大学英语教材二单元
Unit 2: Communication and Technology
Introduction:
The second unit of the college English textbook focuses on communication and technology. In this unit, we will explore different aspects of communication in the digital age, including the impact of technology on communication, effective communication strategies, and the use of technology for language learning. Through the study of this unit, students will gain a deeper understanding of the role of communication in today's world and enhance their English language skills.
Section 1: The Impact of Technology on Communication
1.1 The Evolution of Communication Technology
Communication technology has evolved significantly over the years. From the invention of the telegraph to the development of smartphones, technological advancements have greatly influenced the way we communicate. This section will discuss the key milestones in the evolution of communication technology and their impact on society.
1.2 Advantages and Disadvantages of Technological Communication
While technology has revolutionized communication, it also comes with its own set of advantages and disadvantages. This section will examine the pros and cons of technological communication, including increased connectivity, information overload, and potential privacy concerns. By
understanding these aspects, individuals can make informed decisions about the use of technology in their daily lives.
Section 2: Effective Communication Strategies
2.1 Verbal and Nonverbal Communication
Effective communication involves both verbal and nonverbal elements. Verbal communication refers to the use of spoken or written words, while nonverbal communication includes gestures, body language, and facial expressions. This section will explore the importance of both forms of communication and how they can be used to convey messages effectively.
2.2 Active Listening and Feedback
Communication is a two-way process, and active listening plays a crucial role in effective communication. This section will discuss the importance of active listening skills and provide strategies for improving listening comprehension. Additionally, feedback is essential for effective communication, and this section will explore different techniques for providing constructive feedback in various contexts.
Section 3: Technology for Language Learning
3.1 Online Language Learning Platforms
Technology has transformed language learning, providing learners with access to a wide range of online resources and platforms. This section will introduce popular online language learning platforms and discuss their features, benefits, and potential drawbacks. Furthermore, it will provide guidance on how to make the most of online language learning tools.
3.2 Language Learning Apps
In addition to online platforms, language learning apps have gained popularity in recent years. This section will highlight some of the most widely used language learning apps and explain how they can enhance language acquisition. Tips and recommendations for using these apps effectively will also be provided.
Conclusion:
Unit 2 of the college English textbook delves into the fascinating relationship between communication and technology. By exploring the impact of technology on communication, effective communication strategies, and the use of technology for language learning, students will develop a comprehensive understanding of this increasingly important aspect of our lives. With this knowledge, they will be better equipped to navigate the digital world and effectively communicate in English.
