Unit 1 Ways of Learning
Teaching Aims:
1.Understanding the main idea (that it would be ideal if we can strike a balance between the
Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)
2.Appreciate the difference between comparison and contrast, as well as different ways to
compare and contrast (point-to-point method or one-side-at-time method)
3.Grasp the key language points in Texts A and grammatical structures in the text
4.Understand the cultural background related to the content
5.Conducting a series of theme-related reading, listening, speaking, and writing activities
6.Learn to write notices, etc.
Teaching Keypoints:
1.Grasp the main idea of Text A and language points in Text A
2.Cultural background about Chinese and western ways of learning
3.Analysis of the difficult sentences in Text A
Teaching Difficulties:
1.Writing strategy and style demonstrated in Text A
2.Learn how to understand the structure of difficult and long sentences
Teaching Aids:
Teacher-guided, discussion, exercises, group-activities, student-centred
Teaching period: 12 classes
Teaching Procedure:
Step 1Warming up
1.Have students read the overview of page 2, students will understand the main topic of unit
(ways of learning in Chinese and western countries)
2.Have students listen to the script of listening part, explain some difficult sentences and
phrases, lead them to finish the exercises on page3, check the answer
3.How to understand the following sentences:
Standing on the shoulders of giants
4.Explain the cultural notes of education in the west
5.In class, students form two camps to debate the following issue: If you have a baby , which
way would you prefer to use , to pay more attention to develop more skills or to creativity?
Step 2 Global analysis of Text A
Ⅰ. Scanning
Scan Text A and decide whether the following statements are true or false.
1 Benjamin was worried that he couldn’t put the key into the box. (F)
(=Benjamin was not bothered at all.)
2. In the Chinese staff’s opinion, the parents should guide Be njamin to insert the key. (T)
3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)
4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, while
American educators think that creativity should be acquired early. (T)
7.Add more questions about the text:
Where and when did the incident take place?
Who are the main characters in this incicent?
What is Howard Gardner?
Why do the couple come to China?
How old is the son of the author？
Through what does the baby get pleasure in the incident?
What is the attitude of his parents ?
What is the attitude of the hotel staff towards Benjamin effort?
8.Answer the questions of on page 10-11
ⅱUnderstanding the main idea of the text Division of the Text A
Step 3 Detailed Reading of Text A
Ⅰ. Difficult Sentences
1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.
Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)
2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)
3. (L. 30) … and to throw light on Chinese attitudes toward creativity.
And to help explain Chinese attitudes toward creativity.
4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?
What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)
5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)
Eg . You use “may well” when you are saying what you think is likely to happen.
6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)
“activities that did matter to us”.(= activities that were important to us.)
7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood
eg. Whether he be present or absent, we shall have to do our part.)
8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。)
What does making their boldest departures mean?(=Doing sth. different from an established rule or tradition.)
9. (LL. 98~99) But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity a re both worthwhile goals…
assuming + that-clause: 假定…You use assuming that when you are considering a possible situation or event, so that you can think about the consequences.
Eg. Assuming that we all work at the same rate, we should be finished by January.)
10. (LL. 100~102) Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? 我们能否从中美两个极端中寻求一种更好的教育方式，它或许能在创造力与基本技能这两极之间获得某种较好的平衡?)
Step 4 Words and Expressions of Text A
1.(L. 7) attach: vt. fasten or join (one thing to another)
* She attached an antenna to the radio.
(=A tag was attached to each article.)
Pattern: attach sth. to sth. be attached to sth.
2. (L. 21) initial: adj. of or at the beginning; first
最初的会谈是后来达成协议的基础。(=The initial talks were the base of the later agreement.) *the initial lette r of a word 一个词的首字母
3. (L. 25) await: vt. wait for He was anxiously awaiting her reply.
他早就期待着这个时刻了。(=He has long awaited this moment.)
4. (L. 25) on occasion: now and then
It has, on occasion, created trouble for the bank.
你有时使人们感到诧异。(=You have on occasion surprised people.)
CF: on occasion & on the occasion of
on occasion有时，间或。
on the occasion of在…之际。
on the occasion of sb.'s wedding
5. (L. 26) neglect: vt. give too little attention or care to
* neglect one's meals and sleep 离开时别忘了锁门。
(=Don't neglect to lock the door when you leave.)
