better. (Para. 13)
Meaning: Thinking about the ambitious route to the top she had planned for me, I should have known that she wouldn’t feel satisfied so easily.
18. Her weak praise didn’t correspond to my achievements.(Para. 15)
Meaning: Her comments on me were always weak. That is, she never praised me even though
I made big achievements.
19.No matter what I did, any accomplishment of mine only seemed marginal in her eyes.(Para 15)
Meaning: No matter what achievements I made, they were always minor ones in her eyes. 20.Even if you get to the top, you have to watch out.(para 16)
Meaning: Even if you achieve the highest position in your career, you still have to be very careful.
21.Uncle Edwin’s success was a sincere nuisance during my early years as a reporter.(para 17) Meaning: Uncle Edwin’s success really annoyed me during the time when I began to work as a journalist.
22.What a thrill, I thought, if I were to be hired by The Times thus proving my worth to my mother once and for all.(para 17)
Meaning: I thought, if I could be employed by the Times, I could eventually prove to my mother that I had made something of myself. How exciting it would be.
23.Then, out of my wildest childhood fantasy, the Times came knocking. It was sad that Uncle Edwin had departed by this time.(para 18)
Meaning: Then my most exciting childhood dreams came true: The New York Times offered me a job. It was a pity that Uncle Edwin had left when I began to work for the newspaper.
24.I was a proof that my mother’s scheme to push me toward literature from an early age had been absolutely right.(para 19)
Meaning: It proved that my mother’s plan for me to work with words had been completely
right.
25.Unfortunately, my mother’s brain and overall health collapsed the year before leaving her in
a nursing home, out of touch with life forevermore.(para 20)
Meaning: Unfortunately, my mother’s mental and physical health failed the year before, and she had to stay in a nursing home, no longer having contact with the outside world.
II. Check the exercises of text A (25mins)
Step 1 Vocabulary
1. Fill in the blanks with the words given. Change the form where necessary.
Ask students to fill in the blanks and translate the sentences into Chinese.
2. Rewrite the sentences using the expressions given in the brackets.
3. Fill in the blanks in the following passage by selecting suitable words from the Word Bank. Explain the words first and then fill in the blanks.
Step 2 Sentence structure
1. Study the following model and then combine each pair of sentences into one, using “as”.
2. Study the following pairs of sentences and then use “once” to combine each pair into one sentence based on a sound logic.
Step 3 Translation
Translate the following sentences into English. Pay attention to the given phrases and words.
III. Explain reading skill: make predictions (12mins)
Predict the writer’s ideas
Answer the questions inserted in the text B. Check answers and explain.
IV. Assignments (3mins)
Write a composition on the topic which starts with a general statement supported by an example.
大学英语2级课程教案
课次 3 课时 2 课型实践课
教学内容：
Unit 9 Listening Comprehension
教学目标：
1.Practicing students’ listening and speaking
2. Understanding some conversational skills
教学重点：
1.listen and understand some short conversation about not giving up
2. Train students’ oral English during their discussion
教学难点: Improve listening interest and listening ability
教学基本内容方法及手段I. Warming up (10mins)
Introduce the different ways of doing things. Listen carefully and complete
the statements on students’book. Ask students to share their answers. Listen again and check the answers.
II. Listening comprehension (50mins)
Listen to 10 short conversations, a long conversation and a passage, and then choose the right answer according to the materials. Check the answers and ask students to repeat what they heard.
III. Supplementary listening (30mins)
Listen to the material and choose the best answer in giving time.
IV. Assignments(5mins) Listening Explanation Practice
作业、讨论题、思考题：
Practice the speaking part after class
参考资料（含参考书、文献等）：
新视野大学英语听说教程第三册教师用书
教学反思：
Students listening comprehension ability is not good in general.
Inspire them to listen more after class and also introduce some useful listening materials and methods. Encourage them and support them to try more.
Session 3 (90mins):
Listening Comprehension
I. Warming up (10mins)
Step 1
Introduce the different ways of doing things. Listen carefully and complete the statements on students’ book.