新视野大学英语读写第三版第二册第二单元原文及翻译人文学 科：过时了吗？ The humanities: Out of date? 人文学科：过时了吗？ When the going gets tough, the tough take accounting. When the job market worsens, many students calculate they can't major in English or history. They have to study something that boosts their prospects of landing a job. 当形势变得困难时，强者会去选学会计。当就业市场恶化时，许多学生估算着他们不能再主修英语或历史。他们得学一些能改善他们就业前景的东西。 The data show that as students have increasingly shouldered the ever-rising cost of tuition, they have defected from the study of the humanities and toward applied science and "hard" skills that they bet will lead to employment. In other words, a college education is more and more seen as a means for economic betterment rather than a means for human betterment. This is a trend that is likely to persist and even accelerate. 数据显示，随着学生肩负的学费不断增加，他们已从学习人文学科转向他们相信有益于将来就业的应用科学和“硬”技能。换言之，大学教育越来越被看成是改善经济而不是提升人类自身的手段。这种趋势可能会持续，甚至有加快之势。 Over the next few years, as labor markets struggle, the humanities will probably continue their long slide in succession. There already has been a nearly 50 percent decline in the portion of liberal arts majors over the past generation, and it is logical to think that the trend is bound to continue or even accelerate. Once the dominant pillars of university life, the humanities now
A Life Full of Riches 富足的一生 It was early December 2003, my first season as a Salvation Army bell ringer, when I was confronted with the question. I was standing just outside the doorway of a Wal-Mart, offering a "thank you" and a smile to each person who dropped a donation into my red kettle. A neatly dressed woman and her young son walked up to the kettle stand. While she searched her purse for some cash, the boy looked up at me. I can still see the confusion and curiosity in his eyes as he asked, "Are you poor?" 首次面对这个问题，是在2003年12月初，我第一次为救世军摇铃募捐的时候。当时我就站在沃尔玛商场入口处门外，对每一位向我的红壶里投入捐款的人都报以一声“谢谢”和一个微笑。一位穿着整洁的妇人牵着她的幼子向放壶的台子走过来。她在钱包里摸着找钱时，孩子抬头看了我一眼，问我：“你穷吗？”当时他眼里充满疑惑和好奇，时至今日仍历历在目。 "Well," I stammered, trying to think, "I have more than some people, but not as much as others." His mother scolded him for the social no-no, and they hurried off to do their shopping. His question, however, did not leave me. “嗯，”我结结巴巴，边想边回答，“我比有些人拥有的多，但比其他人拥有的少。”母亲因为孩子问了一个在社交上不该问的问题，训斥了他一顿，他俩便匆匆的赶去购物。但是孩子的问题却一直留在我的心头挥之不去。 I've never thought of myself as "poor," but I can't deny certain facts. Every time I fill out my 1040 form, I fall into one of the lowest income brackets. In the past 35 years, I've taken just one vacation trip. My TV is a black-and-white set that someone gave me eight years ago. 我从不认为自己“穷”，但有些事实我不可否认。每当我填1040税务申报表时，我都属于收入最低的档次之一。在过去的三十五年中，我只出去度过一次假。我的电视机是黑白的，还是八年前别人送给我的。 Yet I feel nothing more than a passing whim to attain the material things so many other people have. My 1999 car shows the wear and tear of 105,000 miles. But it is still dependable. My apartment is modest, but quiet and relaxing. My clothes are well suited to my work, which is primarily outdoors. My minimal computer needs can be met at the library. 然而，想要得到其他那么多人都有的物质的东西，对我来说，只不过是转瞬即逝的念头而已。我的汽车是1999年的产品，到现在开了十万五千英里，已经很破很旧了，但是它依然可靠。我的住房不大，但是很安静，住着挺舒心。我的衣服很适合于我的工作，主要都在户外。我对计算机的很少的需求，可以在图书馆得到解决。 In spite of what I don't have, I don't feel poor. Why? I've enjoyed exceptionally good health for 53 years. It's not just that I've been illness-free, it's that I feel vigorous and spirited. Exercising is actually fun for me. I look forward to long, energizing walks. And I love the "can do" attitude that follows. 尽管有些东西我没有，我并不感到贫穷。这是为什么五十三年来我一直非常健康。我不但不生病，而且精力充沛，情绪饱满。锻炼对我而言是确确实实的快事，我乐意长距离步行，越走越有劲。我喜爱步行后随之产生的一种“什么都干得了”的心态。 I also cherish the gift of creativity. When I write a beautiful line of poetry, or fabricate a joke that tickles someone, I feel rich inside. I'm continually surprised at the insights that come through my writing process. And talking with so many interesting writer friends is one of my main sources of enjoyment.
