Unit One Men and Women’s Prejudices
1.Teaching Objectives:
In This unit, the students will:
·listen and then talk about job prejudice
·read about men's roles at home
·learn new words and expressions
·write about the differences between men and women
·practice reading skills: Recognizing generalizations
·practice translating skills: Multiples
·practice describing structures of an organization
·write a job advertisement
·visit culture salon for a discussion on computers and the changes in women's employment
2.Main contents and hours distribution:
1)Lead in: Listen and Talk / 1 period
2)Read and Explore (passage A and B) / 3 periods or more
3)Write and Produce / 1 period
4)Oral activities / 1 period
5)Culture Salon / off class
3.Main focus and points:
1)Speaking:talk about prejudices against certain kinds of jobs, such as lawyers, nurses,
teachers and so on.
2)Words and expressions:to put forward a phenomenon and illustrate it from different
aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.
3)Reading skills: recognizing generalizations
4)Translating skills: Multiples
5)Writing skills: description of structure and organization and writing job advertisements 4.Extended contents:
Passage C and D in Extended Book
5.Teaching methods:
Multimedia teaching tool. Student-centered and task-based teaching methods.
6.Reference books:
/
7.Exercises and practice:
Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.
8.Further thinking:
(Refer to the courseware)
9.Teaching procedures:
The first two periods (90m)
1)(T←→Ss) Lead in / discussion: what prejudices do people have about certain kinds of
job? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)
2)(T←→Ss) Listening to the passage on page9 (10m)
3)(Ss←→Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs.
(14m)
4)(Ss←→Ss) Communicative task 2: read dialogue 2, learn some tips and practice in pairs.
(11m)
5)Passage A:
Pre-reading tasks
1.(T←→Ss) What does father mean to you? Use one sentence to describe.
2.(T←→Ss), (Ss←→Ss)Share your ideas:What kind of man could be called “ a
good family man”? Is your father a good family man? Do you want to be /marry a
good family man? Why?
While reading tasks
Questions for thinking
The first reading: reading through text A for reading comprehension in exercise 3.
The second reading: fill in the blank about the detailed information of text A.
Words and expressions: pick out some valuable sentences and words for students to
analyze and remember. Encourage them to use these expressions while writing.
Reading reflection
?Generalizing main idea
Read the passage and generalize its main idea.
( It’s mainly about some media trends toward diminishing the importance of fathers in
the U.S.)
?Sum up the media trends towards fatherhood.
Marginalizing fathers;
abusive husbands/deadbeat dads;
At-home dads and working mothers are praised.
At-home mothers and breadwinner fathers are devalued.
At-home wives are regarded as “status symbols”, etc.
Find words or expressions in the text which show the author’s attitude towards the
media trend of marginalizing fathers.
6.(T←→Ss) Assignment: writing a composition on prejudices against men/women in
job-hunting.
The third period (45m)
1)(Ss←→Ss) Prepare as many questions as possible about the roles of the father in the family
and interview your classmates with the help of the tips given on page 17.
2)(Ss←→Ss) In groups of 4, interview your group members and write down their answers.
(15m)
3)(Ss←→Ss) Discuss in groups about your answers and draw a conclusion.
4)(S←→Ss) Report to the whole class about your group’s opinions.
The fourth and fifth periods (90m)
1)(Ss←→Ss) Passage B: Discuss the following questions: would you like to change careers or
even give up jobs at the request of your spouse? Why or why not? (5m)
2)(T←→Ss) Read through the text and in your own words generalize its main idea.
3)(T←→Ss)Read the passage more carefully and try to complete the summary. (See
courseware)
4)(T←→Ss) Words and expressions: analyze some valuable sentences in passage B. (15m)
5)(Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)
6)(T←→Ss) Reading skills: recognizing generalizations and exercise 15. (15m)
7)(T←→Ss) General writing
Description of structure and organization
First, read the introduction on p. 26.
Study the expressions on p. 26.
Write a description of an organization in your college or at the University such as the Students’Union, Science Association, etc. Be prepared to make an oral presentation on your work.
The sixth period (45m)
1) Role-play
?Role A
?You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself):
?You feel that in such a marriage, you will:
?develop a broader point-of-view
?enjoy more straightforward, honest communication
?share cultural backgrounds
?have a chance to travel or live overseas
?be able to raise bilingual children
?You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman)
from (name of country). I hope that you will give your approval."
?Role B
?You are the mother or father of a young person who has decided to marry someone who comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself):
You worry that in such a marriage, your child will
- quarrel too much over different ways of thinking
- have a limited relationship because of language barrier
- have difficulty with different customs, foods, etc.
- risk being separated from family and relatives
- raise children who are confused about their cultural identity (which culture they belong to) Your child will speak first. Listen, then think and respond to what he or she says.
2) Comments and suggestions
Unit Two Culture
1. Teaching Objectives:
In this unit, the students will
?first listen, and then talk about different cultures
? read information about aspect of culture
? learn more words and expressions
? practice reading skills: distinguishing fact from opinions
? practice translation skills: numbers
? learn how to write a program for performance and a passage to introduce the internet
?learn to talk about “ Is it necessary to protect traditional culture?” (e.g. on protecting old buildings)
? visit culture salon for information about Chinese dragon culture
2. Main Contents and Hours Distribution:
1)Introduce the course and listening and speaking practice / 1 period
2)Read and Explore (Passage A and B) / 4 periods
3)Exercises / 1 period
4)Write and Produce / 1 period
5)Culture Salon / off class
3. Main Focus and Points:
1)Listening: for specific information
2)Speaking: Inviting a friend to celebrate the Dragon Boat Festival
3)Reading: Distinguishing fact from opinion
4)Writing: Forming compound and complex sentences
5)Language points: alter, compel, deceive, inflict, misrepresent, option, be capable of, be
taken in, loud and clear, thanks to, with the exception of
4. Extended Contents:
Passages C and D in Extended Book
5. Teaching Methods:
Teacher’s instruction and students’ discussion
6. Teaching Procedures:
The first two periods (90m)
Task 1: (T←→Ss) Lead-in questions: Here are typical symbols of some major cultures.
What do you think they represent respectively?
Would you prefer to live in a monoculture or multi-racial society? Why?
Visit Culture Salon about “Chinese Dragon Culture”.
Task 2: (Ss ←→Ss)Sharing experience
Think about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates.