Step 2
Ask students to share their answers.
Listen again and check the answers.
II. Listening
Step 1: understand short conversations
Ask students to hear ten short conversations. A question will follow each conversation. Listen carefully and choose the best answer from four possible choices.
Step 2: understand a passage
Ask students to hear a passage followed by five questions. Listen carefully and choose the best answer from the four possible choices.
III. Speaking
Step 1: learn some useful expressions
Talking about similarities:
1.Are there any similarities between English and French cooking?
2.Does English cooking have any similarities to French cooking?
3.In what way is he similar to his brother?
4.What are the similarities between these two novels?
Talking about differences:
1.How does this dress differ from that one?
2.What’s the difference between this dress and that one?
3.In what way is your theory different from his?
4.Is he different from how he used to be?
Step 2 Familiarize students with expressions for talking about similarities and differences
Procedure:
1.divide the class into four groups
2.the teacher provides lists of pairs of items for students to find out their similarities and
differences
3.the first student who offers an acceptable answer will score one point for his group.
4.the group with the highest score will be the winner of this activity.
Pairs of items for reference:
Skiing—skating panda---dolphin taxi driver---pilot
School—hotel tie---belt sofa---bed
III. Supplementary listening (25mins)
Listen to the material and choose the best answer in giving time, and fill in the blanks with the exact word words you have just heard.
Listen to the five short conversations, a passage and choose the best answer within giving time. Finally listen to a passage and fill in the blanks with the exact words you have just heard.
Get students familiar with the exam, and prepare them for the later exam.
I V. Assignments (5mins)
Practice the speaking part after class
第三版新视野大学英语第二册课文翻译 Unit 1 An impressive English lesson 1 If I am the only parent who still corrects his child's English, then perhaps my son isright. To him, I am a tedious oddity: a father he is obliged to listen to and aman absorbed in the rules of grammar, which my son seems allergic to. 2 I think I got serious about this only recently when I ran into one of my former students,fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation. 3 She nodded three or four times, searched the heavens for the right words, andthen exclaimed, "It was, like, whoa!" 4 And that was it. The civilization of Greece and the glory ofRoman architecture were captured in a condensed non-statement. My student's "whoa!"was exceeded only by my head-shaking distress. 5 There are many different stories about the downturn in the proper use of English. Surelystudents should be able to distinguish between their/there/they're orthe distinctive difference between complimentary and complementary. They unfairly bearthe bulk of the
01. 她连水都不愿喝一口，更别提留下来吃饭了。 She wouldn't take a drink, much less would she stay for dinner. 02. 他认为我在对他说谎，但实际上我讲的是实话。 He thought I was lying to him, whereas I was telling the truth. 03. 这个星期你每天都迟到，对此你怎么解释？ How do you account for the fact that you have been late every day this week? 04. 他们利润增长，部分原因是采用了新的市场策略。 The increase in their profits is due partly to their new market strategy. 05. 这样的措施很可能会带来工作效率的提高。 Such measures are likely to result in the improvement of work efficiency. 06. 我们已经在这个项目上投入了大量时间和精力，所以我们只能继续。 We have already poured a lot of time and energy into the project, so we have to carry on. 07. 尽管她是家里的独生女，她父母也从不溺爱她。 Despite the fact that she is the only child in her family, she is never babied by her parents. 08. 迈克没来参加昨晚的聚会，也没给我打电话作任何解释。 Mike didn't come to the party last night, nor did he call me to give an explanation. 09. 坐在他旁边的那个人确实发表过一些小说，但决不是什么大作家。 The person sitting next to him did publish some novels, but he is by no means a great writer. 10. 他对足球不感兴趣，也从不关心谁输谁赢。 He has no interest in football and is indifferent to who wins or loses. 11. 经理需要一个可以信赖的助手，在他外出时，由助手负责处理问题。 The manager needs an assistant that he can count on to take care of problems in his absence. 12. 这是他第一次当着那么多观众演讲。 This is the first time that he has made a speech in the presence of so large an audience. 13. 你再怎么有经验，也得学习新技术。 You are never too experienced to learn new techniques. 14. 还存在一个问题，那就是派谁去带领那里的研究工作。(Use an appositional structure.) There remains one problem, namely, who should be sent to head the research there. 15. 由于文化的不同，他们的关系在开始确实遇到了一些困难。 Their relationship did meet with some difficulty at the beginning because of cultural differences. 16. 虽然他历经沉浮，但我始终相信他总有一天会成功的。 Though he has had ups and downs, I believed all along that he would succeed someday. 17. 我对你的说法的真实性有些保留看法。 I have some reservations about the truth of your claim. 18. 她长得并不特别高，但是她身材瘦，给人一种个子高的错觉。 She isn't particularly tall, but her slim figure gives an illusion of height. 19. 有朋自远方来，不亦乐乎？(Use "it" as the formal subject.) It is a great pleasure to meet friends from afar. 20. 不管黑猫白猫，能抓住老鼠就是好猫。(as long as) It doesn't matter whether the cat is black or white as long as it catches mice. 21. 你必须明天上午十点之前把那笔钱还给我。 You must let me have the money back without fail by ten o'clock tomorrow morning. 22. 请允许我参加这个项目，我对这个项目非常感兴趣。 Allow me to take part in this project: I am more than a little interested in it. 23. 人人都知道他比较特殊：他来去随意。(be free to do sth.) Everyone knows that he is special: He is free to come and go as he pleases. 24. 看她脸上不悦的神色，我似乎觉得她有什么话想跟我说。 Watching the unhappy look on her face, I felt as though she wished to say something to me. 25. 他说话很自信，给我留下了很深的印象。(Use "which" to refer back to an idea or situation.)
Lesson 9 A cold welcome 冷遇 【New words and expressions】生词和短语（7） welcome n. 欢迎；v. 欢迎本crowd n. 人群 gather v. 聚集hand n. （表或机器的）指针 shout v. 喊叫refuse v. 拒绝 laugh v. 笑 ★welcome n. 欢迎；v. 欢迎 ①n. 欢迎 a cold welcome 冷遇 ②v. 欢迎welcome to+地点 welcome to China；welcome to my home；welcome home；welcome back ③adj. 受欢迎的You are welcome. 1.你是受欢迎的。2.不用谢 You are welcome to+地点 ★crowd n. 人群 ①n. 人群in the crowd 在人群中 I spotted him in the crowd. 我在人群中一眼就认出了他 a crowd of people 一群人，没有次序的人群, 拥挤的人群 a group of people 一群人，有次序的人群 a large crowd of people/crowds of people:人山人海 ②v.拥挤, 挤满 ★gather v. 聚集 ①vt. 使集拢，集合，召集 He gathered a large crowd of people round him. ②vt 收集，采集，收（庄稼等） The children are out in the field gathering flowers. 孩子们在外面地里采花。 It has taken me a lifetime to gather all these books. 收集所有这些书花了我一辈子的时间。 ③vi. 集拢，聚集，集合They gathered under the Town Hall clock. people gathered 人们聚集在一起, 尤指自发性的聚集 ★hand n. 1.(表或机器的)指针；手 minute hand；second hand；hour hand 分/秒/时针 second hand 二手的，旧的，秒针 wait me a moment/wait me a few seconds(for a few secs.) （secs.是seconds 的缩写） 2.有本事的人,能手[(+at)] He was an old hand at the job. 3.帮助Could you give me a hand with the baggage? 4.方面On one hand he likes watching TV; on the other hand he has a lot of homework to do, he is very busy all day. vt. 递交,递给He handed me a glass of beer. ★refuse v. 拒绝 ①vt. 拒绝（接受、服从等）She refused the gift [g?ft]礼品. ②vt. 拒不，不肯，不愿[+to-v] John refused to change his mind. 约翰拒不改变主意。 ③vi. 拒绝，不接受 I offered to pay him for his help, but he refused. offer['?f?]给予,提供;拿出,出示对于 他的帮助我提出给他报酬，但他拒绝了。
Unit 1 An impressive English lesson 1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. 2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation. 3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!" 4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress. 5 There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their /there /they're or the distinctive difference between complimentary and complementary . They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. 6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary , even though the actual stationery items —pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten . Therefore, it doesn't make any sense to criticize our students. 7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. 8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect . We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady ." 9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It led to his asking me what a verb was. I explained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing." 10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run . Then, out of his own curiosity, he asked me if other words had names for their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a senten ce. It was painl ess lear ning and great fun!
奥ào运yùn会h uì优yōu秀x iù的d e标biāo准zhǔn 奥林匹克运动会依然是一个为竞争而竞争的最纯粹的例子。运动员们在事业和身体上做出牺牲，他们冒着受伤、受挫和彻底失败的危险，仅仅为了国家和自身的荣誉而竞争。为了获得这样的荣誉，运动员必须发挥出在自己的项目上的最佳水平，在世界最大的竞技舞台上发挥模范作用。虽然必须承认，有的运动员利用兴奋剂来提升自己的表现，从而取得优势，但他们从未获得过奥运会所能给予的唯一真正的奖赏，那就是荣誉。而且他们也从未体验过通过刻苦训练与决心这些美德而获胜所带来的光荣感。 迄今为止，卡尔.刘易斯是奥运会田径项目最伟大的选手，也是奥运会精神的典范。这不仅是因为他屡屡获得金牌，——刘易斯在四个项目的比赛中获得九枚金牌，在100米短跑和跳远比赛中保持世界纪录——而且是因为他天性中所富有的竞争力和从1984年到1996年间在每一届奥运会上所表现出的竞争和获胜的能力。如果不是美国拒绝出席1980年奥运会，他也会参加那一年的奥运竞赛。凭借速度、稳定的发挥，诚实，尤其是获胜的渴望，刘易斯的表现非秒表所能计量，甚至时间也停滞不前。他要求自己发挥出最佳水平，而他取得好成绩靠的不是服用药物，而是无与伦比的自制力和训练时的完全投入。 令人惊讶的是，卡尔.刘易斯的父母在他年幼时鼓励他去上音乐课，而不是去参加田径训练。但是他不愿意去，而是把一条胶带粘在地上，以此标出跳远世界纪录的距离，然后以非凡的决心开始向着目标练习跳远。他的父母评价道：“有些孩子今天想着以后当消防员，明天又梦想成为电影明星。卡尔决心练习田径，后来始终没有改变。他说他想成为最好的，就这些。”他多年的训练和从容的自信为他以后卓越的田径生涯打好了基础。
新视野大学英语（第二版）第二册Unit 1 (2) 新视野大学英语（第二版）第二册Unit 2 (4) 新视野大学英语（第二版）第二册Unit 3 (6) 新视野大学英语（第二版）第二册Unit 4 (9) 新视野大学英语（第二版）第二册Unit 5 (11) 新视野大学英语（第二版）第二册Unit 6 (14) 新视野大学英语（第二版）第二册Unit 7 (16) 新视野大学英语（第二版）第二册Unit 8 (18) 新视野大学英语（第二版）第二册Unit 9 (21) 新视野大学英语（第二版）第二册Unit 10 (23)
第二册 新视野大学英语（第二版）第二册Unit 1 Unit 1 Section A I Comprehension of The Text 1. The attitude is that if one is not moving ahead he is falling behind. 2. Time is treated as if it were something almost real. (People budget it, waste it, steal it, kill it, cut it, account for it; they also charge for it.) They do this because time is a precious resource. 3. Everyone is in a rush — often under pressure. City people always appear to be hurrying to get where they are going, restlessly seeking attention in a store or elbowing others as they try to complete their shopping. 4. Don’t take it personally. This is because people value time highly and they resent someone else “wasting” it beyond a certain appropriate point. 5. New arrivals in America will miss opening exchanges, the ritual interaction that goes with a cup of coffee or tea and leisurely chats. 6. Americans produce a steady flow of labor-saving devices. They communicate rapidly through faxes, phone calls or emails rather than through personal contacts. 7. The impersonality of electronic communication has little or no relation to the significance of the matter at hand. 8. It is taken as a sign of skillfulness or being competent to solve a problem or fulfill a job with speed in the U.S. Vocabulary III 1. charge 2. convention 3. efficient 4. obtain 5. competent 6. assessing 7. fulfill 8. conducting consequently 10. significance IV． 1．behind 2. at 3. in 4. out 5. to 6.to 7. in 8. with 9. but 10.for V. 1. L 2. C 3. D 4. N 5. O 6.A 7.E 8.G 9.I 10.K Word Building VI 1. commitment 2. attraction 3. appointment 4. impression 5. civilization 6. composition 7. confusion 8. congratulation 9. consideration 10. explanation 11. acquisition 12. depression VII. desirable favorable considerable acceptable drinkable advisable remarkable preferable 1. advisable 2. desirable 3. favorable 4. considerable 5. remarkable 6. preferable 7. drinkable 8. acceptable
新概念英语第二册第九课课后习题答案Lesson 9 1. b 根据课文内容 It was the last day of the year…和The big clockrefused to welcome the New Year, b 最符合课文内容，其他3个选择都不对。 2. b根据课文...at five to twelve, the clockstopped.钟是在午夜前停的，但人们是在午夜后才意识到这一点的。（It's two minutes pasttwelve!），所以 b.是对的。a. before midnight 和课文事实不符合。钟是在午夜前停的，但人们是在午夜后才意识到这一点的。 3. d the evening 前需要有介词in才能构成表示时间的短语，所以选 d.其他3个选择都不对。 4. a people 是集体名词，虽然形式是单数，但意思是复数的（人民或人们），做主语时候谓语动词要用复数形式。 B. was, c. is ,d be 都不能用在people 后面做谓语动词，只有a. were 可以，所以选a. 5. a 这个问句的回答是一个表示时间的短语，因此需要一个针对时间提问的疑问词。只有a. when是针对时间提问的，而其他3个都不是问时间的。 6. b在表示钟点的时间短语前面用介词at,所以只有b. at 是对的。 7. b从回答中可以看出，这个疑问句需要一个能够针对nothing提问的词，而且要能够在疑问句中充当主语。a.nothing可以做主语，但一般不用在疑问句中；c. any 是量词，不能做主语；d. athing可以做主语，用在这个问句中意思虽然通顺，但不符合习惯用法；b. anything
新视野大学英语第三版Book 2 unit 1 翻译 英译中： English is known as a world language, regularly used by many nations whose English is not their first language. Like other languages, English has changed greatly. The history of the English language can be divided into three main periods: Old English, Middle English and Modern English. The English language started with the invasion of Britain by three Germanic tribes during the 5th century AD, and they contributed greatly to the formation of the English language. During the medieval and early modern periods, the influence of English spread throughout the British Isles, and from the early 17th century its influence began to be felt throughout the world. The processes of European exploration and colonization for several centuries led to significant change in English. Today, American English is particularly influential, due to the popularity of American cinema, television, music, trade and technology, including the Internet. 人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。与其他语言一样，英语也发生了很大的变化。英语的历史可以分为三个主要阶段：古英语，中古英语和现代英语。英语起源于公元5世纪，当时三个日耳曼部落入侵英国，他们对英语语言的形成起了很大的作用。在中世纪和现代社会初期，英语的影响遍及不列颠群岛。从17世纪初，它的影响力开始在世界各地显现。欧洲几百年的探险和殖民过程导致了英语的重大变化。今天，由于美国电影、电视、贸易和技术、包括互联网的大受欢迎，美国英语的影响力尤其显。 中译英： 中国书法(calligraphy)是一门独特的艺术、是世界上独一无二的艺术瑰宝。中国书法艺术的形成，发展与汉文字的产生与演进存在着密不可分的关系。汉字在漫长的演变发展过程中，一方面起着交流思想、继承文化的重要作用，另一方面它本身又形成了一种独特的艺术。书法能够通过作品把书法家个人的生活感受、学识、修养、个性等折射出来，所以，通常有“字如其人”的说法。中国书法不仅是中华民族的文化瑰宝，而且在世界文化艺术宝库中独放异彩。 Chinese calligraphy is a unique art and the unique art treasure in the world. The formation and development of the Chinese calligraphy is closely related to the emergence and evolution of Chinese characters. In this long evolutionary process, Chinese characters have not only played an important role in exchanging ideas and transmitting culture but also developed into a unique art form. Calligraphic works well reflect calligraphers' personal feelings, knowledge, self-cultivation, personality, and so forth, thus there is an expression that "seeing the calligrapher's handwriting is like seeing the person". As one of the treasures o Chinese culture, Chinese calligraphy shines splendidly in the world's treasure house of culture and art. 新视野大学英语第三版book 2 unit 2 课后翻译 英翻中
新视野大学英语第三版第二册读写课文所有翻译 Unit 1 Text A 一堂难忘的英语课 1 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。 2 我觉得我是在最近偶遇我以前的一位学生时，才开始对这个问题认真起来的。这个学生刚从欧洲旅游回来。我满怀着诚挚期待问她：“欧洲之行如何？” 3 她点了三四下头，绞尽脑汁，苦苦寻找恰当的词语，然后惊呼：“真是，哇！” 4 没了。所有希腊文明和罗马建筑的辉煌居然囊括于一个浓缩的、不完整的语句之中！我的学生以“哇！”来表示她的惊叹，我只能以摇头表达比之更强烈的忧虑。 5 关于正确使用英语能力下降的问题，有许多不同的故事。学生的确本应该能够区分诸如their/there/they're之间的不同，或区别complimentary 跟complementary之间显而易见的差异。由于这些知识缺陷，他们承受着大部分不该承受的批评和指责，因为舆论认为他们应该学得更好。 6 学生并不笨，他们只是被周围所看到和听到的语言误导了。举例来说，杂货店的指示牌会把他们引向stationary（静止处），虽然便笺本、相册、和笔记本等真正的stationery（文具用品）并没有被钉在那儿。朋友和亲人常宣称They've just ate。实际上，他们应该说 They've just eaten。因此，批评学生不合乎情理。 7 对这种缺乏语言功底而引起的负面指责应归咎于我们的学校。学校应对英语熟练程度制定出更高的标准。可相反，学校只教零星的语法，高级词汇更是少之又少。还有就是，学校的年轻教师显然缺乏这些重要的语言结构方面的知识，因为他们过去也没接触过。学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架——准确的语法和恰当的词汇——充分地传授给学生。 8 因为语法对大多数年轻学生而言枯燥且乏味，所以我觉得讲授语法得一步一步、注重技巧地进行。有一天机会来了。我跟儿子开车外出。我们出发时，他看到一只小鸟飞得很不稳，就说：“它飞的不稳。”（It's flying so unsteady.）我小心翼翼地问：“儿子，鸟怎么飞?” “有问题吗？我说得不对吗？（Did I say anything incorrectly?）” 他一头雾水。“太好了，你说的是incorrectly 而不是incorrect。我们用副词来描述动词。所以，要用unsteadily来描述鸟飞，而不是unsteady。”
新视野大学英语2课文翻译（Unit1-Unit7） Unit 1 Section A 时间观念强的美国人 Para. 1 美国人认为没有人能停止不前。如果你不求进取，你就会落伍。这种态度造就了一个投身于研究、实验和探索的民族。时间是美国人注意节约的两个要素之一，另一个是劳力。 Para. 2 人们一直说：“只有时间才能支配我们。”人们似乎是把时间当作一个差不多是实实在在的东西来对待的。我们安排时间、节约时间、浪费时间、挤抢时间、消磨时间、缩减时间、对时间的利用作出解释；我们还要因付出时间而收取费用。时间是一种宝贵的资源，许多人都深感人生的短暂。时光一去不复返。我们应当让每一分钟都过得有意义。 Para. 3 外国人对美国的第一印象很可能是：每个人都匆匆忙忙——常常处于压力之下。城里人看上去总是在匆匆地赶往他们要去的地方，在商店里他们焦躁不安地指望店员能马上来为他们服务，或者为了赶快买完东西，用肘来推搡他人。白天吃饭时人们也都匆匆忙忙，这部分地反映出这个国家的生活节奏。工作时间被认为是宝贵的。Para. 3b 在公共用餐场所，人们都等着别人吃完后用餐，以便按时赶回去工作。你还会发现司机开车很鲁莽，人们推搡着在你身边过去。你会怀念微笑、简短的交谈以及与陌生人的随意闲聊。不要觉得这是针对你个人的，这是因为人们非常珍惜时间，而且也不喜欢他人“浪费”时间到不恰当的地步。 Para. 4 许多刚到美国的人会怀念诸如商务拜访等场合开始时的寒暄。他们也会怀念那种一边喝茶或咖啡一边进行的礼节性交流，这也许是他们自己国家的一种习俗。他们也许还会怀念在饭店或咖啡馆里谈生意时的那种轻松悠闲的交谈。一般说来，美国人是不会在如此轻松的环境里通过长时间的闲聊来评价他们的客人的，更不用说会在增进相互间信任的过程中带他们出去吃饭，或带他们去打高尔夫球。既然我们通常是通过工作而不是社交来评估和了解他人，我们就开门见山地谈正事。因此，时间老是在我们心中的耳朵里滴滴答答地响着。 Para. 5 因此，我们千方百计地节约时间。我们发明了一系列节省劳力的装置；我们通过发传真、打电话或发电子邮件与他人迅速地进行交流，而不是通过直接接触。虽然面对面接触令人愉快，但却要花更多的时间, 尤其是在马路上交通拥挤的时候。因此，我们把大多数个人拜访安排在下班以后的时间里或周末的社交聚会上。 Para. 6 就我们而言，电子交流的缺乏人情味与我们手头上事情的重要性之间很少有或完全没有关系。在有些国家, 如果没有目光接触，就做不成大生意，这需要面对面的交谈。在美国，最后协议通常也需要本人签字。然而现在人们越来越多地在电视屏幕上见面，开远程会议不仅能解决本国的问题，而且还能通过卫星解决国际问题。
Lesson 9 Topics for discussion 1 What did you do to celebrate the last New Year? 2 What other important days are there in the year? How do you celebrate them? 3 Have you, or a friend, ever been late because your watch had stopped? Tell us about it. 1 Introduce the story Today we'll listen to a story about the last evening of the year in a small 2 Understand the situation T：What do you think is happening in the picture? 3 Listening objective.What does 'A Cold Welcome' refer to? 4 read the story 5 Answer The clock did not strike at twelve because it had stopped. 6 Intensive reading V oc ★welcome ①n. 欢迎 a cold welcome 冷遇 ②v. 欢迎welcome to+地点 welcome to China；welcome to my home；welcome home；welcome back ③adj. 受欢迎的You are welcome. You are welcome to+地点 ★crowd ①n. 人群 in the crowd 在人群中 I spotted him in the crowd. 我在人群中一眼就认出了他 a crowd of people 一群人，没有次序的人群, 拥挤的人群 a group of people 一群人，有次序的人群 ②v.拥挤, 挤满 a large crowd of people 一大群人 ★gather v. 聚集 ①vt. 使集拢，集合，召集 He gathered a large crowd of people round him. ②vt 收集，采集，收（庄稼等） The children are out in the field gathering flowers. ③vi. 集拢，聚集，集合 They gathered under the Town Hall clock. people gathered 人们聚集在一起, 尤指自发性的聚集 ★hand n. (表或机器的)指针；手 minute hand；second hand；hour hand second hand 二手的，旧的，秒针 ★refuse v. 拒绝 ①vt. 拒绝（接受、服从等）She refused the gift. ②拒不，不肯，不愿John refused to change his mind. ★shout v. 喊叫 call out 大声喊叫