大学体验英语二（综合教程） Unit 2 Jobs and Careers Listen and Talk Lead in What kind of job are you looking for? The classified ads are a good place to begin a 1.for employment. They are a great resource to learn about what companies look for in employees and 2. a little information about the company as well. Applying and interviewing for a job requires skills worth developing. Being able to 3.one's strengths, effectively communicating with 4., having a desire to learn more about the 5., and displaying enthusiasm can sometimes make up for inexperience. As you look at the pictures, think about the different 6.each profession or vocation requires. A construction worker, a waiter and a farmer may not need higher education for their pursuits, but it 7.helps. Secretarial work requires less education than being a teacher or a doctor, but each job is important in society. While becoming a teacher requires a 8.of four years study at a university, teaching entails constant learning, Understanding deeply the subject matter being taught and discovering the 9.of students are just two areas of 10.for teachers. Many studies continue to research how to effectively teach and how to teach students to effectively learn. In one way or another, we are all teachers. Key: 1. Search; 2. offer; 3. identify; 4. confidence; 5. employer; 6.qualifications 7. certainly; 8. minimum; 9. learning styles; 10. importance ; Passage A： Your Dream Job： A Click Away 2.Answer the following questions with the information from the passage. 1.What is JOB-TRAK? It is an Internet website that lists as many as 45 000 job opportunities. 2.Does one need to have a lot of knowledge about the Internet before using it? Not necessarily so. According to Smith, the Internet was very easy to use. She found her job online with no training. 3.Why did Gragg apply to teach English in Japan? Because she wanted a change in her life. 4.What preparations did Mello make before she went for her interview? She searched the Internet for information about the financial performance of the company she was interested in, the salary she should ask for, and the possible living accommodations available to her there. https://www.doczj.com/doc/f419237513.html,pare job-seeking on the Internet and job-seeking on newspapers or at job markets. What are the
《新标准大学英语综合教程》 第二单元课文参考译文 Active Reading 1 第一只牡蛎 “来，尝尝这个，这个好吃，”我父亲一边说一边在我的鼻子前晃动着一只牡蛎。 我皱起眉头，说：“我不吃，我不喜欢吃这个。” “胡说，你没尝过怎么知道不喜欢吃。” 他跟我论理，“把它放进嘴里，品尝一下大西洋的味道。” 我觉得他说得对，可是有时候有些东西你只要看一眼就知道喜不喜欢。坦率地说，我觉得牡蛎看起来挺恶心的。 这座饭店坐落在法国一个著名的海滨旅游胜地。这时侍者不仅端上了一瓶放在冰篮子里的白葡萄酒，还端上一客份量极大的海鲜——螃蟹、对虾、大龙虾及各种贝类，都堆在一起。我母亲正忙着购物，于是我父亲就决定带我——他十岁的儿子——去吃午饭。他要让我体验生命里一个重要的事件，一件对我父亲来说与成年一样重要的事：我的第一只牡蛎。 世界上第一个吃牡蛎的男人到底是怎么想的呢？我说“男人”是因为女人肯定不会这么傻吧？“唷，我有点饿了，我们来瞧瞧这个石坑……嗯，我觉得它看起来挺好吃的！”好像不太可能。父亲的话听起来更像是男生式的挑战。“来，你尝尝这只牡蛎，我来尝尝这块油滋滋的咸肉三明治，让我们看看谁玩得更开心！” 外面，天空灰蒙蒙的，海面上刮来一阵强风。天气看起来和我的心情一样阴郁。没有希望，只感觉饿，只担心失去纯真，因为我意识到这第一只牡蛎我今天得非吃不可了。 “我能吃炸鱼和薯条吗？”我满怀希望地问。我突然觉得想家，想吃我最爱吃的饭菜。 “当然不行！他们这儿没有炸鱼和薯条，只有这地方最上等的海鲜，在这方圆几英里之内你找不到更好的海鲜了。”他边回答边给自己又倒了一杯酒。“好啦，
别抱怨了，就给我尝一只牡蛎，然后你就可以吃些好吃的、顺口的东西，比如对虾加黄油面包，” 他提议说。吃了这么长时间的饭，他的话里第一次有了妥协的意思。 但是，尽管清晰地感觉到了他的妥协——只有一个十岁的男孩才有这样的感觉，我仍然明白这妥协包含着吃掉那只牡蛎，那只放在我父亲的盘子边上的牡蛎。我父亲继续吃着那一堆海鲜。他盘子放着一大堆被丢弃的龙虾爪，盘子边上放着一套工具，用来敲开蟹壳，剔出哪怕一丁点儿的蟹肉。他每吃一口就停一下，举杯喝一口酒。他时不时地在我眼前晃动着那只牡蛎，逗弄我吃了它，但却什么也没说。我只是绝望地看着我的空盘子。我想着我最爱吃的东西——我母亲做的点心，一滴泪静静地顺着面颊淌了下来。 终于，我父亲又拿起那只牡蛎，我知道这下全完了。我用拇指和另一只手指把牡蛎拈起来送到嘴边。父亲说：“把它吸进嘴里，先含着，尝尝盐和海水的味道，然后再咽下去。吃完了，我给你点你爱吃的东西。” 他的语气更亲切了些，因为他知道他赢了。 我按照他说的吃掉了那只牡蛎。牡蛎滑溜溜的，那味道是我从未尝过的，打那以后也没再尝过。 我父亲看着我，似笑非笑，好像在说：“怎么样？”我咽下去的时候，他举杯对我说：“干杯！”我终于赢得了他的爱和尊重。 但从那以后，我再也没吃过牡蛎。 Active Reading 2 巧克力 巧克力是世界上最受欢迎的食品之一。它最早于16世纪从中美洲引进到欧洲。巧克力是用可可豆做成的。可可豆又称为Theobroma Cacao, 意思是“天神之粮”。阿兹特克人常常把可可豆捣成酱，再加入调味香料，做成提神醒脑的滋补饮料（也称为可可饮料）。巧克力也用于宗教仪式。由于它极其珍贵，甚至可以用来纳税。当年欧洲的航海探险者带回了巧克力，他们又加入了香甜的调味料，这种饮料随即就作为昂贵的奢侈品受到人们的青睐。
I. 语言重点（Language Focus） 1. 重点词汇与短语 case, male, score, vocabulary, stage, act, block, repeat, language, physical, therefore, energy, independent, produce, factor, style, presentation, formula, logic, strength, paragraph, linguistic, quote, apply, visual, comprehension, instruction, relate, benefit, tend to, on average, find out, be caused by 2. 技能要求(Skills Development) 1) 听说（Listening and Speaking） 能听懂和回答老师的有关本单元内容的提问。 2) 读译（Reading and Translating） 要求学生能熟读对话与课文，背诵课文对话语句，增强学生的表达能力。 3) 写（Writing） 鼓励学生用所学的单词、词组和句型来书写书信。 II. Language Points Dialogue 1. I just dropped in to say goodbye,LiMing. drop in: 顺便走访, 不预先通知的拜访 eg. Remember to drop in tonight. 记住今晚来。 Please drop in again. 请再次光临。 2. Now ZhangJie is leaving for California,USA. to study. leave for: 到.去, 出发前往 eg. He has left for Washington.他已经去华盛顿了。 ·12· 大学实用英语①
大学英语教材2第二单元 Unit 2: Talking about Daily Routines I. Introduction In the second unit of the college English textbook 2, we will focus on talking about daily routines. This unit will help students expand their vocabulary related to daily activities, as well as develop their speaking and writing skills. By the end of this unit, students will be able to communicate proficiently about their daily routines and describe their typical day. II. Vocabulary To effectively communicate about daily routines, it is essential to have a strong vocabulary base. Here are some key vocabulary words related to daily activities: 1. Wake up 2. Brush teeth 3. Take a shower 4. Get dressed 5. Have breakfast 6. Attend classes 7. Study 8. Go to the library 9. Have lunch
Unit 2 Brainstorming . Expressions for describing general impressions of a person: Positive expressions: polite, smart, cute, nice, a good leader, well-educated, entle, charming, wise man Negative expressions: clumsy, forgetful, rude, careless, stupid, a follower, (somebody) having more age than experience, wise guy (of someone who pretends to be smart, but actually behaves foolishly; cf. wise man) Neutral expressions: funny (When used in an neutral way, the word means that someone's behaviour is laughable; but the expression can be slightly negative when it means that someone's behaviour is strange, abnormal, as in the saying: funny ha-ha or funny peculiar? This saying is used when someone says somebody is funny.) sensitive, forgetful 2. Expressions for describing someone's emotional changes: Changes for the better: calm, cool, cheer up, feel better, be sympathetic with Changes for the worse: get panicky, feel nervous, have butterflies in the stomach, get irritated / angry, become anxious, wear / have a questioning expression, be horrified, feel guilty, be embarrassed 3. Expressions of behaviour: Silly behaviour: play the fool (e.g. to make people laugh), make a fool of oneself (unintentional), be up to no good / mischief (intentionally, usually in secret), mess / fool around (wasting one's time, behaving foolishly), behave badly, get into trouble Good behaviour: be good / be as good as gold (of children, behaving very well), set a good example, turn over a new leaf, behave oneself Neutral behaviour: behave, conduct oneself (behave in a particular way, such expressions are usually used with other qualifying expressions, e.g. conduct oneself responsibly; behave very well) 4. Expressions for social positions or titles: headmaster, doctor, nurse, director, supervisor, head of department (HOD), chairman / chairwoman, professor, coach, president 5. Expressions for commenting on personalities: can't stand, (can't) put up with, It takes all sorts (to make a world). To err is human, to forgive is divine. (someone's silly behaviour) almost brings down the house, arouse hilarious laughter, be disgusted at / with Listening 1.John had to write an essay. The essay would be about an elderly person, but John knew little about old people. John's teacher advised him to visit an old people's nursing home 2.John felt nervous when he first entered the office, but the director was very nice to him. She showed him a list of the old people living there and helped him to choose an old lady to visit 3.John found that the old lady was a bit deaf and clumsy, but that she was diligently knitting. She didn't speak very much, and didn't seem to know what she was doing. John decided that she was crazy
Unit 2 Values Teaching Aims: 1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text 2.Appreciate the wording (riches) in the title of the text 3.Grasp the key languge points in Texts A and learn how to use them in context 4.Unerstand the cultural background related to the content 5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write an essay beginning with an anecdote or a piece of news, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, dicussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain. 2.Have students learn more about the fact that economic development and personal income can’t always account for happiness. 3.Do you think rich people must be happier than poor people Why 4.Do you think a poor person can have a life full of riches How 5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’ Step 2 Global analysisi of Text A 1. Division of the Text A Part1: The writer’s encounter with a boy who raised the question “Are you poor” Part2: In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3: In conclusion, the writer t hinks he’s grown to understand more about himself because of the boy’s question. 2.Understanding the main idea of the text with the help of the questions on page 37-38
大学英语教材二单元 Unit 2: Communication and Technology Introduction: The second unit of the college English textbook focuses on communication and technology. In this unit, we will explore different aspects of communication in the digital age, including the impact of technology on communication, effective communication strategies, and the use of technology for language learning. Through the study of this unit, students will gain a deeper understanding of the role of communication in today's world and enhance their English language skills. Section 1: The Impact of Technology on Communication 1.1 The Evolution of Communication Technology Communication technology has evolved significantly over the years. From the invention of the telegraph to the development of smartphones, technological advancements have greatly influenced the way we communicate. This section will discuss the key milestones in the evolution of communication technology and their impact on society. 