CF: neglect, ignore & omit这几个词都有忽略、遗漏之意。
neglect 指对职责、义务或应做的事没有给予足够的注意。这种忘记可能是有意的，也可能是无意的。例如：Those who neglect their duties should be punished. 玩忽职守者应受惩罚。
Why do they always neglect the traffic regulation. 他们为什老是不注意遵守交通规则呢？ignore 指疏忽、不顾，强调对某人或某物故意不理会，有时还带有固执地拒绝的意味。例如：When I saw Tom, I stopped to greet him, but he ignored me and walked on.
当我看到汤姆时，我停下来和他打招呼，但他没有理我继续往前走。
The teacher ignored my difficult questions. 老师对我的难题置之不理。
omit 指因专注或疏忽而忘记某事，这种失误可能是有意或无意的。该词还可指删除不利或
不必要的东西。例如：She should not omit to visit the museum. 她不应忘了去参观博物馆。The third part of the book may be omitted. 该书的第三部分可以删掉。
6. (L. 28) relevant: adj. directly connected with the subject
(=His color is not relevant to whether he's a good lawyer.)
(=The evidence is relevant to the case.) 该证据与此案有关。
Pattern: be relevant to
7. (L. 29 ) investigate:
vt. try to find out information about
* Scientists are investigating how the plane crash occurred.
* If you hear such a rumor, investigate it thoroughly.
vi. make a detailed inquiry *investigate into an affair *investigate into a rumor
CF: investigate, examine & inspect
这几个词都有调查、检查之意。
investigate 较正式，指有条不紊地进行调查研究以发现事实真相，更常用以说明调查案件、情况、背景来历等。例如：
*They investigated the cause of the accident. 他们调查了事故的原因。
*The police are investigating the murder. 警方正在调查这件谋杀案。
examine 是普通用语，指仔细地检查某人或物。该词还指官方主持的检查或医生进行的诊察，也表示对某种观点的讨论研究，更指考试。例如：
*They examined our passports very carefully. 他们仔细检查了我们的护照。
*An optician is qualified to examine your eyes and prescribe glasses. 眼科医生有资格来检查你的眼睛并给你配眼镜。
inspect 较正式，用得不如examine广泛，指对某人或某物进行检查、查问，带有揭示其差异或缺陷的意思。更常指官员们的视察以发现下属单位的缺点等，还指检阅军队。例如：*The firemen were inspecting the warehouse for potential fire hazards. 消防人员正在检查仓库以防火灾。
*Every length of cloth is inspected before it leaves the factory. 出厂之前每寸布匹都检查过。8. (L. 30) throw light on: help understanding
* These facts throw new light on the matter.
这些事实使人进一步了解此事。
9. (L. 34) exception: n. sb./sth. that a comment or statement does not apply to
(=There is an exception to this grammatical rule.)
(= This is an apparent exception to the rule.) 这是那项规定的一个明显的例外。
Pattern: an exception to
Collocation:
with many/few exceptions 有很多/很少例外
without exception 毫无例外，一律with the exception of 除…之外
make an exception of 把...作为例外make no exceptions 不容许有例外；一视同仁
10. (L. 39) desirable: adj. worth having as by being useful, advantageous, or pleasing; worth achieving
* Main Street is a very desirable location for a large department store.
* It is most desirable that he should attend the conference.
NB: antonym: undesirable
11. (L. 41) accomplish: vt. manage to do (sth.)
* She's accomplished a great deal in the last few weeks.
这项任务不是在一代人的时间里所能完成的。
(= The task will not be accomplished in one generation.)
accomplish one's object/goal 达到目的accomplish one's mission 完成使命
CF: accomplish, complete & finish这三个词都含“完成”的意思。
accomplish 通常接task, aim, journey, voyage等名词，有时兼有取得效果之意。例如：
*I don't feel our visit really accomplished anything. 我不认为我们的访问真正取了什么结果。complete 比accomplish 具体，可接建筑、工程、书籍等名词，指按预期目的把未完成的工作经过进一步的努力使之完成，主要涵义是补足缺少的部分。例如：
*The building will be completed by the end of this month. 这座楼于本月底建成。
finish 在许多情况下可与complete换用, 但不及complete正式，常含有认真仔细地完成工作的最后阶段的精工修饰，使之完美的意思。例如：
*Finish the work off before you leave for your holiday. 你去度假前应先把工作做完。
12. (L. 43) in due course: at the proper time; eventually
* Be patient. You'll get your promotion in due course.
13. (L. 48) critical: adj.
1) very important A second income is critical to the family's well-being.
接下来的两个礼拜对于公司来说是至关重要的。(The next two weeks will be critical for the company.)
Collocation : a critical decision 重大的决定critical moment 紧要关头，关键时刻
2) very serious or dangerous
严重短缺食物(=a critical shortage of food)
Collocation: critical condition 危险状态a critical illness 重病
14. (L. 50) principal adj. main; chief
* the principal food of the people of India the principal rivers of Europe
CF: principal & principle
principal和principle的意思完全不同，但常常被混淆。
principle 仅作名词用，其主要意义指基本的东西或规则和标准。
principal 既是名词又是形容词。作为名词，它一般指居于高位或担任重要角色的人。例如：
a meeting among all the principals in the transaction。作为形容词，它有主要的或首要的的意思。
15. (L. 50) rear: 1. vt. Bring up and educate; look after (animals)
2. n. back part 后部；背面* The kitchen is in the rear of the house.
停车场在这建筑物的后边。(= The parking lot is at the rear of the building.)
16. (L. 52) make up for: repay with sth. good; compensate for
* I didn't travel much when I was younger, but I'm certainly making up for lost time now.
他们加速进行以补回失去的时间。(=They hurried on to make up for lost time.)
17. (L.59) in retrospect: on evaluating the past; upon reflection
* There are some things that you only become totally conscious of in retrospect.
(=In retrospect, what I have done is clearly absurd.)
18. (L.64) facility: n.
1) ability to do sth. easily and well
* play the piano with facility有学习语言的天才(= have great facility in learning languages)
2) (pl.) equipment, aids, etc. which make it easy to do things
*sports facilities*There are facilities for cooking in the kitchen.
娱乐设施(= entertainment facilities)
19. (L. 71) apply: vi. 1) be relevant; have an effect
Pattern: apply to sb./sth. *What I have said does not apply to you.
教授的这条建议只适用于一些大学生。(=The advice given by the professor only applies to some of the college students.)
2) write a letter or fill in a form in order to ask formally for sth.
Pattern: apply (to sb.) for sth. apply to do sth.
*We applied to the authorities for assistance.
他决定申请参加学生会。(=He decided to apply to join the Student Union.)
20. (L. 79) priority: n. sth. that one must do before anything else
* Study is not on his list of priorities.
道路建设应是予以优先考虑的事。(=Road building is a first priority.)
21. (L. 82) evolve: vi. develop gradually
Pattern: evolve into 进化成，发展成，逐步形成
evolve from/out of 由…演化而成；从…发展而来
*The early fish have evolved into some 30,000 different species. 这简单的计划逐步形成为一项复杂的规划。(= The simple plan evolved into a complicated scheme.)
*Some people believe that we evolved from the apes.
这整个想法是从信口说出的一句话发展而来的。(= The whole idea evolved from a casual remark.)
22. (L. 85) contrast:
1). v. compare (two people or things) so that differences are made clear
Pattern: contrast A with/and B
* In her speech she contra sted the government’s optimistic promises with its dismal achievements.我忍不住把她的态度和她朋友的态度作了对比。
(= I cannot help contrasting her attitude with that of her friends.)
Collocation: contrast sharply/strikingly 形成鲜明的对比
contrast startlingly/strongly 形成惊人的/强烈的对比
2). n. difference between things compared
*The atmosphere of the Second World War in London was a complete contrast to that of the First. *There is a marked contrast between the group’s actions and its principles.
Collocation: constitute/form a sharp contrast to 与…形成鲜明的对照
intensify/sharpen the contrast 加强对比
reveal/show a contrast 显示出差别
23(L. 87) harbor:
1). vt. keep (sth.) secretly in one’s mind
* He might be harboring a death wish.
* harbor thoughts of revenge
2). n. place of shelter for ships
*The navy has constructed an artificial harbor.
*All the ships stayed in the harbor during the storm.
24. (L. 89) promote: vt. help to grow or develop
* new efforts to promote the world peace
促进经济发展(= promote economic growth ) 牛奶增进健康。(= Milk promotes health.) CF: promote & further
这两个词都可指促使某事物朝着预期的目标发展。
promote 用于事物发展的各个阶段，包括起始阶段。例如：
*promote the understanding between the two countries 促进两国之间的相互了解
*The audiolingual method should be promoted. 应当推广听说法。
further 则用于除了起始阶段以外的各个发展阶段。例如：
*Getting a scholarship will further her education. 获得奖学金可以使她继续深造。
25. (L. 90) emerge: vi. come out
(声音文件emerge)
(=Eventually the truth of the matter emerged.)
* Large scale industry emerged gradually as technology evolved.
Pattern: emerge from/out of 太阳从云层背后出现。(=The sun emerges from behind the clouds.) *New evidence emerged from the investigation.
It emerges that…*It later emerged that the driver of the car had been drunk.
26. (L. 98) valid: adj. based on truth or sound reasoning
*This is a valid argument against economic growth.
(=They have valid reasons for refusing to do it.)
27. (L. 99) worthwhile: adj. worth doing; worth the trouble taken
* Here is some worthwhile advice to any young businessman.
这本书值得一读。(= It’s a worthwhile book.)
28. (L. 101) superior: better than average or than others of the same type
Pattern: be superior to be superior in
敌军在数量上占优势。(= The enemies were superior in numbers.)
这条地毯在质量上远远比那条好。(= This carpet is far superior to that one in quality.)
Step 5 Useful Expressions
1. 被系在…上be attached to…
2. 探索行为exploratory behavior
3. 偶尔on occasion
4. 父母的责任parental duties
5. 揭示，阐明throw light on
6. 最终目的an ultimate purpose
7. 要做的动作desired action
8. 所希望的结果desirable outcome
9. 关键critical point
10. 育儿观value of child rearing
11. 弥补某种错误行为making up for a misdeed
12. 回想起来in retrospect
13. 善意的well-intentioned
14. 前来帮助某人come to sb.’s rescue
15. 极其熟练、温和地with extreme facility and gentleness
16. 适用于apply to
17. 发展到evolve to
18. 发展创造力promote creativity
19. 值得追求的目标worthwhile goals
Step 6 Post-reading tasks
1 Debate: Should we develop children’s creativity first or train them in basic skills first?
2 Teacher checks on students’ home reading (Text-B)
3 Practical writing about writing notices
Step 7 Homework
Finish the exercises of Page 10-20 about Text A
Teacher asks students to prepare the next unit
Unit 4 Fresh Start In-Class Reading Fresh Start 新的开端 1当我父母开车离去，留下我可怜巴巴地站在停车场上时，我开始寻思我在校园里该做什么。我决定我最想做的就是平安无事地回到宿舍。我感到似乎校园里的每个人都在看着我。我打定主意：竖起耳朵，闭上嘴巴，但愿别人不知道我是新生。 2第二天早上我找到了上第一堂课的教室，大步走了进去。然而，进了教室，我又碰到了一个难题。坐哪儿呢？犹豫再三，我挑了第一排边上的一个座位。3“欢迎你们来听生物101 课，”教授开始上课。天哪，我还以为这里是文学课呢！我的脖子后面直冒冷汗，摸出课程表核对了一下教室——我走对了教室，却走错了教学楼。 4怎么办？上课途中就站起来走出去？教授会不会生气？大家肯定会盯着我看。算了吧。我还是稳坐在座位上，尽量使自己看起来和生物专业的学生一样认真。 5下了课我觉得有点饿，便赶忙去自助食堂。我往托盘里放了些三明治就朝座位走去，就在这时，我无意中踩到了一大滩番茄酱。手中的托盘倾斜了，我失去了平衡。就在我屁股着地的刹那间，我看见自己整个人生在眼前一闪而过，然后终止在大学上课的第一天。 6摔倒后的几秒钟里，我想要是没有人看见我刚才的窘相该有多好啊。但是，食堂里所有的学生都站了起来，鼓掌欢呼，我知道他们不仅看见了刚才的情景，而且下决心要我永远都不会忘掉这一幕。 7接下来的三天里，我独自品尝羞辱，用以果腹的也只是些从宿舍外的售货机上买来的垃圾食品。到了第四天，我感到自己极需补充一些真正意义上的食物。也许三天时间已经足以让校园里的人把我忘在脑后了。于是我去了食堂。 8我好不容易排队取了食物，踮脚走到一张桌子前坐下。突然我听到一阵熟悉的“哗啦”跌倒声。抬头看见一个可怜的家伙遭遇了和我一样的命运。当人们开始像对待我那样鼓掌欢呼的时候，我对他满怀同情。他站起身，咧嘴大笑，双手紧握高举在头顶上，做出胜利的姿势。我料想他会像我一样溜出食堂，可他却转身重新盛一盘食物。就在那一刻，我意识到我把自己看得太重了。
Unit 5 Secti on A: Cliff Young, an un likely hero Teach ing Procedures: Pre-read ing Activities Step 1. Greeti ngs Greet the whole class warmly. Step 2. Lead-i n and preparati on for read ing Let them talk to each other about the follow ing questi ons: 1. What sports do you like doing 2. How much time do you spe nd on sports every day 3. Do you think play ing sports is importa nt to stude nts Why Step 3. Fast read ing Ask the Stude nts to read the passage as quickly as they can and the n an swer th questi ons on the scree n. Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writi ng ) The passage can be divided into 3 parts. Part1 Cliff Young took part in the Australia n maratho n in 1983 and fin ally won it. Part 2 Cliff You ng ' s life after the race of 1983 Part 3 Cliff Young sets a good example for other people. Purpose: Improve the stude nts ' read ing and writi ng ability and un dersta nc
1. Complete each of the following sentences with an appropriate form of the word in brackets. 1. (attention) Correct answer inattention 2. (qualify) Correct answer qualified Correct answer Navigation 4. Correct answer participants 5. Correct answer unconscious 6. Correct answer competence 7. Correct answer inequalities 8. morning. (request) Correct answer
requested 9. Correct answer varied 10. Correct answer partners 2. Fill in each of the blanks with an appropriate preposition or adverb. 11. Correct answer in 12. Correct answer of 13. Correct answer to 14. accident. Correct answer at 15. Correct answer beyond 16.
Your answer Correct answer from from 17. Your answer Correct answer to to 18. Your answer Correct answer on on 19. Your answer Correct answer in in Your answer Correct answer On On 3. Complete each of the following sentences by choosing the best answer from the choices given. 21. The buses, ___________ were already full, were surrounded by an angry crowd. A. most of which B. both of which C. few of them D. those of which 22. There's only one man ____________ the job. A. qualified for
本科课程教案 2017-2018学年(第 1 学期 ) 课程名称：大学英语 CI 课程性质：□通识必修课□大类基础课□专业核心课 □专业拓展课□通识限选课□通识任选课 授课班级：17 产品设计 1 班(32 人）、环境设计七班（ 30 人）学生数：共 62 人 授课教师：庞海才 学分 / 学时：6/75 学时分配：理论讲授学时，课堂讨论学时 实验 / 课内实践学时，在线学习学时 课程设计( 周) 系（教研室）负责人（签名）：
审核通过日期：年月日 《大学英语 CI 》是教授英语语言知识和英语学习策略，培养学生外语综 合应用能力和跨文化交际为主要内容的必修课，教学对象是艺术专业大一学 生。课程以外语教学理论为指导，以“课堂教学+计算机和网络的自主学 习”模式为主，集多种教学模式和教学手段为一体，旨在培养学生的英语 课程简介综合应用能力，尤其是听说能力；同时，提高他们的自主学习的能力和综合 文化素养，以适应我国社会发展的需要和国际交流的需要。 该课程采用形成性评估和终结性评估两种形式来评估学生学习效果。形成 性评估包括课堂活动记录、课后任务记录等形式。终结性评估包括期中测评、 期末总评。 教材名称、新编大学基础英语综合教程1、 2 高等教育出版社 出版社、出版新视野大学英语（第三版）视听说教程1、 2 时间、版次新编大学基础英语训练与自测1、 2高等教育出版社 （含中英文教 材） （含参考书目、案例材料、阅读材料，网络教学资源等） 新编大学基础英语训练与自测1、 2 新视野大学英语（第三版）长篇阅读1、 2 参考书目 及文献（或 网络教学资源） 形成性评估：平时作业、网络学习、课堂表现、期中考试、期末考试考试考核方式 （含期中考试、 小测验、作业）
Unit 1 Personal Relationship In-Class Reading The Gift of Life 以生命相赠 1 炸弹落在了这个小村庄里。在可怕的越南战争期间，谁也不知道这些炸弹要轰炸什么目标，而它们却落在了一所由传教士办的小孤儿院内。 2 传教士和一两个孩子已经丧生，还有几个孩子受了伤，其中有一个小女孩，8岁左右，双腿被炸伤了。 3 几小时后，医疗救援小组到了。医疗小组由一名年轻的美国海军医生和一名同样年轻的海军护士组成。他们很快发现有个小女孩伤势严重。显然，如果不立即采取行动，她就会因失血过多和休克而死亡。 4 他们明白必须给小女孩输血，但是他们的医药用品很有限，没有血浆，因此需要匹配的血型。快速的血型测定显示两名美国人的血型都不合适。而几个没有受伤的孤儿却有匹配的血型。 5 医生会讲一点越南语，护士会讲一点法语，但只有中学的法语水平。孩子们不会说英语，只会说一点法语。医生和护士用少得可怜的一点共同语言，结合大量的手势，努力向这些受惊吓的孩子们解释说，除非他们能输一些血给自己的小伙伴，否则她将必死无疑。然后他们问孩子们是否有人愿意献血来救小女孩。 6 对医生和护士的请求，孩子们瞪大眼睛，一声不吭。此时小病人生命垂危。然而，只有这些受惊吓的孩子中有人自愿献血，他们才能够得到血。过了好一会儿，一只小手慢慢地举了起来，然后垂了下去，一会儿又举了起来。 7 “噢，谢谢，”护士用法语说。“你叫什么名字？” 8 “兴，”小男孩回答道。 9 兴很快被抱到一张床上，手臂用酒精消毒后，针就扎了进去。在整个过程中，兴僵直地躺着，没有出声。 10 过了一会儿，他发出了一声长长的抽泣，但立即用那只可以活动的手捂住了自己的脸。 11 “兴，疼吗？”医生问。 12 兴默默地摇了摇头，但一会儿忍不住又抽泣起来，并又一次试图掩饰自己的哭声。医生又问是不是插在手臂上的针弄疼了他，兴还是摇了摇头。 13 但现在，偶尔的抽泣变成了持续无声的哭泣。他紧紧地闭着眼睛，用拳头堵住嘴，想竭力忍住哭泣。 14 医疗小组此时非常担忧，因为针不会使他们的小输血者一直感到疼痛。一定是哪里出了问题。恰好这时，一名越南护士前来帮忙。看到小男孩在哭，她用越南话很快地问他原因。听了小男孩的回答后，又立即作了回答。护士一边说，一边俯身轻轻拍着小男孩的头，她的声音亲切柔和。 15 一会儿，小男孩不再哭了，他睁开眼睛，用质疑的目光看着越南护士。护士点了点头，小男孩的脸上马上露出了宽慰的神色。 16 越南护士抬起头平静地对两名美国人说: “他以为自己快死了。他误解了你们。以为你们要他献出所有的血，小女孩才能活下来。” 17 “那他为什么还愿意这么做呢?”海军护士问。 18 越南护士把这个问题向小男孩重复了一遍。小男孩简单地回答道: “她是我的朋友。” 19 他为了朋友甘愿献出自己的生命，没有比这更伟大的爱了。
Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before
UNIT 8 COPING WITH AN EDUCATIONAL PROBLEM I.I. Key words & phrases ability accumulate acquire adequate affect astonish compete complex decline faculty function handful humble idle ignorant jam luxury miracle portable scare slice suggestion swear upset better off break down compete with in amazement make a living by run out of search for sum up Additional Vocabulary scholarship 奖学金 this year’s graduate 应届毕业生 golden collar worker 金领工人 net capital 净资本 academic credit system 学分制 like water off duck’s back 把…当耳边风 netter 网虫 bullet train 子弹头列车 quality of population 人口素质 heuristic education 启发式教育 teach through lively activities 寓教于乐 emeritus professor 名誉教授 degrade oneself 掉（身价） stamp the card 打卡 WAP phone 上网手机 excessive consumption 提前消费 top student 高材生 inter-disciplinary talent 复合型人才 human capital 人力资本 intensive training class 强化班 alleviate burdens on students 减负 online love affair 网恋 magnet train 磁悬列车
全新版大学英语综合教程 第二版课后练习答案 This manuscript was revised on November 28, 2020
Unit1 Ways of Learning Vocabulary I 1. 1)insert 2)on occasion 3)investig ate 4)In retrospect 5)initial 6)phenomen a 7)attached 8)make up for 9)is awaiting 10)not; in the least 11)promote 12)emerged 2. 1)a striking contrast between the standards of living in the north of the country and the south. 2)is said to be superior to synthetic fiber. 3)as a financial center has evolved slowly. 4)is not relevant to whether he is a good lawyer. 5)by a little-known sixteen-century Italian poet have found their way into some English magazines. 3. 1)be picked up; can’t accomplish; am exaggerating 2)somewhat; the performance; have neglected; they apply to 3)assist; On the other hand; are valid; a superior II 1)continual 2)continuous 3)continual 4)continuous 5)principal 6)principal 7)principle 8)principles 9)principal III herself by herself/on her own by yourself/on your own Comprehensive Exercises
新编大学英语综合教程3课文翻译
Unit 1 Personality In-Class Reading 羞怯的痛苦 1 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。 2 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影
响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。 3 相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。 4能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。 5 如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无
Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.
Unit 1 Growing up Text A Writing for Myself I. Teaching Plan 1.Objectives 1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence); 2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Time allotment 3. Pre-reading tasks 1)Have you listened to John Lennon's Beautiful Boy? (2 minutes) The teacher (T) may ask several students (Ss) this question: __What does Lennon think of growing up? (Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.) 2)The art of eating spaghetti (15 minutes) a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork). b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.
Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ. 1. 1.has been assigned to the newspaper’s Paris office. 2.was so extraordinary that I didn’t know whether to believe him or not. 3.a clear image of how she would look in twenty years’
time. 4.gave the command the soldiers opened fire. 5.buying bikes we’ll keep turning them out. 3. 1.reputation, rigid, to inspire 2.for 3.of 4.with 5.as
6.about 7.to 8.in, in 9.from 10.on/upon 2.surprise 3.pulled 4.blowing 5.dressed
6.scene 7.extraordinary 8.image 9.turn 10.excitement company’s safety rules. 5.It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a
Unit 6 A World of Mystery In-Class Reading The Bermuda Triangle 百慕大三角 1 1945年12月5日，佛罗里达州的劳德代尔堡，天气晴朗，由五架美国海军飞机组成的第19飞行分队从这里起飞。机上共有14名机组人员。飞机状况良好；机上装有当时最好的设备， 包括罗盘和无线电设备，还携带有救生筏。飞机可以在水上漂浮90秒钟。飞机起飞一个半小时后，劳德代尔堡的指挥塔台听到了从其中一架飞机传来的无线电信息。 2 “我不知道我们现在所处的位置。” 3 之后飞机再也无法和指挥塔台通话，但是飞机之间可以通话，而且指挥塔台也能听到他们 的通话。 4 “磁罗盘简直疯了。” 5 “我们完全迷失了方向。” 6 从这之后没有收到其他任何信息。再也没有其他任何人收到过这些飞机的消息或看到过它 们。300架飞机和许多船只搜索了该地区，但没有找到第19飞行分队的任何踪迹。而且其中 一架被派去搜寻的飞机也彻底失踪了。 7 这些飞机是在西大西洋上一个非常神秘的地方失踪的，在这里已经发生了许多奇怪的事 件。这种神秘现象在1945年之前很久就已经出现了，而且自那一年以来，又有许多其他船只和飞机在这一地区失踪。这一地区被称为百慕大三角，是大西洋上一个巨大的三角形海域， 其北端是百慕大岛。 8 飞机和船只在世界的其他地方也会失踪，但是百慕大三角发生的失踪事件要比其他地区 多。多年来科学家们和其他人士对这一神秘现象感到困惑不解。人们做了许多努力，试图解释为什么有这么多的人、飞机和船只在这里失踪。 9 作家约翰·斯宾塞认为，这些船只和飞机被来自另一行星上的飞碟或不明飞行物从海上和 空中劫走了。他的看法是，既然宇宙里有数百万其他行星，那么在宇宙中的某些地方肯定存 在其他有智慧的生物。这些生物喜欢收集人类及其设备，以便仔细观察研究。 10 另一种理论认为，该地区的地理状况是造成船只和飞机失踪的罪魁祸首。百慕大位于地 震带。水下地震导致巨浪突然涌现。这些波浪如此巨大，足以将船只撕成碎片。在空中，由 于突然出现的强风，飞机也会遭遇到类似的厄运。 11 和第19飞行分队一样，许多船只和飞机也曾报告说, 他们的磁罗盘在百慕大三角海域失灵。通常磁罗盘指向磁北极。但是在地球上有两个地方罗盘刚好指向真北，百慕大三角就是其中之一。因此，这一地区的磁性有些怪异。 12 许多人认为这些解释难以置信。而最新的一种理论具有科学根据，因而比较可信。百慕 大海底甲烷的发现促使科学家麦克维尔博士思考如何解释这些神秘现象。（他认为）有时大量甲烷气体会从海底逸出，升入空中。这可能在海面产生巨浪从而使船只沉没。甲烷和空气混合还可能引起船上发动机停转或者起火。同样，甲烷与空气的混合物升入空中会引起飞机 发动机停转或爆炸。而爆炸会把船只或飞机炸成极小的碎片。 13 这一最新理论仍有待证实，但它似乎给第19飞行分队以及所有其他的飞机、船只和人员 为什么会在百幕大三角失踪提供了一种更好的解释。
《大学英语综合教程四》Unit three : Job interview 教案 教学对象：大学二年级学生对外汉语班 40人 教学目的：进一步掌握新单词，巩固语法点，通过对新单词和语法句型的学习，知道怎样获得一份自己想要的工作（了解 课文内容）。 教学重点和难点： 1、课文中的重点生词和短语：grill(v.)， follow up， in sb. ’s hands， as I see it， as the saying goes，endeavor，go after， structure(n.)，inadequate， from one’s/the standpoint(of) 2、学生对短语do one’s homework，make a difference容易从字面去理解，产生误解，要注 意区分字面义和本质义。生词endeavor和其近义 词attempt ,try的异同区分比较。 3、对长难句的翻译理解，句子结构分析：1）Would the letter be in our hands within 24 hours of the meeting ,possibly even hand- delivered? 2) But it takes no longer to prepare well for one interview than to wander in half-prepared for five. 3) When we watch a world-class musician or a top athlete, we don’t see the years of preparation that enabled him or her to become great. 教学时数：五个课时 教学环节：1、宣布上课，听写上一单元的重点生词、短语、句子。 （约10minute）
全新版大学英语综合教程答案全(第二版)
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全新版大学英语综合教程4 Text A课后练习答案 Unit One Fighting with the Forces of Nature Part II Text A Vocabulary 1) alliance 2) at the cost of 3) stroke 4) limp 5) minus 6) regions 7) eclarations 8) siege 9) raw 10) bide his time 11) have taken their toll 12) in the case of 2. 1) is faced with 2) get bogged down 3) is pressing on / pressed on 4) drag on 5) get by 6) dine out 7) have cut back 8) get through 3. 1) The rapid advance in gene therapy may lead to the conquest of cancer in the near future. 2) Production in many factories has been brought to a halt by the delayed arrival of raw materials due to the dock workers’ strike. 3) Sara has made up her mind that her leisure interests will/should never get in the way of her career. 4) Obviously the reporter's question caught the foreign minister off guard. 5) The introduction of the electronic calculator has rendered the slide rule out of date / obsolete. 4.1) Being faced with an enemy forces much superior to ours, we had to give up the occupation of big cities and retreat to the rural and mountainous regions to build up our bases. 2)Unity is crucial to the efficient operation of an organization. Failure to reckon with this problem will weaken its strength. In many cases, work may be brought to a halt by constant internal struggle in an organization. 3)The Red Army fought a heroic battle at Stalingrad and won the decisive victory against the Germans. In fact, this battle turned the tide in the Second World War. During this famous battle, the Soviet troops withstood the German siege and weakened the German army by launching a series of counterattacks. II. More Synonyms in Context 1) During the First World War, battles occurred here and there over vast areas. Some of the most dramatic fighting took place in the gloomy trenches of France and Belgium. 2) Elizabeth made careful preparations for the interview and her efforts / homework paid off. 3)1 spent hours trying to talk him into accepting the settlement, but he turned a deaf ear to all