新世纪大学英语综合教程第二册教案(全套)

新世纪⼤学英语综合教程第⼆册讲义Unit2第⼀讲Unit 2 Learning a Language(Listen and Talk)(讲义)⼀、教学⽬的1. Know the definition of a language.2. Understand the importance of learning a foreign language.3. Master the ways of learning a foreign language.⼆、教学时数 2学时三、教学⽅法: Discussion四、教学重点：To talk and discuss about why should a foreign language.五、教学难点: Learn a suitable and effective way to learn a foreign language.六、教学内容（详细具体）Step I Lead-in:1) What is language?Language is a system of symbols designed for the purpose of human communication2) What is the function of language?Direction: Rearrange the words and phrases into a logical order.The tongue is not made of steel, yet it cuts. ⾆头不是钢，⼀动把⼈伤。

A good tongue is a good weapon.⼝齿伶俐，是件利器。

A foreign language is a weapon in the struggle of life.外语是⼈⽣⽃争的武器。

Step II Listen: Why should we learn English: Dialogue1: Listen to the dialogue once and answer the questions.1. How important is English in Yi Ling’s opinion?English gives her more access to knowledge and job opportunities.2. What type of career is Yi Ling thinking of?To be a businessman, an engineer, or a scientist.Direction: Listen to the dialogue again and check your understanding.ScriptJohn: Do you think English is very important to you, Yi Ling?Yi Ling: Definitely!John: In what way?Yi Ling: The biggest thing is that it gives me more access to knowledge. So many materials and resources are in English these days.John: Tell me more about it?Yi Ling: With English we can use more computer software, get more information onthe Internet, enjoy foreign movies and TV shows. You see, it makes a big difference. John: What about job opportunities? Can you get a better career if you are good at English here in China?Yi Ling: Definitely. And a better career means a better salary.John: What type of career are you thinking of?Yi Ling: I’m not sure yet. Maybe a businessman, maybe an engineer, or who knows? Maybe even a scientist.John: Wow, you have high aspiration（ambition）!Why should we learn English?Think of at least 3 reasons why we should learn English in groups.to learn about some western culture to use for business to talk to native speakers to serve in the Olympics to use in tourism to read English books and surf the internet to listen to English music and movies SummaryWith the development of globalization（全球化）, English has become an international tool for people to communicate with each other. And we are the future of our homeland, so it’s our duty to prosper（繁荣）our country; therefore, to master a foreign language becomes a necessity （= It is necessary to master a foreign language）.Share your experience or effective ways of studying EnglishTips:+ keen interest+ confidence+ aggressiveness in study+ strong motive to communicate and express self-feeling+ participation in class-teaching+ trial and error procedure+ unique style of self-studyReferences:1. Cultivate learning interests and practice. (Tell me，I will know it；Teach me，I will understand it；Involve me，I will remember it.)2. Make you obtain certain language points and rejoice in your achievements.3. Have good learning strategies and develop your learning efficiency.StepV Homework: Preview Text B and recite the new words in Text B.Presentation: How to live a healthy life?Step III Listen: Peoples’ experiences of learning a foreign language.1) listen and find out various Language Learning Stylesa. You may be surprised to find that there are different ways of going aboutlearning languages, none of which is necessarily better than the others.b. Researchers have identified four basic learner “types”…c. It’s unusual for a person to be exclusively one “type” rather than another.d. Most of us are mixtures of styles.2) Focus on the four basic learner “types.” Match Column A, the learner types, with Column B, ways of learning languages.Communicative learners : Watching & listening to native speakers and having conversations.Analytical learners : Studying grammar and finding their own mistakes. Authority-oriented learners : Having teachers explain everything and writing everything down in the notebook.Concrete learners: Playing games, looking at pictures and talking in pairs, etc. ScriptAll right, class. Today we're going to be looking at different language learning styles. You may be surprised to find that there are different ways of going about learning languages, none of which is necessarily better than the others. Researchers have identified four basic learner "types" -- the communicative learner, the analytical learner, the authority-oriented learner and the concrete learner. Communicative learners like to learn by watching and listening to native speakers. At home, they 'like to learn by watching TV and videos. They like to learn new words by hearing them. In class, they like to learn by having conversations. Now, concrete learners like to learn by playing games, by looking at pictures and videos in class, by talking in pairs, and by listening to cassettes at home and school. Now, authority-oriented learners, on the other hand, like the teacher to explain everything. They like to write everything down in their notebook, and they like to have a textbook. They like to learn new words by seeing them. And finally, we have analytical learners. These learners like to learn by studying grammar. At home, they like to learn by studying English books, and they like to study by themselves. They like to find their own mistakes. Now, of course, it's unusual for a person to be exclusively one "type" rather than another. Most of us are mixtures of styles. What type of learner do you think you are?Step IV Discussion: What are the effective ways of learning a foreign language. Tips:+ keen interest+ confidence+ aggressiveness in study+ strong motive to communicate and express self-feeling+ participation in class-teaching+ trial and error procedure+ unique style of self-studyReferences:1. Cultivate learning interests and practice. (Tell me，I will know it；Teach me，I will understand it；Involve me，I will remember it.)2. Make you obtain certain language points and rejoice in your achievements.3. Have good learning strategies and develop your learning efficiency.Step V homeworkPreview Text A and recite the new words in Text A.Presentation: What are the appropriate ways for you to learn a foreign language?七、教学反思Will Chinese become a lingua franca in the near future?第⼆讲Unit 2 Learning a Language(Read: Text AA Language Teacher’s Personal Opinion)(讲义)⼀、教学⽬的1. Learn some words.2. Understand the difficult sentences.3. Learn to give suggestions of learning a foreign language.⼆、教学时数 2学时三、教学⽅法: Discussion四、教学重点：Learn the new words and expressions.五、教学难点: The difficult sentences of Text A.六、教学内容（详细具体）Step I. Revision: dictate the new words of Text A.Step II. Skim the text and choose the best heading for each paragraph.1) Text A has six paragraphs (1-6). Choose the most suitable heading for each paragraph from the list of headings below. List of headingsA. A good method that suits all students does not existB.The behaviorist approachC.Two false attitudes toward English learningD.The role of fellow studentsE.Advertisements often give the false impressionF.The role of interestKey:1-E 2-A 3-C 4-B 5-F 6-D2) Text organizationPart Ⅰ(para.1-2 )-----Discussion on the false impression that learning English is easyand does not need much effort.Part Ⅱ (para.3)-----The two extremes concerning the belief of language learning. Part Ⅲ(para.4) -----The uselessness of teaching method based on the behaviorist theory.Part Ⅳ (para.5-6)-----The useful way of learning a language.Step III. Scan the text and detect the detail information of the text.1) Part ITrue or False1. In order to catch the attention of potential learners, advertisements usually exaggerate the fast pace and great ease of learning English. T2. To be able to read the original works by great writers can be a motivation for people to learn the language of those great writers. T3. People don’t believe what advertisements say about language learning at all. F4. Each individual teacher may have his or her unique way of teaching a language. T Sentence rearrangement1. No doubt this is true to a certain extent, but it is not very helpful to students.2. But it is difficult for anyone to explain in simple language why one method is better than another, and it is no use pretending that anyone has discovered a perfect way of teaching English in every possible situation.3. It is natural for students to be attracted to methods that will teach them as quickly and efficiently and cheaply as possible.4. Some experts even argue that there are as many good methods of teaching a language as there are good teachers, because every teacher is an individual with his own personality.Key: 3-2-4-1Questions and answerQ 1 What do advertisements for English learning always claim?It is easy to learn English; it doesn’t take much time; it doesn’t take much effort.Q 2 Why do those advertisements also refer to famous writers like William Shakespeare or Charles Dickens?Both they were great writers and are considered ad great masters of the English language. The advertisers intend to use the two British writers