1.2 Advantages and Disadvantages of Technological Communication While technology has revolutionized communication, it also comes with its own set of advantages and disadvantages. This section will examine the pros and cons of technological communication, including increased connectivity, information overload, and potential privacy concerns. By
The humanities: Out of date? 人文学科：过时了吗？ When the going gets tough, the tough take accounting. When the job market worsens, many students calculate they can't major in English or history. They have to study something that boosts their prospects of landing a job. 当形势变得困难时，强者会去选学会计。当就业市场恶化时，许多学生估算着他们不能再主修英语或历史。他们得学一些能改善他们就业前景的东西。 The data show that as students have increasingly shouldered the ever-rising cost of tuition, they have defected from the study of the humanities and toward applied science and "hard" skills that they bet will lead to employment. In other words, a college education is more and more seen as a means for economic betterment rather than a means for human betterment. This is a trend that is likely to persist and even accelerate. 数据显示，随着学生肩负的学费不断增加，他们已从学习人文学科转向他们相信有益于将来就业的应用科学和“硬”技能。换言之，大学教育越来越被看成是改善经济而不是提升人类自身的手段。这种趋势可能会持续，甚至有加快之势。 Over the next few years, as labor markets struggle, the humanities will probably continue their long slide in succession. There already has been a nearly 50 percent decline in the portion of liberal arts majors over the past generation, and it is logical to think that the trend is bound to continue or even accelerate. Once the dominant pillars of university life, the humanities now play little roles when students take their college tours. These days, labs are more vivid and compelling than libraries. 在未来几年内，由于劳动力市场的不景气，人文学科可能会继续其长期低迷的态势。在上一代大学生中，主修文科的学生数跌幅已近 50%。这种趋势会持续、甚至加速的想法是合情合理的。人文学科曾是大学生活的重要支柱，而今在学生们参观校园的时候，却只是一个小点缀。现在，实验室要比图书馆更栩栩如生、受人青睐。 Here, please allow me to stand up for and promote the true value that the humanities add to people's lives. 在这儿，请允许我为人文学科给人们的生活所增添的真实价值进行支持和宣传。 Since ancient times, people have speculated about the mystery of those inner forces that drive some people to greatness and others to self-destruction. This inner drive has been called many things over the
大学英语教材3第二单元 第二单元: 大学英语教材3 大学英语教材3的第二单元主要涉及以下几个话题：家庭及人物描述、日常活动和习惯、过去经历和回忆、谈论未来计划和打算等。该 单元通过不同的课文和对话，旨在提高学生的口语表达能力和语法运 用能力。在本文中，我将对教材3的第二单元进行详细介绍和分析。 第一部分：家庭及人物描述 在第二单元的第一部分，学生将学习如何用英语描述家庭和人物。 这部分的课文和对话会给出一些有关家庭成员的信息，包括他们的年龄、职业、外貌以及个性特点等。通过学习这些描述性的词汇和句子，学生可以更好地与他人交流并描述自己的家庭和人物。 第二部分：日常活动和习惯 本单元的第二部分将讨论日常活动和习惯。学生将学习如何用英语 描述他们的日常生活、兴趣爱好以及习惯。通过学习这些词汇和表达 方式，学生可以更好地与他人交流，并了解他人的日常生活和习惯。 第三部分：过去经历和回忆 在第二单元的第三部分，学生将学习如何用英语谈论过去的经历和 回忆。通过学习过去时态的用法以及相关的词汇和句型，学生可以描 述他们过去的经历、旅行、学习和工作等。这部分的课文和对话会给 出一些具体的经历和回忆，以帮助学生更好地理解和运用所学知识。
第四部分：谈论未来计划和打算 在第二单元的最后一部分，学生将学习如何用英语谈论他们的未来计划和打算。通过学习将来时态的用法以及相关的词汇和句型，学生可以描述他们打算做的事情、未来的职业规划以及计划的旅行等。这部分的课文和对话会给出一些具体的例子，以帮助学生更好地理解和运用所学知识。 总结 大学英语教材3的第二单元主要涉及家庭及人物描述、日常活动和习惯、过去经历和回忆、谈论未来计划和打算等几个话题。通过学习这些内容，学生可以提高自己的口语表达能力，学会用英语描述家庭和人物，谈论日常活动和习惯，以及回忆和谈论过去的经历。同时，学生也可以学会谈论自己的未来计划和打算，展望自己的未来。通过理解和运用这些知识，学生可以更好地与他人交流，并丰富自己的英语口语能力。