Task 3: Talk About It
Listen to Dialogue Sample 2 and try to answer the following questions.
?What time should a guest arrive?
?What generally does the guest first do when he/she arrives?
?If the guest is caught in a traffic jam, what should he/she do?
?If the guest has accepted an invitation and can’t make it, what should he/she do?
?Need the guest bring any gifts?
Task 4: (T←→Ss) How much do you know about Shakespeare?
Discuss the short paragraph on P 34 with your neighbor and point out the errors.
Then look at the pictures of Shakespeare’s life and make comments based on these pictures.
Task 5: (Ss ←→Ss) Lead-in listening (textbook)
Ss are going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)
Passage D Appreciating Cultural Differences Makes Good Business Sense
Task 1. Skimming and Scanning
1. It’s essential to understa nd the cultural differences if you want to be proved more reliable
in commercial relationships.
2. Japanese, Latins and Germans are playing vital roles in international business and trade.
3. Latins like physical touching and small personal distance, so are Germans.
4. Latins tend to be much more casual and informal than Germans and Japanese in manners.
5. If you stare at your Japanese business associate at a meeting, he is most likely to turn away
his eyes.
6. Germans place both hands above the table when they are having dinners.
7. It’s considered acceptable for the guests to make some negative comments about the food
served if it is really badly cooked.
Task 2. V ocabulary Development
Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun
that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down.
Task 3. Read and Simulate
The third period (45m)
Culture Shock
1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.
2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page.
The 4th 5th periods (90m)
1) (T←→Ss) Reading skills practice: Distinguishing facts from opinion
2) (Ss) Read Passage B on cultural differences and answer the questions.
3) (Ss) Translate the sentences into Chinese.
4) (T←→Ss) Vocabulary Development
5) Read and simulate
6) (T←→Ss) Language points
7) (Ss) Exercise 12, 13, 14
8) (T←→Ss) Assignment:
Choose one aspect of culture in China or other countries and prepare a presentation to the class. The 6th period (45m)
1)(Ss←→Ss) Ss’ presentation of different cultures in different countries.
2)(T←→Ss) Comments and suggestions.
Unit Three Copyright
1. Teaching objectives
This unit will
1) provide students with materials to learn about Copyright;
2) provide students with useful information about Copyright;
3) provide students with practical reading skills: making references;
4) provide students with translating skills: negatives;
5) provide students with practical describing advantages and disadvantages;
6) provide students with writing a letter of complaint;
7) provide students with cultural information for a discussion on academic honesty.
2. Course Arrangements and main contents
1st period: Cultural salon + talk about it (half class)
2nd period: Cultural salon + talk about it (another half class)
3rd period: Listening comprehension, vocabulary of passage A (whole class)
4th period: Analysis of passage A (whole class)
5th period: Practical writing + communicative skills (half class)
6th period: Practical writing + communicative skills (another half class)
7th period: Passage A: exercises, Passage B: vocabulary (whole class)
8th period: Passage B (whole class)
3. Extended Contents:
Passages C and D in Extended Book
4. Teaching Methods:
Teacher’s instruction and students’ discussion
5. Teaching procedures
The First and Second Periods (90m)
Task 1: Warm-up questions
1) Where do you get your favorite MP3 or mobile phone?
2) Have you ever bought any fake products or pirated products? What are they?
3) Why do you think people ignore or violate copyright?
Task 2: Listen and fill in
Task 3: Listen to the long conversation, and answer the following questions.
Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions:
1. 商标______
2. 消协_____________
3. 假货________
4. 备份文件_________ Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:
1. 盗版软件___________
2. 正版产品___________
3. 升级__________
4. 不道德的___________
Passage A: 10 Big Myths About Copyright
1. Key words and expressions
copyright notice 版权标识violation 侵权Berne copyright convention 伯尔尼版权协定Usenet 世界性的新闻组网络系统fair use 合理使用civil law 民事法sue 起诉commercial value 商业价值
2. Is it true? Please give the reasons.
1) If it doesn’t have a copyright notice, it’s not copyrighted.
2) If I don’t charge for it, it’s not a violation.
3)If it’s posted to Usenet it’s in the public domain.
4)My posting was just fair use.
5)If you don’t defend your copyright you lost it. --- Somebody has that name copyrighted.
6)If I make up my own stories, but base them on another work, my new work belongs to
me.
7)They can’t get me. Defendant s in court have powerful rights.
8)Oh, so copyright violation isn’t a crime or anything.
9)It doesn’t hurt anybody–in fact it’s free advertising
10)They e-mailed me a copy, so I can post it.
3. Read and think
What do the members of the Dawson community value and respect?
What is the pledge of the members?
What kinds of behaviors are considered as plagiarism?
What do you think is academic dishonesty? Please list some forms of it.
The third period (454m)
(T←→Ss)Practical writing + communicative skills
1) Practical writing: Letter of Complaint
Writing a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.
The 4th and 5th periods (90m)
1. (Ss←→Ss) Reading skills practice: Making inferences + exercise 15
2. (T←→Ss)Content awareness questions:
Why does the passage say the copyright owners are becoming more aggressive?
Why do some managers encourage their people to do illegal copying?
What is the lower limit set for severe punishment of copyright violation in the USA?
What is the purpose for the TMA to offer fines?
What does the two-month review of comments posted to Listservs show?
3. (Ss) Read Passage B and translate the following sentences into Chinese.
1)It’s getting more tempting to infringe on … Web content. (para.1)
2)Some do it knowingly, assuming th eir chances of … prefabricated content.(para.4)
3)The reality is: Whether the bulk of … paying a stiff fine.” (para.7)
4)ASCAP and BMI, two organizations … are properly licensed to do so.” (para.10)
5)Although many cases of abuse undoubtedly … among frequent presenters.” (para.12)
4. Choose 3-5 sentences for others to remember, and give the reasons for your choice.
5. Finish Exercises 10,12, 13.
6.Assignment: Based on the information of Passages A,B, C and D and other sources of
information, prepare for a debate on a the topic:
“Are copyright protection laws good or bad for poor countries?”
The 6th period (45m)
1) (Ss Ss) Ss’debate on the topic : “Are copyright protection laws good or bad for poor countries?”
2) Comments and suggestions.
Unit Four Language and Economy
1. Teaching Objectives:
1) This unit provides guidance to learners to listen and talk about the importance of English
2) This unit tells learners the problems connecting with the development and influence of
English
3) This unit provides students with new words and expressions
4) This unit broadens learners’ horizon in relation between language and economy
2. Main contents and Hours Distribution:
1) Listen and Talk / 1 period
2) Read and Explore ( Passage A and B) / 4 periods
3) Write and Produce / 1 period
4) Culture Salon / off class
3. Main Focus and Points:
1) Speaking: talk about influence of English and language and society
2) Translation Skills Practice: translation of relative clauses
3) Reading Skills: identifying tone
4) Writing Skills: describing sizes and shapes
5) Key words and expressions: in the name of, count, to a large extent, instead of, multiplicity,
identify, claim, beyond.
4. Extended Contents:
Passage C and D in Extended Book
5. Teaching Methods:
Student-centered and task-based teaching methods
6. Reference Books:
7. Exercises and Practice:
Exercises 3,4,5,6 and 12,14,16,17
8. Further Thinking
See PowerPoint
9. Teaching Procedures:
The first two periods (90m)
1) (T←→ Ss)Introduction to the contents of the unit (5m)
Britain’s colonial expansion established the pre-conditions for the global use of English, taking the language from its island birthplace to settlements around the world. The English language has grown up in contact with many others making it a hybrid language that can rapidly evolve to meet new cultural and communicative needs. In the 20th century English was closely linked to the rise of the US as a superpower. Its influence has extended beyond language itself to economics, technology and culture. In the same period, the international importance of other European languages, especially French, declined. Languages were not equal in political or social status, particularly in multilingual contexts. From the trend, English seems set to play an ever more important role in world communication, international business, and social and cultural affairs.
2) (Ss)Listening practice task: Lead-in listening for brainstorming (10m)
3) (Ss←→ Ss)Oral practice task: Speaking Practice referring the expressions in Communicative Tasks(10m)
4) Passage A: (Ss←→Ss)The first reading: Understanding the general ideas of the passage (15m)
Questions for thinking (5m)
1. “Why does the author think of English as a lingua franca for the smooth functioning of the EU institutions?”
According to the author, for a smooth functioning of the EU institutions, the use of English as a lingua franca would be infinitely better.
2. “What the author’s conclusion about English as a lingua franca?”
English should be used as a lingua franca in Europe simply because it may be “owned” by all Europeans — not as a cultural symbol, but as a means of enabling understanding.
(T←→ Ss)Difficult sentences (8m)
1. “Powerful translators’ lobbies fight for their raison d'etre”
Paraphrase: The translators want to translate a variety of languages to make a living. Here,
“raison d’etre” is a French word, which means reason for of justification of sb’s/sth’s existence.
2. “In the name of the high ideal of linguistic equality a time-consuming, expensive and increasingly intractable translation machinery is maintained that is doing its best to translate the illusion of equality into illusions of multilingualism and translatability.”
Paraphrase: For keeping the cumbersome illusion of making all the languages equal, some huge translation machinery is maintained to translate the various languages, which costs a lot of time and money.
(T←→ Ss)Language Points (25m)
(Ss←→ Ss)Summary of the Text (10m)
The European Union(EU) decides to adopt a multi-linguistic approach in its organizations, therefore requiring all of its documents to be translated into each of the official languages of the EU. While this is a costly, and somewhat inefficient system, it does allow the EU to present an image of linguistic equality, which is symbolic of wider equality between its member states.
In this article, the author severely challenges the EU’s language policy , by presenting the reasons why English would be a more ap propriate choice as Europe’s lingua franca. He states that English is suitable due to its flexibility, its wide usage and is diversity.
The author argues against the common fears that a widespread use of English in EU member states will change other European languages, or destroy the identities of these languages altogether. He also addresses the concern that English carries a cultural identity which will be used as a form of cultural domination over non-native speaking countries. The author concludes that English has great potential for uniting the people of Europe, promoting mutual and could in fact strengthen their own national identities at the same time.
The third period (45m)
1) (Ss) Exercises 3, 4, 5, 6, (15m)
2) (T←→ Ss) Reading Skills Practice: Identifying tone by using the title of Passage B (5m)
3) (Ss)Reading Passage B and completing Exercise 10, 11 (25m)
4) (T←→ Ss)Homework assignment12, 13, 14
The fourth and fifth periods (90m)
1) (Ss←→ Ss)Talk about Passage B (20m)
2) (T←→ Ss)Language Points of Passage B (20m)
3) (Ss) Exercises 12, 13, 14 ,16, 17, 18 (30m)
4) (T←→ Ss)Solve the questions students ask (15m)
5) (T←→ Ss)Homework assignment: Culture Salon (5m)
The sixth period (45m)
(Ss←→Ss)Discussion: Do you think Chinese English should be accepted as a variety of English
1) Brainstorming (5m)
2) Discussion (20m)
3) Reporting (15m)
4) Summarizing (5m)
Unit Five Business Ethics
1. Teaching Objectives:
11)The students are informed of the ethics (such as morality, fairness, responsibility, charity,
honesty, etc.) in business
12)The Unit impresses learners with a proved conclusion that morality will never be
outdated and it is closely related to business success.
13)The Unit rectifies the prejudice in business and set up confidence and methods for those
who are dealing with business.
14)The Unit provides learners with brand-new, practical words and expressions
15)This Unit exercises appositive translation and letter of apology.
16)The Unit informs us of the importance of corporate culture.
2. Main Contents and Hours Distribution:
1) Listen and Talk / 1 period
2) Read and Explore (Passage A and B) / 4 periods or more
3) Write and Produce / 1 period
4) Culture Salon / off class
3. Main Focus and Points:
1)Speaking: talk about merits and demerits in business
The words and expressions which should be mastered:
Well, I suppose the most important thing is ...
It was far worse that that.
Well, to begin with ...
Yes, it was certainly a bad start.
And take the tourist agency to court!
Well it was like a nightmare!
The main/essential/crucial/interesting thing is ...
I can’t comment on that.
I wouldn’t know about that.
2）Grammar: Appositive Translation
3）Reading skills: identify the author’s purpose
4）Writing skills: Three paragraph Writing
5）Key words and expressions: represent, consist of, establish, elect, facility, demonstrate, enrich, on the basis of, aim at, at large, apply for.
4. Extended Contents:
Passages C and D in Extended Book
5. Teaching Methods:
Student-centered and task-based teaching methods
6. Reference Books:
/
7. Exercises and Practice:
Exercise 3, 4, 5, 6 and 11, 15, 17 19.
8. Further thinking:
See PowerPoint
9. Teaching Procedures:
The first two periods (90m)
1)(T→Ss) Teacher’s introductio n of ethics and virtue in business (10m)
Business Ethics, according to Cambridge International Dictionary of English, is a system of accepted beliefs in business, which controls behavior, esp. such a system based on morals in business. It has been a very popular topic recently. Business ethics examines morality, honesty, and virtues, etc in business. More and more people, esp. some CEOs in big companies have realized the importance of business ethics by trial and error. On the other hand, the traditional focus of business ethics is on the morality of action. This results in conclusions about which business practices are acceptable and which are not. For example, employees have ethical rights. When a business practice violates these rights, this practice is unethical.
a)(T←→Ss) The pre=listening material (15m)
b)(T←→Ss)Teacher’s remark of the passage A (5m)
c)(Ss)Students’ skimming for the whole text and do exercise 3 (15m)
d)(T←→Ss)Some questions about the content are raised (25m)
e)(T←→Ss)Word class transference (10m)
f)(S s←→Ss)The textual analysis (10m)
The third period (45m)
1)(S s←→Ss)A check of exercises 4,5,6 &20 (15m)
2)(S s←→Ss) Oral Practice: Faithfulness in Business
(1)Teacher’s summarization (5m)
(2)The present situation of marketing economy (5m)
(3)Vocabulary laying-off (5m)
(4)Students’ individual lecture (15m)
The fourth and fifth periods (90m)
1)(S s←→Ss) Talk about the content of passage B (15m)
2)(T←→Ss)Some involved sentences to translate (10m)
3)(T←→Ss)Language points (65m)
The sixth period (45m)
1)(T←→Ss)Check of the exercises of Passage C and D (10m)
2)(T←→Ss) Exercise of identifying the author’s purpose (the tone, point of view,
attitude, etc.) (15m)
3)(S s←→Ss) Writing skills mastery: Three paragraph Writing (Introduction,
development and conclusion) (20m)
Unit Six Psychological Health
1. Teaching Objectives:
a) The students are to test their own psychological situations with several questionnaires.
b) The Unit impresses learners with different kinds of psychological problems and the
importance of being psychologically healthy.
c) The Unit present learners with a new look of life.
d) The Unit provides learners with brand-new, practical words and expressions
e) This Unit exercises noun clauses translation skills and the way to make an
questionnaire.
f) The Unit informs us of Weird Dresser
2. Main Contents and Hours Distribution:
a) Listen and Talk / 1 period
b) Read and Explore (Passage A and B) / 4 periods or more
c) Write and Produce / 1 period
d) Culture Salon / off class
3. Main Focus and Points:
1)Speaking: Psychological problems
2) Reading skills: Drawing Conclusion
3) Writing skills: Write a passage Based on the Graph.
4) Key words and expressions: abandon, arouse, conflict, markedly, self-esteem, root for,
back up, stave off etc.
4. Extended Contents:
Passages C and D in Extended Book
5. Teaching Methods:
Student-centered and task-based teaching methods
6. Reference Books:
/
7. Exercises and Practice:
Exercise 2-18
8. further thinking:
Refer to the courseware
9. Teaching Procedures:
The first two periods (90m)
1) (T←→Ss) Introduction to the contents of the unit (5m)
2) (Ss) Task 1: Listening Practice for brainstorming (10m)
3) (Ss) Task 2: Reading Practice (10m)
Passage A: (T←→Ss) Questions for thinking (3m)
(Ss←→Ss) The first reading: Get the main idea (5m)
(Ss←→Ss) Understanding the details of the passage (10m)
(T←→Ss) Difficult sentences (10m)
(T←→Ss) Language Points (25m)
(Ss←→Ss) Summary of the Text (10m)
5) (T←→Ss) Homework assignment (3m)
The third period (45m): impromptu writing
(Ss←→Ss) Ss write an essay to your classmates and remind them to beware of drugs.
The fourth and fifth periods (90m)
1)(T←→Ss) Lead in questions and discussion (10m)
2)(T←→Ss) Language focus and difficult sentences of Passage B (30m)
3)(Ss←→Ss) Exercises 11, 15, 17, 19 (40m)
4)(T←→Ss) Solve the questions students ask (15m)
5)(T←→Ss) Homework assignment: Culture Salon (5m)
The sixth period (45m) Oral English practice
1) (Ss←→Ss) Preparation before class:
Ss are required make a set of questionnaire on certain topics they are interested in.
2)(Ss←→Ss) During class: Make a survey among the class, and prepare a report
of 2-3 minutes based on the research.
一、Passage A Translation 无名英雄：职业父亲意味着什么？ 在我们的孪生女儿出生后的第一次“约会”时，我和丈夫一起去看了一部名为《玩具总动员》的电影。我们很喜欢这部片子，但随后我丈夫问道：“父亲在哪儿呢？”起初我还认为因为一个小小的失误而批评一部很吸引人的家庭影片似乎是太偏狭了。可后来越想越觉得这一疏忽太严重了。父亲不仅没有出现，他甚至没有被提到——尽管家中有婴儿，说明父亲不可能离开太长时间。影片给人的感觉是，父亲出现与否似乎是个极次要的细节，甚至不需要做任何解释。 新闻媒体倾向于把父亲边缘化，这只是一个例子，它反映了在美国发生的巨大的社会变化。大卫·布兰肯霍恩在《无父之国》一书中将这种倾向称之为“无需父亲”观念。 职业母亲（我想这应是与无职业母亲相对而言的）奋斗的故事从媒体上无尽无休地轰击着我们。与此同时，媒体上绝大多数与父亲有关的故事又集中表现暴力的丈夫或没出息的父亲形象。看起来似乎父亲唯一值得人们提及的是因为他们做家务太少而受到指责的时候（我怀疑这一说法的可靠性，因为“家务”的定义中很少包括打扫屋顶的雨水沟，给汽车换机油或其他一些典型的由男人们做的事），或者是在他们去世的时候。当布兰肯霍恩先生就“顾家的好男人”一词的词义对父亲们进行调查时，许多父亲都回答，这一词语只有在葬礼上听到过。 这种“无需父亲”综合征的一个例外是家庭全职父亲所受到的媒体的赞扬。我并非暗指这些家庭全职父亲作出的承诺不值得人们的支持，我只是想指出正在实际生效的双重标准：家庭全职父亲受到人们的赞扬，而家庭全职母亲和养家糊口的父亲，所得到文化上的认同却很少，甚至完全得不到。 我们用来讨论父亲的角色（即没出息的父亲）的话语本身就显示出人们对大多数男人默默无闻而自豪地履行对家庭的责任缺乏赏识。我们几乎从来没听到“职业父亲”这一说法，在人们呼吁应该给予工作者在工作地点上更大的灵活性时，很少有人认为这种呼吁不但适用于女性，同样也适应于男性。我们这个社会表现出的是，似乎家庭职责对父亲来说并不像对母亲那么重要——似乎事业上的满足就是男人生活的全部。 更让人感到侮辱的是最近媒体的这种倾向，即把家庭主妇看成是一种“地位的象征”——就像一辆名贵的汽车，据说只有少数男人才享受得起这种奢侈与豪华。这暗示家里有家庭主妇的男人比那些妻子在外工作的男人日子过得更舒适，因为他们拥有全职管家这种“奢侈品”。然而，实际上作为家庭唯一挣钱者的男人要承受很多压力。当他们的那份工作是家庭收入的唯一来源的时候，失业，或者甚至只不过是受到失业的威胁，对他们而言也构成了巨大的困难。同样，家庭唯一的工资收入者在想辞去不太满意的工作时，其灵活程度也要小一些，因为这种工作变换会使他们失去收入。此外，为了给家庭挣更多的钱，许多丈夫超时工作或兼做第二职业。对于这些男人来说，正是这份工作所支撑的家庭，使他们觉得值得付出。
大学体验英语综合教程4课后答案全 Unit 1 Ex5.1.obligation 2.applauded 3.fulfilled 4.mirror 5.flexibility 6.devalue 7.striving 8.entailed 9.supposedly 10.consequently Ex6.1.refer to as 2.at best 3.by the same token 4. at large 5. hold up …as Ex14.1. equality 2. sustained 3. clue 4. expansiveness 5. was sacked6. defined7. sphere8. sour 9. depressing10. Division Ex15.1. in the way 2. falling apart 3. have ruled out 4. at this rate 5. took up Ex17. 1.The popularity of Internet provides people with quick and convenient access to information. Since he doesn’t agree to this plan, there is not much point in thinking about it any more. 3. I haven't seen it myself, but it is supposed to be a very good film. 4. If you don't work hard, you'll end up nowhere. 5. It's up to the United States to take the initiative in banning nuclear weapons. Unit2 Ex5. 1.awaited, 2.have overtaken, 3.pose, 4.cues, 5.has undermined,6.soptted, 7.judged,8.distracted, 9.offend,10.mask Ex6. 1.brought out, 2.with the exception of, 3.thanks to, 4.taken in, 5.capable of Ex14. 1.embarrassed,2.tutor, 3.potential,4.hence,5.yield,6.affection, 7.appropriate,8.presentation, 9.romantic,10.recommendation Ex15. 1.in terms of, 2.participating in, 3.get down to, 4.base...on, 5.acts on Ex17. 1. Excessive exercises does more h arm than good to one’s health. Therefore we must control the amount of exercise we do. 2. He made a few attempts to join in their conversation, but he gave up out of timidness. 3. Trains cannot compete with planes in terms of convenience and speed. 4. Making a comparison between Chinese and American cultures will help you to better understand and adapt to your study environment in the USA. 5. It is a traditional Chinese virtue for the young on buses to yield their seats to the old, the weak, the sick and the disabled. Unit 3 Ex5. 1. violated 2. derive 3. blocked 4. default 5. rationalized6. quoted7.exclusive8.contacted9.anonymous 10. Charge Ex6. 1.is up to 2.resulted in 3.was charged with 4.was unlikely 5. handing out8. Ex14. 1.have witnessed 2. trample 3. abusing 4.manual 5. duplicated6. knowingly7. tactic8. patrolling 9. budget 10. Enforce Ex15. 1. end up2. give...short shrift 3. step up ...to 4. infringed on5. doesn’t fit into Ex16. 1 a fine 2. rights/law 3. to violate law/rights 4. money 5.deadlines6.a presentation 7. rehearsals 8. a copy/money 9. permission 10.an interview Ex17. 1. He can beat his opponent easily without giving a second thought. 2. With little or no knowledge of driving, he drove the car onto the road. 3. It is illegal to make an unauthorized change in the construction of the bridge. 4. I could accept this fact calmly because I knew if I were not able to finish the mission, chances
Unit 1 无名英雄：职业父亲意味着什么？ 在我们的孪生女儿出生后的第一次“约会”时，我和丈夫一起去看了一部名为《玩具总动员》的电影。我们很喜欢这部片子，但随后我丈夫问道：“父亲在哪儿呢？”起初我还认为因为一个小小的失误而批评一部很吸引人的家庭影片似乎是太偏狭了。可后来越想越觉得这一疏忽太严重了。父亲不仅没有出现，他甚至没有被提到——尽管家中有婴儿，说明他不可能离开太长时间。影片给人的感觉是，父亲出现与否似乎是个极次要的细节，甚至不需要做任何解释。新闻媒体倾向于把父亲的边缘化，这只是一个例子，它反映了在美国发生的巨大的社会变化。大卫?布兰肯霍恩在《无父之国》一书中将这种倾向称之为“无需父亲”观念。 职业母亲（我想这应是与无职业母亲相对而言的）奋斗的故事从媒体上无尽无休地轰击着我们。与此同时，媒体上绝大多数有关父亲的故事又集中表现暴力的丈夫或没出息的父亲。看起来似乎父亲惟一值得人们提及的时候是因为他们做家务太少而受到指责的时候（我怀疑这一说法的可靠性，因为“家务”的定义中很少包括打扫屋顶的雨水沟、给汽车换机油或其它一些典型地由男人们做的事），或者是在他们去世的时候。当布兰肯霍恩先生就“顾家的好男人”一词的词义对父亲们进行调查时，许多父亲都回答这一词语只有在葬礼上听到。 这种“无需父亲”综合症的一个例外是家庭全职父亲所受到的媒体的赞扬。我并非暗指这些家庭全职父亲作出的承诺不值得人们的支持，我只是想指出在实际生效的双重标准：家庭全职父亲受到人们的赞扬，而家庭全职母亲和养家活口的父亲，所得到文化上的认同却很少，甚至完全得不到。 我们用来讨论父亲角色（即没出息的父亲）的话语本身就显示出人们对大多数男人默默无闻而自豪地履行对家庭承担的责任缺乏赏识。我们几乎从来没听到“职业父亲”这一说法，在人们呼吁应该考虑给予工作者在工作地点上更大的灵活性时，很少有人认为这种呼吁不但适用于女子，同样也适应于男子。我们这个社会表现出似乎家庭职责对父亲来说并不象对母亲那么重要——似乎事业上的满足就是男人生活的全部。 更让人感到侮辱的是最近媒体的这种倾向，即把家庭主妇看成是一种“地位的象征” ——就像一辆名贵的汽车，只有据说少数男人才享受得起这种奢侈与豪华。这暗示家里有家庭主妇的男人比那些妻子在外工作的男人日子过得更舒适，因为他们拥有全职管家这种“奢侈品”。然而，实际上作为家庭惟一挣钱者的男人要承受很多压力。当他们的那份工作是家庭收入的惟一来源的时候，失业，或者甚至只不过是受到失业的威胁，对他们来说显然构成更大的困难。同样，家庭惟一的工资收入者在想辞去不太满意的工作时，其灵活程度也要小一些，因为这种工作变换会使他们失去收入。此外，为了给家庭挣更多的钱，许多丈夫超时工作或兼做第二职业。对于这些男人来说，正是这份工作所支撑的家庭，使得他们值得付出努力。很多男人相信母亲呆在家里对小孩十分重要，这种信念使得他们乐意地担起家里惟一挣钱人的担子。 目前，研究者们普遍认为家庭中没有父亲会对小孩——因此对整个社会——带来严重的问题。然而，我们这个社会并没有把“普通”父亲作为正面角色为未来的父亲树立榜样，相反地，却常常持放弃态度，认为传统的父道从最好的方面说是已经过时，从最坏的方面讲就是危险的反动。这使得许多男人对他们作为父亲的角色的价值提出疑问。 作为一个社会，我们需要认识到对于孩子来说，父亲是与母亲同等重要的，不仅仅在经济支持上，而且在感情依靠、教育和纪律训导方面都是如此。我们仅仅意识到没有父亲是一个问题是不够的，也不能只是站在坟墓旁边哀悼“顾家好男人”的去世，随后又找一个人来替代他（请问一问已失去父亲的人，这是否可能）。我们必须承认我们是如何贬低了父道的价值，我们必须努力向男人们显示，他们在孩子们的生活中是多么不可缺少，多么重要。
Unit 3Advertising Objectives: ★first listen, and then talk about the advantages and disadvantages of advertising ★read about the role of the Ad Council in the U. S. and the uses & abuses of advertisements ★write about the functions of public service advertisements ★learn about conjunctions and connective words ★write a personal ad ★visit Culture Salon for an introduction to advertising photography I Passage A The Ad Council at a Glance 1.Summary The Ad Council was founded during World War II to help sell War Bonds. After the war it continued to address pressing social issues with public service advertisements (PSAs). Since 1942 it has created over 1000 advertising campaigns on such issues as forest fi res, safe and sober driving, minority education, crime, drugs, child abuse, recycling, and AIDS. Some of its most famous messages are “Only You Can Prevent Forest Fires,” “Friends Don’t Let Friends Drive Drunk,” and “A Mind is a Terrible Thing to Waste.” Seat belt usage rose from 21% to 70% after the Crash Test Dummies were introduced. The Ad Council’s current major campaigns are to help children achieve their full potential and to encourage Americans to support the war on terrorism. 2. Language Points 1. memorable: which is worth remembering Examples: This was indeed the most memorable day of my life. The experience was memorable for all of us. 2. inspire: encourage in (someone) the ability to act Examples: We need a new captain — someone who can inspire the team. Success inspires us for fresh efforts. 3. take action: start to do something, begin to act Examples: The government has promised to take quick action on the energy crisis. The police took fi rm action to deal with the riots. 4. testify: bear witness; serve as proof Examples: The teacher testifi ed to the pupil’s ability and willingness to work hard. Her real face testifi ed to her guilt. 5. positive: practical and constructive; that defi nitely helps
精简答案大学体验英语-综合教程4 Unit1 Passage A Read and think 3 1~5 BADDC Read and think 4 1.media 2.images 3.abusive 4.fulfilling 5.recognition 6.status 7.stresses 8.aware 9.deserve Read and complete 5 1. obligation 2. applauded 3. fulfilled 4. mirror 5. flexibility 6. devalue 7. striving 8. entailed 9. supposedly 10. Consequently Read and complete 6 1.referred to as 2.at best 3.by the same token 4.at large 5.held up...as Read and translate 8 1．随着职务的提升，他担负的责任也更大了。 With his promotion,he has taken on greater responsibilities.
2．他感到他没有必要再一次对约翰承担这样的责任了。 He felt he did not have to make such a commitment to John any more. 3．闲暇时玛丽喜欢外出购物，与她相反，露西却喜欢呆在家里看书。 Mary likes to go shopping in her spare time, as opposed to Lucy,who prefers to stay at home reading. 4．说好听一点,可以说他有抱负，用最糟糕的话来说，他是一个没有良心或没有资格的权力追求者。 At best he’s ambitious,and at worst a power-seeker without conscience or qualifications. 5．我们已经尽全力想说服他，但是却毫无进展。 We have striven to the full to convince him ,but we have made no headway. 大学体验英语-综合教程4 Unit2 Passage A Read and think 2 1~5 ACAAC Read and think 4 1.warned https://www.doczj.com/doc/8b11559645.html,munication 3.dangerous 4.identities 5.cheated 6.illustrates 7.advantages 8.differently 9.appearance 10.opportunities Read and complete 5 1.awaited 2.have overtaken 3.pose 4.cues 5.has undermined 6.soptted 7.judged 8.distracted 9.offend
Unit 1 College Life I.Teaching Objectives: After finishing this unit, students will be able to: ● get familiar with college life: what they can learn; what activities they can participate in, etc. ● learn to use the key words and expressions in this unit ● learn how to form compound and complex sentences ● learn to adopt the reading skill :reading with purpose ● learn to fill in registration forms and design name cards II.Teaching Keys and Difficulties: 1. Key words and expressions related to the Listen and Talk golden time in one’s life explore the unknown make a life-long friend develop one’s personal interests outstanding scholar keep a good balance lay a solid foundation open doors to one’s dreams 2.Key words and expressions related to Passage A move into gorgeous historic diversity sample involve remarkable responsible highlight in terms of think to oneself share with be filled with be proud of be blown away It’s a relief to ... 3. Key words and expressions related to Passage B look back turn back cherish come to involve at the idea of feel like commitment 4. Form compound and complex sentences III.Teaching Method: Task-based method IV.Suggested teaching procedures and class activities
Unit Five Ways to Success Part one: Listen and Talk : (2 periods) Teaching objective: To help students be familiar with successful celebrities; To take listening/watching exercises concerning the topic of being successful; To master the skills of giving feedback to partners in the speaking area; To develop students’ fluency skills when they do the communicative task Teaching content: ?What success means to you ?Listening ?What you know about these celebrities and how they succeed ?Watching: what leads to success ?Talking ?Translating ---culture salon Step 1: (25minutes) 1. Guess: tell who they are Teacher shows the pictures and students guess who they are. Ask students to find at least one common point among these people. 2. Discuss: why they are famous/successful Ask students: if success equals money or power or social status, yes or no? and why? Why are these people famous or successful? Show some pictures and ask students what they think about them. 3. Group discussion: what does success mean to you? Step 2 Listening & Talking (55 minutes) 1. Listening Success can be reached in different ways by people in different careers. Bill Gates began at age 13 to 1)_______ computers. His vision for personal
1 Lead-in: 1. hold 2. supposed 3. absent-minded 4. dependable 5. responsible 6. boring 7. engineers are assumed to have a good profession8. as people don’t know the importance of engineers in society 2: 1. What's the main idea of this passage? Answer: Working fathers have received little media attention in the US and they have been given little cultural recognition, which is a kind of prejudice against those working dads. 2. What's the author ' s attitude toward working dads? Answer: She thinks that working fathers are unsung heroes. They deserve our recognition and our thanks for what they do. 3. What evidence does the author use to illustrate that the importance of fathers is being diminished by American media? Answer: 1) The absence of the father in the movie Toy Story. 2) A lot of media stories about the struggles of working mothers. 3) The negative image of fathers in the media (abusive husbands or deadbeat dads). 4) At-home dads are praised by the media. 5) Our society acts as if career satisfaction is above everything else for a man. 6) At-home wives are regarded as “status symbols” by American media. 4. Do you agree with the author in saying that“the absence of fathers from households causes serious problems for children and, consequently, for society at large?” Can you list some of the problems? Answer: open 5. What's the author's purpose in writing this article? Answer: To appeal to society to recognize the value of working fathers. 3: 4: Answer: 1. media 2. images 3. abusive 4. fulfilling 5. recognition 6. status 7. stresses 8. aware 9. Deserve 5: Answer: 1. obligation 2. applauded 3. fulfilled 4. mirror 5. flexibility 6. devalue7. striving8. entailed9. supposedly10. Consequently 6: Answer: 1. referred to as 2. at best 3. by the same token 4. at large 5. held up ... as 7: Answer: 1. suffer stress 2. support a family 3. take on a burden / responsibility 4. fullfill responsibility / a commitment 5. deserve support / recognition / attention / appreciation
Unit 2Jobs and Careers Objectives: ★first listen, and then learn to ask about job opportunities and go for job interviews ★read about online job applications and dream jobs ★write about how to find a potential job ★practice the use of unreal condit ions ★write your own résumé ★visit Culture Salon to learn to tell the difference between job and career I Passage A Your Dream Job: A Click Away 1.Summary Since most students will choose t o work aft er graduation, job-hunting is of great importance to them. They will writ e plent y of résumés about their education and send them to the companies they want to work for. It takes both time and energy to do so. Now, thanks to the development of the Int ernet, job-hunting has become much easier. Job-hunters can find a job just by clicking a mouse on the comput er. Many of them make their dream come t rue through the Internet. This article describes the experiences of five people who used online sources to look for new jobs. Theresa Smith used the JOB-TRAK website to find an administ rative assistant’s job at a universit y.
大学体验英语综合教程第四册答案 大学体验英语-综合教程 4 Unit1 Passage A Read and think 3 1~5 BADDC Read and think 4 1. media 2. images 3. abusive 4. fulfilling 5. recognition 6. status 7. stresses 8. aware 9. deserve Read and complete 5 1. obligation 2. applauded 3. fulfilled 4. mirror 5. flexibility 6. devalue 7. striving 8. entailed 9. supposedly 10. Consequently Read and complete 6 1. 2. 3. 4. 5. referred to as at best by the same token at large held up...as Read and translate 8 1．随着职务的提升，他担负的责任也更大了。 With his promotion,he has taken on greater responsibilities. 2．他感到他没有必要再一次对约翰承担这样的责任了。 1 He felt he did not have to make such a commitment to John any more. 3．闲暇时玛丽喜欢外出购物，与她相反，露西却喜欢呆在家里看书。 Mary likes to go shopping in her spare time, as opposed to Lucy,who prefers to stay at home reading. 4．说好听一点,可以说他有抱负，用最糟糕的话来说，他是一个没有良心或没有资格的权力追求者。 At best he’s ambitious,and at worst a power-seeker without conscience or qualifications. 5．我们已经尽全力想说服他，但是却毫无进展。 We have striven to the full to convince him ,but we have made no headway. 大学体验英语大学体验英语-综合教程 4 Unit2 Passage A Read and think 2 1~5 ACAAC Read and think 4 1. warned 2. communication 3. dangerous 4. identities 5. cheated 6. illustrates 7. advantages 8. differently 9. appearance 10. opportunities Read and complete 5 1. 2. 3. 4. 5. 6. 7. 8. 9. awaited have overtaken pose cues has undermined soptted judged distracted offend 10. mask 2 Read and complete 6 1. brought out 2. with the exception of 3. thanks to 4. taken in 5. capable of Read and translate 8 1．要是他适合当校长，那么哪个学生都可以当。
Unit1 无名英雄：职业父亲意味着什么？ 在我们的孪生女儿出生后的第一次“约会”时，我和丈夫一起去看了一部名为《玩具故事》的电影。我们很喜欢这部片子，但随后我丈夫问道：“父亲在哪儿呢？”起初我还认为因为一个小小的失误而批评一部很吸引人的家庭影片似乎是太偏狭了。可后来越想越觉得这一疏忽太严重了。父亲不仅没有出现，他甚至没有被提到——尽管家中有婴儿，说明他不可能离开太长时间。影片给人的感觉是，父亲出现与否似乎是个极次要的细节，甚至不需要做任何解释。 新闻媒体倾向于把父亲的边缘化，这只是一个例子，它反映了在美国发生的巨大的社会变化。大卫?布兰肯霍恩在《无父之国》一书中将这种倾向称之为“无需父亲”观念。 职业母亲（我想这应是与无职业母亲相对而言的）奋斗的故事从媒体上无尽无休地轰击着我们。与此同时，媒体上绝大多数有关父亲的故事又集中表现暴力的丈夫或没出息的父亲。看起来似乎父亲惟一值得人们提及的时候是因为他们做家务太少而受到指责的时候（我怀疑这一说法的可靠性，因为“家务”的定义中很少包括打扫屋顶的雨水沟、给汽车换机油或其它一些典型地由男人们做的事），或者是在他们去世的时候。当布兰肯霍恩先生就“顾家的好男人”一词的词义对父亲们进行调查时，许多父亲都回答这一词语只有在葬礼上听到。 这种“无需父亲”综合症的一个例外是家庭全职父亲所受到的媒体的赞扬。我并非暗指这些家庭全职父亲作出的承诺不值得人们的支持，我只是想指出在实际生效的双重标准：家庭全职父亲受到人们的赞扬，而家庭全职母亲和养家活口的父亲，所得到文化上的认同却很少，甚至完全得不到。 我们用来讨论父亲角色（即没出息的父亲）的话语本身就显示出人们对大多数男人默默无闻而自豪地履行对家庭承担的责任缺乏赏识。我们几乎从来没听到“职业父亲”这一说法，在人们呼吁应该考虑给予工作者在工作地点上更大的灵活性时，很少有人认为这种呼吁不但适用于女子，同样也适应于男子。我们这个社会表现出似乎家庭职责对父亲来说并不象对母亲那么重要——似乎事业上的满足就是男人生活的全部。 更让人感到侮辱的是最近媒体的这种倾向，即把家庭主妇看成是一种“地位的象征”——就像一辆名贵的汽车，只有据说少数男人才享受得起这种奢侈与豪华。这暗示家里有家庭主妇的男人比那些妻子在外工作的男人日子过得更舒适，因为他们拥有全职管家这种“奢侈品”。然而，实际上作为家庭惟一挣钱者的男人要承受很多压力。当他们的那份工作是家庭收入的惟一来源的时候，失业，或者甚至只不过是受到失业的威胁，对他们来说显然构成更大的困难。同样，家庭惟一的工资收入者在想辞去不太满意的工作时，其灵活程度也要小一些，因为这种工作变换会使他们失去收入。此外，为了给家庭挣更多的钱，许多丈夫超时工作或兼做第二职业。对于这些男人来说，正是这份工作所支撑的家庭，使得他们值得付出努力。很多男人相信母亲呆在家里对小孩十分重要，这种信念使得他们乐意地担起家里惟一挣钱人的担子。 目前，研究者们普遍认为家庭中没有父亲会对小孩——因此对整个社会——带来严重的问题。然而，我们这个社会并没有把“普通”父亲作为正面角色为未来的父亲树立榜样，相反地，却常常持放弃态度，认为传统的父道从最好的方面说是已经过时，从最坏的方面讲就是危险的反动。这使得许多男人对他们作为父亲的角色的价值提出疑问。 作为一个社会，我们需要认识到对于孩子来说，父亲是与母亲同等重要的，不仅仅在经济支持上，而且在感情依靠、教育和纪律训导方面都是如此。我们仅仅意识到没有父亲是一个问题是不够的，也不能只是站在坟墓旁边哀悼“顾家好男人”的去世，随后又找一个人来替代他（请问一问已失去父亲的人，这是否可能）。我们必须承认我们是如何贬低了父道的价
Unit 5 Ways to Success I. Objectives: After learning this unit, students are expected to make progress in the following five aspects. 1.Culture: After learning the passages, students can learn some quotes from famous people 2.Listening and speaking: Students first listen and then learn to talk about famous people. 3.Reading: Students should master some important new words and expressions listed from P184-186. Learn the reading skill “identifying passage organization”. 4.Translation: Students learn to translate some relative and appositive clauses. 5.Writing: Students are expected to grasp the relative and appositive clauses, and learn to write greeting cards for achievements II. Some words of wisdom from some famous people: 1. If A is success in life, then A equals X plus Y plus Z. Work is X; Y is play; and Z is keeping your mouth shut. --- Albert Einstein 2. Genius is one percent inspiration (灵感) and 99 percent perspiration (汗水). ---Thomas Edison 3. Man is not made for defeat. A man can be destroyed but not defeated. ---Ernest Hemingway 1.Always bear in mind that your own resolution to success is more important than any other thing. ---Abraham Lincoln 5. Success is a lousy (糟糕的) teacher. It seduces (诱使) smart people into thinking they can?t lose. ---Bill Gates III. Talk About: what factors do you think will contribute to success? interest hard work self-confidence talent love for your career team spirit / cooperation with your fellow workers good education … Passage A My Advice to Students: Education Counts I. Warm-up question: Who is Bill Gates? What do you know about him? ﹡chairman of Microsoft Corporation ﹡founded Microsoft with his childhood friends Paul Allen in 1975 ﹡born in 1955 ﹡attended Harvard in 1975 ﹡dropped out of Harvard in 1977 II. Related Information 1. Bill Gates Gates, William Henry, III (1955- ) is an American business executive, who serves as chairman and chief software architect of Microsoft Corporation, the leading computer software company in the United States. Gates cofounded Microsoft in 1975 with high school friend Paul Allen. The company?s success made Gates one of the most influential figu res in the computer industry and, eventually, one of the richest people in the world.