to encourage students to join them in learning English so that they will be able to enjoy works by these great writers in the original.Q 3 What is the writer’s response to such advertisements?It’s impossible to learn English well in a short time; many people must believe these ads.SkimmingQ 4 Does the author feel satisfied with the fact that every teacher has his or her own way of teaching English?No. The author recognizes the fact but does not feel happy about it because he thinks simply pointing out the fact does not help students much.If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed.Q 5 What is the author’s profession?He must be an English teacher whose job is to train qualified English teachers.Q 6 What is meant by “every teacher is an individual with his own personality”?It means that different teachers have different personalities and, therefore, a teacher may have his or her own way of teaching English.Q 7 If you all feel that your teacher’s way of teaching is good and acceptable, does it mean that everyone in your class can learn English well enough?No. The reason is simple. Each student is an individual with his or her own personality. That is why the teach should attend to / satisfy / meet the individual needs of his or her students.No doubt this is true to a certain extent, but it is not very helpful to students.Q 8 What can we learn from the expression “This is true to a certain extent, but …”? We can see the author doesn’t totally agree with the previous stat ement.Q 9 Then, what, in the author’s opinion, is helpful to students?Students should have some good methods in learning English.2) Part IITrue or falseThe only way to learn a language well is to go and live in a country where it is spoken. FQuestions and answerQ 1 What are the two extremes concerning the beliefs of language learning?On one hand, some believe that the only way to learn a foreign language is to spend a great deal of time in the target country; on the other hand, some learners claim that they can master a foreign language just by self-study with only the help of dictionaries.Q 2 Could you give some examples to show that “it is wrong to assume that each word in English has a precise equivalent in another language and vice versa”?One example is that the English word “aunt”may refer to 姑母，姨母，舅母，婶母，伯母，etc. Another case in point is that in Chinese we have “mantou”(馒头）which has no precise equivalent in English, though we can paraphrase it as “steamed bread”.3) Part IIITrue or falseLearning a language is just like how a parrot imitates a human being. FQuestions and answerWhat would teachers who believe in behaviorist psychology encourage students to do in the language learning context? Behaviorists believe that language learning is a kind of habit formation and they assume that people learn things very much like parrots and chimpanzees. So teacherswho believe in behaviorist psychology would ask students to repeat phrases and do mechanical exercises by imitation.4) (Part IV)Questions and answerQ 1 What is the author’s opinion about learning a new language?The author believes that no one can learn a new language well enough unless he or she is interested in it. He also thinks that the way of learning to speak and write in another language is probably similar to the w ay of learning one’s mother tongue.Q 2 What does the writer emphasize towards the end of this essay?He emphasizes the importance of group work in learning a new language.Q 3 Why does the writer repeat the word “real” in the last sentence?He wants to em phasize the idea that language learning should be based on “real situations” in “real life” and the language we learn should be “real language”.5)Summary of the textDirection: Complete the following passage with words chosen from this unit. The initial letter of each is given. (Page 28) Step IV. Learn some new wordsGood Usage（Para. 1）according to these advertisementswith very little effort on the student’s parta reference to William Shakespeare or Charles DickensI don’t know whether to laugh or cryridiculous claimsor else(Para. 2)as quickly and efficiently and cheaply as possiblein simple languageit is no use pretendingin every possible situationthere are as many good methods of teaching a language as there are good teachersan individual with his own personalityno doubt (that)to a certain extent(Para. 3)have a great advantage over othersafford to dogo to the opposite extremeit is wrong to assume that .a precise equivalentvice versaprovide students with .let alone(Para. 4)is based onare fond of making students repeat phrasesif we were parrotsit is a pity(Para. 5)in my personal opinionunless he is interested in itrelate them to their own livesIt is worth remembering that languageis a means of communication.is very similar to(Para. 6)another relevant point worth mentioningwe need other people to talk to and listen to when …Key Words and Expressions for Text Apersonal a.[no comp.] concerning, belonging to, or for the use of a particular person; private [⽆⽐较级]个⼈的；私⼈的e.g. 1. Please do not take what I said too seriously; it was just my personal opinion.2. I don’t want to have a hand in his personal affairs.我不愿意过问他个⼈的事。

新世纪⼤学英语：综合教程第⼆册（全）新世纪⼤学英语：综合教程第⼆册（全）U1Text AComprehension CheckI Directions（Part 1）1) risk2) pulled3) shepherded4) lodging5) ranger6) sacks7) bundles8) noted9) simple10) kinII Directions （Part 2）1) F2) F3) T4) F5) T6) T7) T8) F9) T10) FIII Directions （Part 3）1) D2) C3) B4) A5) BSelf-testB 12) D 13)C 14) B 15) B 16)C 17)D 18) A 19) D 20) BII Directions （Part 2）1) run contrary to2) pull over3) risk his life4) picked, up5) Come on in6) take a gamble7) help out8) in, circumstances9) have in mind10) pulled away11) stand out12) rely onIII Directions （Part 3）1) F2) A3) D4) C5) B6) EIV Directions （Part4）1) exhausting2) to complete3) to do4) laughing, talking5) informedU2Text A Comprehension Check I Directions（Part 1）3) good4) self-fulfilling5) great6) upward7) hopeful8) problems9) positive10) ongoingII Directions （Part 2）1) T2) T3) F4) T5) F7) T8) T9) T10) FIII Directions （Part 3）1) C2) D3) D4) B5) ASelf-testI Directions（Part 1）1) A 2) D 3) C 4) D 5) B 6)C 7) A 8)D 9) B 10) C 11) A 12) C 13) D 14) D 15) B 16) C 17) B 18) C 19) D 20) C II Directions （Part 2）1) in terms of2) run into3) from a new perspective6) resulting in7) in reverse8) get the hang of9) by choice10) make a difference11) live through12) had no ideaIII Directions （Part 3）1) E2) D3) A4) F5) C6) G7) BIV Directions （Part4）1) E2) A4) C5) DU3Text A Comprehension CheckI Directions（Part 1）1) prospects2) storage3) used4) doubt5) siren6) fool7) sardines8) 17/seventeen9) withered1) T2) F3) T5) F6) F7) F8) T9) T10) TIII Directions （Part 3）1) A2) C3) D4) B5) BSelf-testI Directions（Part 1）1) D 2) B 3) A 4) C 5) B 6)C 7) B 8) B 9) A 10)D 11) C 12) B 13) C 14) A 15) B 16) C 17) B 18) D 19) A 20) C II Directions （Part 2）1) in a sense2) pack up3) come up with4) on the side5) came across6) put, to the test7) stay the course8) plunged into9) stick it out10) get the idea11) flooded in12) walk the streets2) frame3) unload4) rub5) dust6) neglectIV Directions （Part4）1) A3) B4) C5) D6) AU4Text A Comprehension CheckI Directions（Part 1）1) application2) first3) confidence4) start5) lightness6) faith7) love8) cancer9) waste10) courageII Directions （Part 2）1) F3) T4) F5) T6) F7) F8) F9) T4) B5) CSelf-testI Directions（Part 1）1) A 2) C 3) D 4) B 5) C 6)D 7) B 8) A 9) A 10) B 11) C 12) B 13) D 14) B 15) C 16) A 17) D 18) C 19) B 20) A II Directions （Part 2）1) drop out2) in the thick of3) Truth be told4) stumbled into5) on the sidelines6) sign off7) fall out8) hand in hand9) take a chance10) fell away11) drown out12) start overIII Directions （Part 3）1) C2) E3) J4) D5) G6) H7) I8) F9) B10) A5) P6) P7) A8) PU5Text A Comprehension CheckI Directions（Part 1）1) granted2) future3) unimaginable4) listless5) appreciation6) senses7) blessed8) hazily9) pity10) fullnessII Directions （Part 2）1) T2) T3) F4) F5) F6) T7) F8) T9) F10) TIII Directions （Part 3）Self-testI Directions（Part 1）1) B 2) A 3) D 4) A 5) C 6)A 7) D 8)B 9) B 10)C 11)B 12)C 13) A 14) B 15)D 16) D 17) C 18) A 19) B 20) D II Directions （Part 2）1) long for/longed for2) take in3) in search of4) are in debt to5) had racked his brain6) in particular7) propose a toast8) keep back9) fell into debt10) bestow on11) be singled out12) break the newsIII Directions （Part 3）1) C2) A3) B4) D5) B6) CIV Directions （Part4）3) would take4) had shifted5) was6) could do7) was8) had to9) was10) would be11) happenedU6Text A Comprehension CheckI Directions（Part 1）1) vital2) two3) score4) specified5) role6) oneness7) direction8) loyalty9) rash10) meritsII Directions （Part 2）1) T2) F3) F4) F5) T6) T7) F8) T9) F2) A3) C4) D5) BSelf-testI Directions（Part 1）1) B 2) A 3) D 4) C 5) A 6)D 7) B 8) C 9) A 10) D 11) B 12) C 13) A 14) B 15) D 16) A 17) B 18) C 19) B 20) C II Directions （Part 2）1) feel free2) to his credit3) get in the way4) in line with5) Assess, on its merits6) took in/has taken in7) take up8) shift the blame onto9) followed the herd10) lose heart11) In view of12) pave the way forIII Directions （Part 3）1) B2) E3) C4) F5) A6) DIV Directions （Part4）1) A2) A3) B4) C5) B。

课次1课时2课型（请打√）理论课□讨论课□实验课□习题课□其他□授课题目（教学章、节或主题）：第二册Unit 4 Optimism and Positive Thinking教学目的、要求（分掌握、熟悉、了解三个层次）：After this session, students will be able to1.learn and talk about life attitude;2.grasp general idea and the structure of the text A教学重点及难点：教学重点：general idea and main structure of Text A教学难点：How to divide the passage教学基本内容方法及手段Pre-reading activities (55mins)I Lead-in (20mins)1.Are you a optimist or a pessimist?Task one: Look at the following picture, what do you see?Is the glass half full or half empty?Task two: Read the following story. What do you think the optimistic salesman and pessimistic salesman would respectively report to the management? What would you report if you were a salesman?II Reading Activities1.Looking for the main idea of the passage2.Finding out the structure of the passage Multi-media lectures; Group discussions;作业、讨论题、思考题：1. Finish “Read between the lines” on P1072. Preview the new words and expressions in the text and try to find how to use them.参考资料（含参考书、文献等）秦秀白，张怀建，2008，《新世纪大学英语系列教材综合教程教师手册2》，上海：上海外语教育出版社。

Unit 1Ⅰ.Teaching objectivesStudents will be able to:understand the main idea, structure of the text and the author’s writing stylemaster the key language points and grammatical structures in the textconsider that “generation gap”　a s a common phenomenon betweenparents and childrenⅡ.Topics for discussionWhom do you go for help when you are in trouble, your father or yourmother? Why?What is your opinion on “generation gap”? Do you think there isgeneration gap between you and your parents? How to bridge the gap?Consider the deep reason of generation gap.Ⅲ.An integrated analysis of Text 1HighlightsAs a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gapbetween her father and herself has existed for so long a time. By tellingthe reader how the gap disappears the author intends to display that thepermanent love between parents and children.Structural analysis of the text and language pointsThe text can be divided into five parts.Part One: (Paragraphs 1) As an introduction, the first paragraphsupplies the basic information for the whole story.The following questions could be asked:1)1)how did the author feel about her trip to Hawaii?2)2)How could you describe the relationship between the author andher father/Part Two: (Paragraphs 2-4) The three paragraphs elaborate on howtheir problems arose from their different personal preferences and howthese differences have developed into a kind of “cold war”(silence). It is aflashback into the author’s early years.unreasonable d emands in herThe second paragraph lists a number of her father’schildhood and adolescent time. The third paragraph is about her option of college andmarriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart.The following questions could be asked:1)1)Would you please find out what particular demands the father puton the author?2)2)How did the father express his disapproval?Part Three: (Para. 5-6):In paragraph 5 the author recalls herprofound love. This recall ischildhood when she enjoyed her father’simportant, because it only shows the father is capable of parental love, butyearning to turn the clock back and be heralso suggests the author’sfather’s little daughter again.Paragraph 6 returns to the present moment when, after long years of estrangement, theauthor cannot but wonder whether her father will extend his love for his “littledaughter” to his crossbred grandson.The following questions could be asked:1) Is the author prepared for the worst?Part four: (Para. 7-13):These paragraphs concern about theobservation about the initial reaction of her parents in theirauthor’saffection for his grandson is described inreunion, and the father’sparagragh10-11, the next two paragraphs come to be aware of heraders can naturally expect the tension tofather’s real state of mind and remelt slowly during the rest of the author’s stay.Part five: (Para. 14-15):These two paragraphs serve as aconclusion of the story. The author depicts the profound emotionalattachment between her father and her son in the following years—theircompanionship in the plays and the old man’s frequent visits to NewYorkThe following questions could be asked:What does it mean by “…trailed by a different, bouncing shadow”？Ⅳ.Language pointsApprehension1)anxiety about the future, expectation of something unpleasantE.g. We waited for their with a great of apprehension.2) apprehensive adj.E.g. I must admit that before my baby was born I was apprehensive aboutmotherhoodStern1)serious, strict, severeE.g. the college principal was a stern old Scotsman called Mr. Fraser.2)sternly adv.E.g. When she did not answer he said sternly and coldly, “Do you understandme?”Femininetypical of a woman, especially in a way that is graceful or attractiveE.g. Nowadays many women rejected the old feminine roles of wife andmother.E.g. “How did you know I was lying?”“Call it feminine intuition”MingleTo mix so as to form an individual whole, while keeping separate qualitiesE.g. As I spoke his expression was one of amazement mingled with fury.E.g. She mingle tradition and originality in her design.Follow in someone’s footstepTo follow an example set by someone in the pasteps and go to the same schoolE.g Charles’s children will follow in his footstMarry into(a family or a social class)To become a member of a certain family or social class by marriageE.g. The only reason Camilla has so much money is that she married onto thearistocracy.Subsequent1) following or happening afterE.g. In subsequent lessons the teacher made clear what she had said at thebeginning.2) subsequently adv.E.g. They started their research using a method which was subsequentlyproved to be unsatisfactory.Estrangement1)causing (esp. people in a family) to become unfriendly towards each other.E.g. His estrangement from his brothers and sisters made his wife andchildren.2)estrange v.E.g. Steve became increasingly estranged from his wife and children.FloodTo arrive at (in) large numbersE.g. Requests for information flooded in after the advertisement.E.g. Tourists flooded into the city.TiptoeTo walk on tiptoe to avoid making any noiseE.g they tiptoed from room to room, afraid to speak above a whisper.GleefullyIn such a way as showing great joy and satisfactionE.g. The children are playing gleefully in the gardenUniform1)the same or consistent, as from example to example or from place to place;constantE.g The are-conditioning system maintains a uniform temperature throughoutthe building2)uniformity n.E.g. most modern housing developments show a tedious uniformity ofdesign.Ⅴ. Questions for considerationHow to bridge the generation gap between parents and children?Ⅵ. Main idea of Text 2The writer used to be very much attached to her mother, who, she thought, wasthe one to hold them together. Assuming no one could ever replace her mother afterher death, the writer found, little by little, to her surprise, that she and father hadmore in common than she had ever imagined. And her father’s deep love for her made her realize that he had become her new Mum. From the whole story we knowith a lovely sense of that the writer’s father is a devoted husband and a fond father whumor. He was also sentimental, sensitive and understanding.Topics for discussion:1)1)What kind of man is the writer’s father?2)2)Explain the title “My New Mum Is …My Dad”．3)3)Whom are you more sentimentally attached to, your father or yourmother? Why?Unit 2I.Teaching objectivesStudents are supposed to:grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1.appreciate the fluid and sensual writing style and master the keylanguage points and grammatical structures in the Text 1know how a good relationship between teachers and students buildII.Topics for discussionHave you ever been in a situation where you were considered “different from others? How did you feel?Who is your favorite teacher? What do you remember him/her for?What qualifications do you expect of a good teacher?III.An integrated Analysis of Text 1HighlightsThe teacher’s general impression about the student named Teddy was not so good, while the turning point of the whole story is a Christmas presentgiven to the teacher by Teddy, it made the teacher moved so much. Theteacher gave special care and encouragement to Teddy, which changed hisattitudestudy and life a lot. This text is to tell the readers how a teacher’stowards a pupil can affect his/her life.Structural analysis of the text and language pointsThe passage can be divided into five parts.Part One: (Paragraphs 1-5) The first three paragraphs describe Mrs.Thompson’s initial unpleasant impression about Teddy. This impression) and hercomes from her contact with the boy(“slumped in the his seat”pervious observations (“his clothes were unkempt and that he constantlyneeded a bath. And teddy was unpleasant”).Mrs. Thompson promises to love them all the same, and treat them all alike, but asis proved later, it is not true. She does not like Teddy at first, but she gives particularcare and attention to him.In paragraph 4and 5, Mrs. Thompson’s impression is confirmed by Teddy’s school work during the first few months.Part Two: (Paragraphs 6-8) These paragraphs tell the readers what Mrs.Thompson learned from Teddy’s records.The three teachers’ comments on Teddy present a picture of Teddy’s gradual chang “…he is a joy to be around”, “…his home life will soon affect him…”, “Teddy iswithdrawn… He is tardy and could become a problem.”Mrs. Thompson was somewhat surprised when she read Teddy’s file, she realized she had the duty to do something about it.Part Three: (Para. 9-12): Here we come to the most important part ofthe story, because what happened before Christmas prompted Mrs. Thompsonto do something for Teddy. The students began to laugh when their teacheropened the present given by Teddy, because they thought the present was uglytand worthless. Mrs. Thompson knew that the other kids’ laughter could hurTeddy, and she put on the bracelet and dab some perfume on her wrist in orderto show that she liked Teddy’s present. She was deeply touched by Teddy’words and the way he uttered them, which made her realize how desperatelythe boy needed love and care his mother used to give him.Part Four: (Para.13-14):These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas.The following questions could be asked:1)1)What change did Mrs. Thompson make in her teaching?2)2)What was the remarkable change in Teddy’s study after Mrs. Thompsonhad changed her attitude towards him?3)3)Why would Mrs. Thompson remember that cologne on days when therewas an important test?Part five: (Para. 15-20):this part presents the five successive notes by Teddy at important stages of his study.Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on threeimportant occasionsIn paragraph 18 to 19 Teddy wrote something different and special in addition to hisconsistent gratitude to Mrs. Thompson.The last paragraph does not describe how Teddy’s wedding takes place. However, we can reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in thepew for the groom’s mother, with the bracelet around her neck and the special smellof cologne, and witnessing the happiest moment of her favorite student, for whom shehad developed a mother-like feeling.Language pointsLack of:1) absence or less than enough ofE.g. The building was never finished because of lack of money.E.g. At a height of 25,000 feet, the lack of oxygen causes dizziness andheadaches.2) lack v.E.g. He lacks common sense.Tell a lieTo deliberately say something that is not trueE.g. whenever she told a lie, she felt guilty afterwards.Note that in most cases it is a bit too strong to say that someone is a lie. More oftenthan not we say “That’s not true.” Instead of “You are lying.” In the text we ca a touch of humor in the phrase.Take delight inTo get great pleasure from (doing something)I took great delight in watching him making a fool of himself.Be required to1)To be demanded to; to have to do somethingE.g. All the students are required to attend at least 90% of the lecture.2)requirement n.E.g. applicants must fulfill all the requirements described in this brochure before theirapplications can be considered.Be in forTo be about to have something unpleasantE.g. We are i n for some trouble if we don’t finish it quickly.E.g. It is pretty stormy! I think we are in for a rough flight.Inquisitivealways wanting to find out the details about things and peopleE.g. journalists have to be inquisitive, fearless and determinedTake stepsto take action, to do what is necessaryE.g. Managers must take steps to ensure that everyone understands the new regulationsE.g. We have taken steps to prevent such unpleasant thing from taking placeagain.Take painsto make a great effort or take great careE.g. Mary took great pains with her English lesson and got high marks.Pains(pl.): great care or effortE.g. No pains, no gains.Wonder1)used to introduce a requestE.g. I wondered whether you would be so kind as to send me an application formE.g. I wonder if you would help me.2) think about or ask oneself about somethingE.g. he wondered whether he would be able to find the hotel againE.g. I wonder what she is doing tonight.Betto state confidently(what will happen)E.g. The builders want to finish the job by Friday. I bet you won’t. E.g. I bet Tom has a hangover this morning. –you should have seen how much he was drinking last night.IV.Questions for considerationWhat is the most important in teaching and learning process?V.Main idea of Text 2This article is taken from Newsweek, D ecember 3, 2001. It is an report aboutthe effect of TV and junk food on children. Parents worry a lot the harmful effecton their children and junk food is another problem area. The author at last pointsout that to take a positive approach is very important when setting limits onanything to children.VI.Questions for discussion about Text 21)1)Do you think children in China are now watching too much TV?2)2)Do you like the McDonald’s or Kentucky Fried Chicken? Do youagree that they sell junk food?3)3)Do you think that some restrictions on TV and junk food are toomuch for children?Unit 3Ⅰ.Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the textlearn the way of designing a narrative writings writing understand the main idea, structure of the text and the author’styleⅡ.Topics for discussionThink of a person you know who suffers misfortunes but still does whatever he/she can to help others. Describe him/her to your classmates.Do you believe in luck? Please explain with your personal experience.What is the most important element when facing difficulties?Ⅲ.An integrated analysis of Text 1HighlightsThe story is basically a piece of narrative writing, in which theaccount of the latest event is interrupted by a number of flashbacks (someearlier events and experiences). It begins with the air crash. Then it goesback to what had happened before. After this the author resumes thenarration of the air crash and subsequent events.Chronological account (description of the air crash) → flashback(his wife’s intuition and judgment on previous occasions) →　flashback(their romance and marriage) →　recovery from the air crash) →　flashback(his chronological account(the author’swife’s surgery) →　flashback(his wife’s method to make people move on) →　chronological account(the author’s concluding comments)Structural analysis of the text and language pointsParagraphs1-2: The author uses his recent accident –an aircrash—as an introduction to the whole story. The first paragraph tells thereaders what happens to the author, while the second paragraph describeshow his wife reacts to the accident. The description of her reactionnaturally leads to the discussion of her good judgment in the followingparagraphs.Fillmore is a small city in Southern California. Both the city of Fillmore and the City of Los Angels (L.A.) are under the jurisdiction of Los AngelsCounty.Paragraphs3-4: These two paragraphs are the first flashback in thestory which describes Anne’s good judgment on previous occasions andher experiences during the Second World WarParagraphs5-7: These paragraphs tell us how the author met Anne, fell in love with her and eventually married her. This is the secondflashback. To get an insight into Anne’s character, students should be ableto answer the following question:1)1)Why did the author feel miffed in his interview with Anne?2)2)Why did the author have the thought “to heel with her”Paragraphs8: After two flashbacks, the author turns back to hisrecovery from the crash with his wife’s meticulous care. Students aresupposed to answer the following question:Paragraphs9-10: These two paragraphs are also a flashback. Theauthor recalls how his wife handled her crisis: she never gave in andalways tried to help others.The following questions could be asked:what she demanded her1) Did Anne’s attitude towards her own disease agree withhusband to do?2) How did Anne offer help to others?Paragraphs11-13:these three paragraphs are closely related withthe previous two, because they present a picture of how Anne saved herhusband, helped rebuild his confidence and kept him moving on in herown way.“good judgment ”is reaffirmed by her swift reaction to herIn paragraph 11,Anne’shusband’s stroke(“was home within ten minutes and had me at the hospital within anhour”）“Tough love” refers to Anne’s belief that you should be a bit tough with your lovedones in order to get them back to normal life as quickly as possible. Needless to say,under this “tough” surface lies profound love, hence the phrase “tough love”. case of oxymoron, which is a rhetorical device in which incongruous or contradictoryterms are combined. The following are similar example:a deafening silenceher cruel kindnessa mournful optimistParagraphs14: As is the case with most narrative writings theconcluding paragraph provides an end to the event (the air crash).However, the author goes beyond that offering his general comments onAnne’s character, thus making the conclusion somewhat philosophical.in this book means a sudden occurrence of something pleasant,The word “stroke”　while the latte refers to the blockage or breaking of blood vessels in a human brains.So the use of “stroke” is a play of word for a special effect.The last two sentences strike home the author’s point. “What sets the survivor apart from the others is the willingness to move on, and to help others move on too”, exemplified by the autho r’s wife, Anne.Ⅳ.Language points:CollideTo hit each other accidentallyE.g. The two planes collided with each other in midair.Depressed1) sad or gloomyE.g. I need something to occupy my mind. I get depressed if I have nothing to do.2) depression n.E.g. Perfectly stable people are often plunged into depression by divorce, unemployment, or failure in their work.Poignant1)keen or strong in mental appeals eyes forE.g. It was a poignant moment. They held hands and looked into each other’the last time.E.g. The sight of the elders embracing with tears in their eyes was particularlypoignant.2)Poignantly adv.E.g. His remarkable life and tragic death poignantly express the hopes and disappointments of a whole generation.Be wrapped up into be totally absorbed inE.g. he doesn’t have much time for a social life, because he’s too wrapped up in h work.Consoleto give comfort to (someone) in times of sadnessE.g. Susanna d id her best to console her daughter by promising to buy her anotherdoll.E.g. William consoled himself with the thought that at least no one else had beeninvolved in the accident.AuthorizeTo give permission forE.g. Only the Congress can authorize the President to declare war.Feel guiltyto have a feeling of guilt or shameE.g. Many working mothers feel guilty about leaving their children at home and goingout to workE.g. When my grandmother died I felt guilty that I had not visited her more while shewas alive.Beneficiarythe receiver of a benefitE.g. people on high incomes will be the main beneficiaries of these changes in the taxlawsEndureto bearE.g. The report describes how political prisoners have to endureE.g. She had to endure countless attacks on her reputation from popular newspapers.Inspireto influence, to give a sudden good ideaE.g. The novel is obviously inspired by her experience of Christianity in herchildhood.Set apartTo make (something or someone) different, to distinguishE.g. What set the play apart was the way it dealt with the murder scene.Ⅴ. Questions for considerationWhat does “stroke” stand for in this text?Ⅵ.Topics for discussion about Text 2:4)4)What did the author ask her children to do to express their gratitude?5)5)What’s new about the attitude to gratitude?6)6)What’s your way to express your gratitude?7)7)How do you think we should appreciate what others have done for us?Unit 4Ⅰ.Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the textlearn the way of designing a narrative writingunderstand the main idea, structure of the text and the author’s writing styleⅡ.Topics for discussionWho is your favorite footballer or pop singer? Why do you admire him/her?What would you do to meet with challenges or cope with frustrations in your life or work?Ⅲ.An integrated analysis of Text 1HighlightsThe text is a narration. Narrative writing is usually organized in a chronologicalorder. In the text the writer recounts a series of happenings, which consist of an introduction, the conflict, the climax and a solution to the conflict. The writer tells ofhis experiences not to share them with his readers, nor to express his disillusionment. He seems to tell us that one’s success l argely lies in the discovery of one’s real potential.Structural analysis of the textBasically, the story falls into four parts.Part 1(Para.1): main idea—to give reasons for his job transferfunction—to provide the setting of the story(introductoryinformation about whom, when and why)The first paragraph is the introductory part of the whole text. The authorintroduces the setting (the when and where of an event), the character(himself) and prepares the ground for conflict.here refers to people’s social value. Terry The expression “fine t radition”　Bradshaw lives in society that worship idols. Successful persons, such as sports champions, pop singers and famous movies stars, receive focal attention of the society. It is common practice to follow their life-styles. People try to imitatethem, such as wearing the same brand of jeans, having the same hair style, etc.In this way they feel they are more or less accepted as successful people, too.Part 2(Para.2-13): main idea—to recount his frustratingexperiences as a toupee model.function—to raise the first conflict and its climaxsecond part which Paragraphs2-3 serve as the beginning of the story’sincludes three episodes in his frustrating experience as a toupee company’sspokesman. He re the writer tells of his engagement with the toupee companyy.and the company’s marketing strategParagraph 4-7: the writer gives an account of the first episode in the secondpart of the text. This episode is about his suffering when people are making aplastic model of his head.head sent Paragraph8-9:the writer describes his parents’ action to his modeled to them. So these two paragraphs are closely related to the previous account.experience as a toupee Paragraph 10 is the second episode of the writer’smodel. The making of the film commercial is deemed as damaging to hispersonal image, which is evidenced by the smile “…looked like road killstuck to my head”．toupee model Paragraphs 11-13 are about the third episode of the writer’sexperience. It is the climax of the second part of the text. In this episode, thewriter undergoes i ntolerable annoyance and frustration—he has to wear thewig whenever he appears in public. His frustration is highlighted by yetanother simile “…the hairpiece hanging out of my pocket like a squirrel’stail”．Part3(Para.14-27):main idea—to describe his problems, hisprogress and success in broadcastingfunction—to develop the second c onflict, build up the climax and reach thesolutionParagraph14 is a transitional paragraph which marks the end of the first conflict (thesecond part of the text) and the beginning of another conflict (the third part of hetext).Paragraphs15-16: the writer tells how he enters the broadcasting business and begins anew career, so it is the beginning of the third part of the text.Paragraphs17-22: these paragraphs build up the writer’s second conflict in which thewriter describes how he fumbles through his first sports broadcasting and whatproblems he has. He quickly learns the difference between a football player and asports broadcaster, w hich actually suggests t hat a good player does not necessarilymake a good broadcaster(refer to Paragraph17). Then he enumerates many things hedoes not know (refer to Paragraphs 18 and 19). He even does not know where to seeand how to see as a broadcaster(refer to Paragraphs 21 and 22).Paragraphs23-27: these paragraphs tell us how the writer progress in sports broadcasting. With his hard and enduring effort (“I worked hard. I wanted to be good to please the viewers. And I needed that job.”), the writer gradually gets someexperience and masters the knowhow in sports broadcasting (how to entertain hisaudience).thus the second conflict is resolved, marking the end of the third part of thetext.Part4(Para 28):main idea—to comment on his successful careertransition.function—to elicit the theme of the story (conclusiveremark)The author concludes his story with his own remark that serves as an emphaticassertion of the theme: it is important to know who you are and what you cando to be the best of yourselfⅣ.Language points:Get/ be involved inTo take part in an activity or event, or to be connected with it in some wayE.g. The president was involved in the political scandal.Potential customerA person who may become a customer in the future…while getting your head duplicated…while an exact copy of your head is being made.…is high on the listis near the top of the list. Here it means that “being suffocated by plaster while gettin your head duplicat e d for a toupee display” was one of the worst ways to die.Commercialan advertisement on television or radioE.g. McEnroe has been signed up to do a series of coffee commercials.TournamentA competition in a sport or game in which each player or team plays several matches,and the winner is the one who wins the most matchesE.g. Thirty matches were played during the chess tournament, which lasted threeweeks.Cf. championship: a competition to find the best player or team in a particular sport,especially one that involves several stages or gamesShoveto push something quickly or carefully into a space or containershove something in/into/under…E.g. He bundled the papers together and shoved them into a drawer.Fireto make someone leave his or her job, especially because he or she has donesomething wrong or something the employer does not approve ofE.g. You couldn’t fire someone for joining a union, but you can if they go on strike.Cf. lay off: to make workers, especially workers in a large factory or organization,leave their jobs, because t here is not enough work for them to do, or not enoughmoney to pay their salariesE.g. Where demand for goods was shrinking, firms would close down or lay offworkers.A bunch of(an informal American expression) a lot of (people or thing )E.g. I went to a bunch of stores but none of them sold the kind of coat that I want.ViewerSomeone who is watching a particular television programCf. audience: a group of people who have come to a place to watch a play, a concert,or a filmCf. spectator: someone who is watching an event or gameKnock outTo hit someone so hard that they fall down and become unconsciousE.g. Jackson hit Brian hard with his left fist and knocked him out instantaneously.Cf. knock someone out cold(=so that become totally unconscious)Ⅴ. Questions for considerationWhat is your ideal occupation? Why?Ⅵ.Topics for discussion about Text 2:8)8)How did the author balance work and family life? If you were him,what would you do?9)9)Can you explain precisely what happened at that moment inParagraph5?10)10)What does “the wrong message” in Paragraph 7 refer to?11)11)How do you interpret the title?Unit 5Ⅰ.Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the textlearn the way of designing an expository writingunderstand the main idea, structure of the text and the author’s writing style。

Unit 2 The Richest Man in America,Down HomeI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (despite his wealth, Sam Walton remains done-home anddevoted to his team) and the structure of the text ;2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities relatedto the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea ofthe text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 10（Para. 3）: It was nice, but no palace.2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left to john Wal-Mart.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises aft er Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1. T asks Ss the following questions on the recorded passage:—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.B. While-reading tasks1. Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F Arend, retired president of Wal-MartJim Hendren, company lawyer4) Ss will notice that the text transits from Part II to Part IIIwhen the first corporate job -corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (seeLanguage Study). (60 minutes)3. Finding synonyms or synonymous phrases for “down-home”(10 minutes)1) T asks some Ss to explain the title of Text A in their ownwords.2) Ss work alone to find out synonyms or synonymous phrasesfor “down-home”.3) Some Ss report their findings to the class.(Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymousphrases.C. Post-reading tasks1 Using indirect description in portraying a person (25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with eachother.2) T makes Ss think by asking Ss this question: How does the author revealthese character traits of Sam Walton? Does he come forward to tell usdirectly what Sam Walton is like?T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minut es)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 2Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 3IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “Th e reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jami e Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals SamWalton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.B. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metalstatue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by LiuYongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.C. Language StudyHe imagined what surely awaited: He imagined what he was surely to see.2. r emote: far away in space o r timeExamples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnanprovince.Taming the deserts is no longer a dream of the remote futurebut a practical human endeavor.3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.Though online bookstores usually offer discounts, don’texpect to save much.4. It was nice, but no palace: The house was nice, but not luxurious.5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.Examples: 1. Only here was it safe to prepare and handle hot drinks.2. Only then did Peter realize that he still hadn’t phoned his mother.3. Only when the injured limb is fully mobile will the runnerbe encouraged to re-strengthen it.carry on: behave or conduct oneself in a specific wayExamples:There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left,right and centre.folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6. bird dogs: dogs which hunt birds7. local: of or for a particular placeExamples:The plane was to take off at 6 a.m. and land at 7 a.m.local time. Three-quarters of the investment needed tohost the Olympics would be borne by central and localgovernment.8. treatment: the way you deal with sb. or behave towards them(followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the handsof her sons. None of them were willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. Itshould be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) makingyou feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.I like songs with cheerful tunes.11. blend in/into: If sb. blends into a particular group or situation, orif they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether hecould blend in.The painter blended in with the crowd at the art sale. 12.throw o ne’s weight around: behave in an aggressively arrogantwayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Folks don’t like their chairman as he always throws hisweight around.13.reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve ticketsfor the concert.2) keep for a special use (used in the pattern: be reserved forsb./sth.)Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses arereserved for the old.14. “Look, he’s just not that way.”: You see, he is not the sort ofperson to reserve seats for himself.15. o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students canhave more sleep.16. I t buried the Forbes list at the bottom of page 2.: The Forbes listwas arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.17. h eadline: the title of a newspaper article, printed above the articlein large lettersExamples:Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions ofpeople in China: Beijing to host the 2008 OlympicGames.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately tothe view that her mother is an angel.19. stock: shares of a company that are sold to investorsExamples:You’d better get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead againyesterday.20.o n the run: continuously active and moving about; try to avoidbeing capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get thepermit to open a take-away restaurant.He is on the run from the police.21.steer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issuessuch as religion.22.But the real story in his mind is ... : But what is always on hismind is23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and fiveresearch centers.24. liable: likely (to do sth.)Examples:It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until nextweek because of the bad weather.25. as laid down...: as establishedlay down:officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet layingdown regulations for Students.26. loyalty: the quality of staying firm in your friendship or support forsbisth.; a strong feeling that one wants to be faithful tosb./sth. (followed by to)Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changedhis loyalty to the South.27.s ystem: 1) set of ideas, theories, principles, etc. according to whichsth. is doneExamples: Most of the teachers are doing research work, trying to find a goodsystem of teaching English.The classification of the books in the library follows theDewey Decimal System.All the employees are required to work on an eight-hoursystem.2) g roup of things or parts working together as a wholeExamples:With the further development of automation, morecomplicated control systems have come into being.Manned space vehicles have life-support systemsdesigned to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and marginsconsiderably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.)(followed by for or infinitive to)Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.Highly trained staff are well qualified to give practicaladvice to students when they select courses.30. option: 1) (in business) an agreement or contract that givessb. the right to buy or sell sth. such as property or sharesat a future dateExamples:With cash, stock options and the promise of vastresources, Microsoft has attracted faculty elites to itsresearch center.Jones has taken an option on that house.2) s th. you can choose to doExamples: She has the option of entering graduate school orstarting her professional career. Analysts say that thelaunch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win ascholarship.Some companies have set up scholarships for bothstudents and teachers at ouruniversity.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with youwhile you are traveling abroad.33. cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2)prepare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in thepattern: reward sb. for sth. with sth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with atrip to Hong Kong.35. retire: (cause to) stop working at one’s job, usu. because of age(followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36. ...who was stunned at such generosity after the stingyemployer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton37. come/get aboard: (AmE, infml) joinExamples:New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. the way they’re treated: how they’re treatedWhen “the way” is followed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginableimpact on the way people communicate with each other.39. deserve: be sth. or have done sth. for which one should receive (areward, special treatment, etc.); be entitled to (not used in thecontinuous tense)Examples: I am only partly responsible for the success of this book,my collaborator deserves more credit.They deserve a better salary for the job they do. Mary deserves a reward for her efforts。

Unit One: Living in HarmonyPart I Get StartedSection A Discussion▇Sit in groups of threes or fours and discuss the following brainstorming questions.1.You are now living on campus. How do you get along with your classmates?2.Are you willing to help out a stranger? Why or why not?3.Do you think it possible to be a true friend to someone whose name you don‘t know?▇Answers for reference:1. A possible answer:I get along with my classmates pretty well. We help each other and take good care of eachother. When anyone is in trouble or difficulty, we do all we can to lend a helping hand. I love campus life. I believe that the time spent in this university will be an unforgettable experience in my life.2.Possible answers:a. To be honest, with all the stories a bout how certain individuals take advantage of people‘skindness and how people set out to help out a stranger but end up getting into big trouble, I would think twice before helping out a stranger.b. I am willing to help out a stranger, even if it means I would get myself into trouble,because I would feel bad if I passed by someone in need. After all, we‘re not living on a one-man island. We need to rely on each other‘s kindness. What‘s more, I believe most people on earth are good and they do not take a dvantage of others‘ kindness.3. A possible answer:Yes, I think so. True friendship lies in the communication between souls, and you don‘t have to know the person‘s name in order to know the soul.Section B Quotes▇Study the following quotes about kindness. Which quote do you like best? Why?⊙The ideals which have lighted my way, and time after time have given me new courage to face life cheerfully, have been Kindness, Beauty, and Truth. The trite (陈腐的) objects of human efforts — possessions, outward success, luxury — have always seemed to me contemptible (不值得一顾的).—Albert EinsteinInterpretation:What gives me the courage to face challenges in life and move on optimistically is the showing and receiving of kindness and the pursuit of the good, the beautiful and the true. Humans tend to seek worldly possessions, fame, success, and luxury in life, but these things don‘t interest me at all.About Albert Einstein (1879-1955): US physicist and mathematician, born in Germany, who developed the Theory of Relativity, which completely changed the way that scientists understand space and time.⊙Guard well within yourself that treasure, kindness. Know how to give without hesitation, how to lose without regret, how to acquire without meanness.—George SandInterpretation:Kindness is a virtue that we need to cultivate and value. With kindness, we know how to give selflessly without thinking about our losses. With kindness, we know how to lose and gain honourably.About George Sand (1804-1876):a French female writer of novels, whose real name was Amandine Aurore Dupin. She is known for her long relationship with the composer Chopin and for wearing men‘s clothes to show her belief that women should have the same rights as men.⊙You cannot do a kindness too soon, for you never know how soon it will be too late.—Ralph Waldo EmersonInterpretation:If you want to perform an act of kindness to help others, just do it now before it is too late.About Ralph Waldo Emerson (1808-1882): a US poet and writer who had great influence on the religious and philosophical thought of his time.Section C Watching and DiscussionWatch the following video clip ―Simple Acts of Kindness -- Give it a try‖ and do the tasks that follow:1.What are the simple acts of kindness presented in the video clip?● a teenager gives his seat to a middle-aged woman burdened with several bags;● a man offers to pay for a young mother with a baby in her arms whose credit card isexpired;● a woman offers her lunchbox to a homeless person;● a young man lets an exhausted mother take the parking space he‘s been waiting patientlyfor;● a woman gets a card with heart-warming words on it.2.Have you ever been touched by simple acts of kindness from strangers? Share yourexperiences with your group. (Open.)Part III Read and ExploreText ASection A Discovering the Main IdeasExercise 1: Answer the following questions with the information contained in Text A.1)Why didn‘t the author stop for the hitchhiker?2)Did he feel guilty for not helping the young man?3)Why did the author decide to start his journey across America pennilessly?4)What did he discover as he travelled?5)What had happened to the trucker the author met on a rainy day?6)What conclusion did the author draw from his experiences mentioned in Paragraphs 15-18?7)Why did Carol invite the author to talk to her class about his trip?8)What conclusion did the author make about his trip when he talked to the students?▇Answers for reference:1)He thought that someone else would stop for him. And he was afraid of a possible robbery.2)No. He didn‘t. But he was bothered by his easy and quick decision of leaving the young manstranded in the desert.3)He wanted to test if a person could still rely solely on the kindness of strangers or the goodwill of his fellow Americans these days.4)He found out that others shared his fear. Yet they still stubbornly helped strangers like him.5)He was once robbed at knife-point by a hitchhiker.6)He found that people were generally compassionate. And those who had the least to giveoften gave the most.7)She thought the children should be exposed to what else was out there — the good and thebad.8)He concluded that his faith in America had been renewed and that people could still dependon the kindness of strangers.Exercise 2: Text A can be divided into three parts. Now write down the paragraph number(s) of each part and then give the main idea of each in one or two sentences.Part Paragraph(s) Main IdeaOne 1-7 Because of a past experience of neglecting a hitchhiker inneed of help, the author decided to travel across Americawithout any money to find out if one could still rely on thekindness of strangers these days.Two 8-28 During his trip, he found out that people were generallycompassionate and willing to help although they might havefears.Three 29-31 He talked to school children and concluded in a patrioticmanner that in America people could still depend on thekindness of strangers.Section B In-depth Study配图1（Para. 1）：一个男孩在高速公路边一手伸出示意想搭便车，另一手里拿着汽油罐。

Section One Pre-reading Activities (2)I. Audiovisual supplement (2)II. Cultural information (3)Section Two Global Reading (4)I. Main idea (4)II. Structural analysis (4)Section Three Detailed Reading (5)Text I (5)Section Four Consolidation Activities (16)I . Vocabulary Analysis (16)II Grammar Exercises (18)III. Translation exercises (21)IV Exercises for integrated skills (22)V Oral activities (23)VI Writing Practice (24)VII Listening Exercises (25)Section Five Further Enhancement (28)I. Text II (29)II. Memorable Quotes (31)Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. In the film Rachel Getting Married, Kym drove a car off a bridge when she was 16. In that accident, her little brother Ethan died. And the tragedy happened because she took drugs. Do you think the family members can forgive her?2. What can forgiveness bring us?（插入视频）Answers to the Questions:1. Yes, they can, although it may take a long time to recover for everyone in the family. Finally, they can.2. Open.Script:Rachel: Dad, look at me. Okay? I’m right here. Okay? And I am telling you that after Ethan died,I wanted her to get better or just die.Father: Rachel, she’s better.Rachel: And ... No, no. Recovery doesn’t work if you lie. She knows that. I am worthless to her.She doesn’t give a shit about the rest of us!Kym:You are not worthless. How dare you! You’re my sister. I love you guys. I need you guys, but you don’t ... get to sit around for the rest of my life, deciding what I’m supposed to be like. I mean, you weren’t there. You weren’t inside of my head when I was fucked-up.You are certainly not there now.Rachel: Kym,Kym.Kym:You haven’t go any idea how I feel.Rachel: Kym, you took Ethan for granted. Okay. You were high for his life. You were not present.Okay, you were high.Kym:Yes.Rachel: And you drove him off a bridge. And now he’s dead.Father: Rachel, it was an accident.Kym:Yes, I was. Yes, I was stoned out of my mind. Who do I have to be now? I could be Mother Teresa. It wouldn’t make a difference what I did. Did I sacrifice every bit of love in this life because I killed our little brother?Father: It was an accident. It was an accident.Kym:And I’m sorry. I’m sorry.Father: Kymmie, Kymmie, it was an accident.Kym:I’m sorry. I’m sorry.Rachel: I’m sorry, too, Dad.II. Cultural information1. QuoteHumanity is never so beautiful as when praying for forgiveness, or else forgiving another.— Jean Paul Richter （适当位置插入图片Jean Paul Richter）2. PoemForgivenessJudith MammayForgiveness is not easyWhen we believeOur world has ended,And blame lies with another.Forgiving is letting go of the pain;Accepting that what was, was.It will not change,Cannot change.Forgiving is dismissing the blame.Choices were made that caused the hurt.We each could have chosen differently,But we didn’t.Forgiving is looking at the pain,Learning the lesson it has produced,And understandingWhat we have learned.Forgiving allows us to move onToward a better understandingOf universal love,And our true purpose.Forgiving is knowing that loveIs the answer to all questions,And that we allAre in some way connected.Forgiving is starting overWith the knowledge we have gained.I forgive you —And I forgive myself.Section Two Global ReadingI. Main ideaThis essay discusses an important virtue —forgiveness, in which the author mentions the significance or the merits of forgiveness, proposes four guidelines to achieve it, discusses the invalidity of some opposite views, and examines possible causes of unfair hurt that victimizes us.II. Structural analysis1.Find out the metaphoric language used to indicate the critical importance of forgiveness.heal, pain, malignancy, fester, cut out, infest, surgery.Section Three Detailed ReadingText IOpen the Door to ForgivenessLewis B. Smedes1 Someone hurt you, maybe yesterday, maybe long ago, and you cannot forget it. You did not deserve the hurt and it has lodged itself in your memory, where it keeps on hurting.2 You are not alone. We all muddle our way through a world where even well-meaning people hurt one another. A friend betrays us; a parent abuses us; a spouse leaves us.3 Philosopher Hannah Arendt believes that the only power that can stop the stream of pa inful memories is the “faculty of forgiving.” In that spirit, one December day in 1983, Pope John Paul II walked into a cell of Rebibbia prison outside Rome to meet Mehmet Ali Agca. The Pope took the hand of the man who had tried to kill him, and forgave him.4 For most of us, however, it is not easy to forgive. Forgiving seems almost unnatural. Our sense of fairness tells us that people should pay for the wrong they do. But in forgiving we can move from hurting and hating to healing and reconciliation.5 Hate is our natural response to deep and unfair hurts. A woman wishes her former husband would be miserable with his new wife. A man whose friend has betrayed him hopes the friend will be fired from his job. Hate is a malignancy that festers and grows, stifling joy and threatening our health.1 It hurts the hater more than the hated. It must be cut out — for our own sake.6How can this be done? How can you let go of a hurt, the way a child opens his hands and frees a trapped butterfly? Here are guidelines to help you begin to forgive:7 Confront your malice. None of us wants to admit that we hate someone, so we hide it from ourselves. But the fury denied rages beneath the surface and infects all our relationships.2 Admitting our hate compels us to make a decision about the surgery of the soul we call forgiving. We must acknowledge what has happened, face up to the other person and say: “You did me wrong.”8 Liz was an assistant professor of biology at a university in California. She was a good teacher, and the chairman of her department promised to ask the dean to promote her. Instead, his report was so critical of her performance that the dean advised her to look for another job.9. Liz hated the chairman for betraying her, but she needed a recommendation from him. When he said how sorry he was that his support could not convince the dean, she pretended to believe him. But she could not keep up the duplicity. One day she confronted him. His embarrassed denial enabled Liz to see him for the weak person he was.3 She began to feel the power she needed to forgive him and, in her decision to do so, was set free of her hate.10 Separate the wrongdoer from the wrong. The Bible describes, in the ancientdrama of atonement, how God took a bundle of human sins off man’s back, tied it to a goat, and sent the “scapegoat” to a “solitary land.” Forgiving is finding a new vision of the person who has wronged us, the person stripped of his sins —who really lives beneath the cloak of his wrongdoing.411 The first gift we get when we separate the wrong from the wrongdoer isinsight. As we come to see the deeper truth about people — that they are fallible— our feelings change. At 16 my adopted daughter, Cathy, was a hot head who bitterly resented her natural mother for giving her away.5 Why had she not been worth keeping? Then she found out that her parents had been very young and poor and not married.12 About this time, one of Cathy’s friends became pregnant and, in fear anddoubt, gave up her baby for adoption. Cathy shared her friend’s conflict, and was sure her decision had been right. Gradually she came to feel that her own mother, too, had done the right thing — she had given her baby away because she loved her too much to keep her. Cathy’s new understanding brought her resentment down to forgiving size.13 Let go of the past. A friend of mine, a beautiful actress, was left crippled bya car accident a few years ago. Her husband stayed with her until she had partially recovered. Then, coldly, he left her.14 She could have mortgaged her future to hate.6 Instead, she forgave herhusband and wished him well. I was skeptical. “Suppose he married a sexy young starlet. Would you wish him to be happy with her?”15 “Yes, I would,” she answered.16 This does not mean my friend has entirely forgotten the hurt. In fact,forgetting too soon may be a dangerous way to escape forgiving’s inner surgery.7 Once we have forgiven, however, forgetting is a sign of health. We can forget, eventually, because we are healed.17 Don’t give up on forgiveness — keep working at it. As a boy, the Britishscholar C. S. Lewis was badly hurt by a bully of a teacher. For most of his life he could not forgive the teacher and this troubled him. But not long before he died, he wrote to a friend:“only a few weeks ago, I realized suddenly that I had at last forgiven the cruel schoolmaster who so darkened my childhood. I’d been trying to do it for years, and each time I thought I’d done it, I found it had to be attempted again. But this time I feel sure it is the real thing.”18 The hate habit is hard to break. We usually break it many times before wefinally get rid of it. And the deeper the hurt, the longer it can take. But slowly it happens.19 Persuasive arguments have been made against forgiving. Some say thatforgiveness is unjust because the wrongdoer should not be let off the hook. Others say forgiveness is a sign of weakness. Bernard Shaw c alled it “a begg ar’s refuge.”20 I disagree. Vengeance never evens the score. It ties both the injured andthe injurer to an endless escalator of retaliation.8 Gandhi was right: If we all live by the “eye for an eye” brand of justice, the whole world will be blind.9 Theologian Reinhold Niebuhr said after World War II: “We must finally be reconciled with our foe, lest we both perish in the vicious circle of hatred.” Forgiveness breaks the grip that past wrong and pain have on our minds.21 To understand forgiveness, we should keep in mind that we are seldommerely sinned against.10 You may contribute to your spouse’s infidelity by ignoring your partner’s needs and desires, or bring on your children’s rebellion by your cold judgments and hot temper. A man I’ll call Mark thought of his wife, Karen, as domineering; himself as ineffective and timid. One night at a party, Karen laughingly called Mark a mama’s boy who had never grown up. When they got home Mark shouted: “I will never forgive you for this!” His rage was a cov er for the weakness he dared not face.22 Through her own contrition, Karen learned that she herself was weak andafraid. Her toughness had been a way to keep her secret demons under control. When she found the courage to reveal her needs to Mark, he became strong enough to drop his mask of anger. In mutual forgiveness, they creatively combined their weaknesses and strengths to forge a far healthier relationship without illusions.1123When we forgive, we come as close as any human can to the essentiallydivine act of creation.12 We heal the hurt and create a new beginning out of past pain.Paragraphs 1-2Question1. What does the author mean by saying ―We all muddle our way through a world where evenwell-meaning people hurt one another‖? (Paragraph 2)The sentence means that ―we all could make some silly mistakes due to our carelessness or in some confusing state‖.This sentence is closely related with the previous one, because the author switches ―you‖in the previous sentence and in the first paragraph to ―we.‖ This change is necessary, because ―you‖ refers to the reader in particular, while ―we‖ includes the reader, the author and other people in general. