Unit Two Culture
Task-based Design for Six Contact Hours
III. Suggested teaching procedures and class activities Session 1 (90-100 min)
Listen and T alk
1. Lead in
Task1 Listen to the following passage and try to fill the missing words in the blanks.
Step 1 Lead-in questions
1. What do you know about William Shakespeare?
(Born in 1564 in Stratford-upon-A von, England as one of the greatest playwright in British history)
2. What do you know about the plays of Shakespeare?
(Tragedies as Romeo and Juliet and comedies as Taming of the Shrewd )
Step2 Background study
The students correct the errors in the short paragraph according to the background knowledge the teachers introduced. Step 3 Listening practice
The students listen to the passage for three times and fill in the missing words in the blanks.
Teacher: Listen to the passage for three times and fill in the missing words in the blanks.
Step 4 Word study
The teacher lays emphasis on the following words and expressions related to the topic:
Tragedies; typewriter; tape-recorder; television; grandson; ashtray; souvenir
Teacher: Can you pick up the words and expressions related to the topic? What are they?
T ask 2 Picture description
The students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups.
Teacher: Work in groups to talk about the pictures with the help of the words and expressions you’ve learned from the listening passage. Five minutes later you will be expected to do class presentation.
2. Dialogue Samples
Dialogue 1: Inviting a friend to celebrate the dragon boat festival.
Step 1 Lead in questions
1. How can you introduce a Chinese festival to foreigners?
( We celebrate dragon boat festival to remember a famous poet, Qu Y uan on May 5th of Chinese lunar calendar.
Zongzi is the traditional dessert of dragon boat festival)
What other traditional Chinese celebrations can you explain in English?
（Traditional Chinese weddings with kowtows and red gowns）
Step 2 Dialogue Samples study
The students read the first dialogue in pairs and speak out the following sentences for talking about dragon boat festival.
Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about dragon boat festival.
Several minutes later.
Teacher: Can you speak out the sentences you’ve summarized?
Would you like to come to our celebration tomorrow?
It?s the dragon boat festival, also called …Duanyang? or …Duanwu? festival.
It?s to remember the famous poet, Quyuan, an ancient Chinese patriot who lived in the Warring States period.
On hearing the story of Qu Y uan?s death, his townspeople took to their boats and raced to rescue, but in vain
And then the teacher asks the students to give more examples.
Teacher: Can you give us some more examples?
What?s the significance behind the festival?
There are some legends behind this tradition.
What activities are held for the celebration of that day?
It?s the time for the relatives and friend to get together from all over the world.
Dialogue 2: Punctuality for a dinner party
Step 1 Lead-in question
Teacher: What is the general situation in China as punctuality is concerned?
( Quite many people are habitually late for meetings or some other social activities for around half an hour.)
Step 2 Dialogue Samples study
The students read the second dialogue and speak out the following sentences that are used for talking about punctuality for a dinner party in the dialogue.
Teacher: Please read the second dialogue in pairs and speak out the sentences useful for talking about punctuality for a dinner party in the dialogue.
Several minutes later.
Teacher: Now, can you speak out the sentences you’ve sum marized?
(On time or even a few minutes late-but not early.
In China guests should arrive before the dinner starts.
The dinner will not start until all the guests are a few minutes late.
If I?m caught in a traffic jam, what should I do?
It?s polite to bri ng a small gift, like flowers and candies.)
The teacher asks the students to speak out the sentences that are used for talking about punctuality for a dinner party in the dialogue or more sentences they?ve learned outside class.
Teacher: Please find the sentences the injured use to express their appreciation in the dialogue. What are the sentences?
(Thanks a lot. Y ou guys are the greatest.)
Teacher: Do you know more you’ve learned outside class?
3. Communicative T asks
T ask 1: Role-playing on inviting a foreign friend to watch a Sichuan Opera
The students are given 10 minutes to work in pairs to start a conversation according to the given situation. Some students make comments on their performance, which should involve their presentation of the real-life situation and the English they use for talking about invitation.
Teacher: Work with a peer and take turns to start the conversations. Ten minutes later some groups of you are expected to make presentations on this issue of discussion, and then the others will be invited to make comments on your performance. The comments should involve the presentation of the real-life situation and the English you use for Invitation.
T ask 2: Discussing role-playing according to the given situation
The students will firstly discuss in groups on the expressions about Chinese calligraphy. Then they are required to take roles to talk about Chinese calligraphy.
4. Read and Explore
Lexical preparation for Passage A
Step 1 Word study
Key words and expressions:
along with, await, inherently, inflict, alter, exception, magnify, pose, fake, compel, misrepresent, cue, competent, deceive, likewise, tendency, narcissism, blow out, spot, bring out, craft, convey, thanks to
Students are given 7 minutes to pick up the sentences containing the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.
Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for the first two words, Group 2…
Sentences to be picked up:
(1)The news media, along with social and behavioral scientists, have recently sent out a multitude of warnings about
the many dangers that await us out there in cyberspace.
( Para. 1)
(2) The truth of the matter is that the Web is no more inherently dangerous than anything else in the world. ( Para. 1)
(3)It is not some amorphous entity capable of inflicting harmful outcomes on all who enter.
( Para. 1)
(5) It has no special power to overtake its users and alter their very existence.
( Para. 1)
(7)And, with the exception of children and the weak-willed, it cannot create what does not already exist.( Para. 1)
(8)Like alcohol, the Web simply magnifies what is already there: Experts are concerned that the masking that goes on
online poses a danger for everyone who is a part of the Digital Culture. (Para. 2)
(9)The only people who feel compelled to mask, and otherwise misrepresent themselves online are the same people
who are mysterious and unfrank in “real life”...the Net just gives them one more tool to practice their deceit.( Para.
2)
(10)As for the Digital Culture getting cheated by these dishonest folks, well, there are just as many “cues” online to
decipher deception as there are in the “real world”.( Para. 3)
(11) The competent WebHead can recognize many red flags given off by the online behavior of others.(Para. 3)
(12)When someone is trying to deceive us online, inconsisten cies, the essence that they are trying “too hard” or are
just plain unbelievable, often come through loud and clear.
( Para. 4)
(13)Likewise, just like in the “real world”, a host of other unacceptable tendencies can be readily recognized online.
(Para. 4)
(14) Narcissism (it?s all about “meeeee”), those people who have nothing but negativity or unpleasant things to say
about others, and those who feel compelled to undermine others and who think they must blow out the other guys? candles in order for their own to shine can be spotted a cybermile away. ( Para. 4)
(15) The Web can bring out the best in people: Gregarious, frank folks in “real life” usually carry these same traits
over to their online life. ( Para. 5)
(16) Most experienced members of the online culture have learned to become wordsmiths, carefully crafting the words
they use to convey exactly what they mean so as not to be misunderstood. (Para. 10)
(17) Many of us have also learned to become far better listeners thanks to the Internet. (Para. 11)
Step 2 Sentence making
The students make sentences with the following words and expressions in pairs.
along with, exception, compel, competent, likewise, tendency, blow out, bring out, thanks to
Teacher: Let’s do more practice. Make sentence s with each of the words and expressions displayed on PPT. Three
minutes later you’ll read us your sentences.
Step 3 Further study
Words for further study:
Digital; corrupt; fake; taken in; open up; option; offend
The teacher demonstrates the special usage of the words.
Teacher: Now, let’s have a look at the special usage of some of the key words.
(1)digital a. of or based on a system by which information is represented in the form of changing electrical
signals
e.g. a digital switch, digital computer, digital controller
(2) corrupt v. cause to become morally bad; change from good to bad
e.g. When she started her career she was an honest and decent girl but vanity corrupted her quickly.
Sex and violence on the television and film can corrupt young people.
(3)fake a. made and intended to deceive
e.g.Nowadays fake name-brand articles flood the stalls along this lane.
He wore a fake moustache to the party.
(4)take in v. understand fully
e.g. It took me a long time to take in the title of this novel.
The meaning of the sentence is too involved for the students to take in at once.
(5) open up v. speak more freely
e.g. When she felt she could trust me she began to open up.
Usually after a few drinks he would open up.
(6) option n. choice; one thing which can be chosen from a set of possibilities
e.g. One option would be to reduce the scale of the construction project.
Y ou have the option of manual or automatic transmission.
(7) offend v. hurt the feelings of; upset
e.g. The father was very offended that his children forgot his birthday.
His crud language offended her sense of modesty.
Assignment for this session
1. Pair work
Two pairs of students do Communicative task 2 according to the topic questions. Performance in class is necessary in the next session.
2. Individual work
1) The students learn the new words of Passage A by heart.
2) The students listen to and read Passage A aloud for at least two times.
3. Group work
The students do the pre-reading exercise of Passage A in groups.
Session 2 (90-100 minutes)
1. Group discussion
The students are given three minutes to do Communicative Task 2 in groups. Then some groups give their performance in class. The other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire.
Teacher: For today’s oral practice, first let’s do Communicative Task 2. I’d like to give you two minutes to rehearse it, and then you’ll give us your performance. Some pair s will be invited to make comments on your performance according to your presentation of the situation, your language and its fluency and pronunciation.
2. Read and Explore
Passage A Why Digital Culture is Good for Y ou
Step 1 Warm-up questions
1. Are you hesitant about revealing your identity when you chat on the internet? Why?
2. Do you think cyberspace poses dangers to us? Please give your reasons.
3. Can you list some positive and negative impacts of digital culture on society at large?
Step 2 Analyzing the passage structure
The students are given five minutes to analyze the structure of Passage A in groups.
Teacher: Please work in groups for 5 minutes so as to see how many parts the passage falls into.
Step 3 Understanding the details of each part
The students are given ten minutes to have a group discussion of the questions given on PPT according to the structure analysis of the passage.
Teacher: Please work in groups for ten minutes to discuss the questions given on PPT according to the structure analysis of the passage we’ve done.
Questions for discussion on PPT:
1. What is the author?s counter-argument against the idea that there are dangers in cyberspace?
(What are the news media concerning about Web: many dangers await us out there in cyberspace.
What is the response of the author to such a worry: the Web is fairly harmless in and of itself.
Why does the author believe so: it has no special power to overtake its users and alter their very existence.) The teacher may use the following outline as tips for the group discussion:
What are the news media concerning about Web:
What is the response of the author to such a worry:.
Why does the author believe so
2. Why is the Web not bringing to us more dangers than real life does?
There are just as many …cues? online to decipher deception as there are in the …real world?)
The teacher may use the following outline as tips for the group discussion:
The deceit of identity:
The attempts of cheating online:
3. What are the advantages of the Internet?
(The Web can bring out the best in people.
People are judged differently on the Web and thus people will not judge others by their appearance only.
People will speak and write more freely on the Web.
The Web provides us with more opportunities to change our lives.
We learn the power of words and learn to become better listeners on the web.)
Step 4 Understanding the words and expressions used to counter-argue an opinion
The students work in pairs to summarize the words used for arguing against the idea that the Web is harmful. Teacher: Please read the first paragraph again and summarize in pairs the words used for arguing against the idea that the Web is harmful.
One minute later.
Tell us all the words you’ve summarized.
(no more…than; not…unless; a low probability; cues; crystal clear; spot)
Step 5 Following the logic sequence of argumentation
The students work in groups to find out the structure of argumentation.
Teacher: Please have a group discussion to follow the logic consequence of the author’s argumentation.
Counter argue against the worries of news media and social and behavioral scientists that there are dangers in cyberspace (Para.., 1)
Honest people do not use fake identity, and deceits may be spotted as easily online as is done in real life(Para.,2-4) There are five advantages of the Web to its users (Para., 5-11)
Step 6 Understanding the title of the passage
The students have a group discussion to answer the following question:
Teacher: Please work in groups to answer my last question: Why is the passage entitled
“Why Digital Culture is Good for You”?
Step 7 Sentence writing
The students do Exercise 9.
Assignment for this session
1. Oral work
Prepare as many questions as possible about the role of the Web and interview your classmates.
2. Written work
Write a short passage of 120 words or so on the topic “Importance of Culture in Business”.
3. Exercises 2-8
Session 3 (90-100 minutes)
1. Oral work
The students talk about the role of the Web in groups first and then one of them is assigned to represent his group to do class presentation.
Teacher: For today’s first oral practice, let’s talk about the role of the Web according to Passage A. I’d like to give you five minutes to practice it in groups, and then the representative of your group will do the presentation in class. Some of you are to be invited to make comments on your performance according to the following assessment standard.
Commentary tips on PPT:
1) the content
2) the language
3) the fluency
4) intonation and pronunciation
2. Class discussion of Exercises 2-8
The students raise their questions and the teacher has a discussion with them.
3. Reading Skills Practice: Distinguishing fact from opinion
Step 1 Skill study
The Students are expected to read the definition of the skill and try to answer the questions listed on PPT.
Teacher: Please read the definition of the skill and work in pairs to answer the questions listed
on PPT.
Question on PPT:
(1) How to distinguish fact from opinion?
(2) How can the method profit you?
Step 2 Skill Practice
The students do Exercise 18 and the teacher holds the discussion with them.
4. Read and Explore Passage 2 Cultural Differences
Step 1 Warm-up questions
1. Try to define …culture? after discussing with your classmates?
(The patterns of behavior and thinking that people living in social groups learn, create, and share.)
2. Have you ever been to a place with a culture that is different from yours? What differences have you notice?
(Some residential areas of Chinese minorities. The weddings and celebrations.)
3. Have you ever experienced any kind of culture shock? Tell your story to your classmates.
(It happens when you are cultural alienated, i.e., when the people around you are all from another social group.)
Step 2 Fast reading and class discussion
The students first do fast reading of Passage B with the h elp of the reading skill of “Distinguishing Fact from Opinion”
within 8 minutes and try to finish Ex. 12. A class discussion of the keys to the exercise will be held by the teacher.
Teacher: OK, let’s come to the passage. Please do fast reading of Passa ge B with the help of the skill of distinguishing fact from opinion within 8 minutes and try to finish Ex.12.
Eight minutes later.
Which did you choose for number one( two, three, four, five)? Can you tell us the sentence that indicates the k ey?
Sentences indicating the keys to Ex. 12:
1. [A] One of my interpreters, once I was there, explained that a gentleman should pour the lemonade (a type of juice)
for the ladies and show other courtesies to them. (Para. 1)
2. [A] Smiles in Yi elena and Dmitri?s faces told me I had done the right thing. ( Paras. 6)
3. [C] “Oh no, Grigorii Davidovich,” a Russian graciously corrected me. “In Russia, when a man peels a banana for a
lady it means he has a romantic interest in her.”(Para. 7)
4. [B] In studying cross-cultural differences, we are not looking at individuals but a comparison of one ethnic group
against others. Hence, we are comparing two bell curves and generalizations cannot be avoided. (Para. 13)
5. [A] In Russia, when a man peels a banana for a lady it means he has a romantic interest in her. (Para. 7)
.
Step 3 Group discussion
The students work in groups to discuss and answer the questions of exercise 13. Then the teacher holds a class discussion of the answers to the questions.
Teacher: Now, work in groups for 5 minutes to answer questions in Exercise 13.
Five minutes later.
What are your answers to question one (two, three, four, five)?
No.1: （To provide some technical assistance in the area of agricultural labor management.）
No. 2: (She did not want to make their guest feel embarrassed.)
No. 3:（By reading and listening to what culture experts say, above all, by observing and comparing.）
No. 4: （These cultural differences do exist but they are incomplete and superficial.）
No. 5:（Open.）
Step 4 Class discussion of difficult points
The teacher holds a class discussion of the difficult language points the students may enquire about.
Teach er: Now, you’ve got a better understanding of the story by discussing all the questions in Ex. 12 & 13. Is there any sentence or word that you still don’t understand? OK, let’s come to the key words and expressions.
Step 5 Word study
The students make sentences with one of the words and expressions on PPT, imitating the related sentences in the passage.
Teacher: Please make a sentence with one of the words and expressions on the screen within one minute, and then you are expected to read your sentence in class.
Words and expressions on PPT:
tutor, interpreter, courtesy, disabuse, embarrass, potential, distort, accompany, recommendation, affection, tolerance, yield, hence participate in, get down to, base …on, act on
Standby examples:
1. distort v.
--give an intentionally false or dishonest, or exaggerated account of
e.g. Information on the Web can be distorted to influence what people think about the world and what they do.
2.affection n.
--a fond feeling for
e.g. Mrs. Waters had, in truth, not only a good opinion of Tom, but a very great affection for him.
3. get down to v.
--finally begin to give serious attention to
e.g. It?s hard to get down to work after a long holiday.
4.in terms of
--expressed by; from the point of view of
e.g. They try to find the best deal they can in terms of price, quality, convenience.
5. correspondent n.
--someone employed by a newspaper, television station etc., to report news from a certain area or about a certain topic
e.g. American correspondents in the European theatre accused the military of delaying, coloring and suppressing
news.
5.Write and Produce
General Writing Describing Functions Uses
Step 1 Concepts clarification
The teacher asks a student to sum up the major elements of the structure and organization and holds a discussion of the questions the students may ask..
Teacher: How do we usually describe the functions of a device? What sequence do we follow when we are describing the uses of something?
Standby examples:
1. General introduction to it.
2. The benefits people may get from it.
3. Classify the users.
4. Uses of it to different classes of users.
Step 2 Useful expressions and sentence patterns
The students are expected to write a complex sentence with the following sentence patterns for describing the functions and uses.
Teacher: Now, let’s do some practice of the sentence patterns. Please write a complex sentence with the following sentence patterns for describing the functions and uses in groups. And then, read your sentence in class.
It is a …system
It can …, enabling…
It has made possible for people to…
It has brought opportunities to…
People use it for…
Step 3 More practice
The students do Exercise 20.
Practical Writing Program for Performance
Model: Program for International Beijing Opera Competition
Step 1 Content analysis
The teacher may take the Sample as an example for the analysis of the program for performance, and explain the words and expressions marked in red.
Teacher: Please read the Sample and work in pairs for five minutes to discuss what should be covered in a Program for
Performance.
Sample on PPT
Content covered:
1．Host and affiliates of the performance
2．Date and place
3．Chairpersons and judges
4．Performances listed
Step 2 More practice
The students do exercise 21.
Assignments for this session
1．Do Exercises 14-21.
2．Task-based PPT group project :
Task: Discussing in groups on the findings of cultural differences between Chinese and American and reporting the findings of the group members to the class by using PPT.
Directions: A group of four students discuss on the cultural differences between Chinese and American and report to the class by using PPT. Two students are expected to note down the ideas of the group and
the other two make the PPT and do the reporting. The project should be assigned to at least two groups,
who should give a presentation in the next class.
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/a29470199.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.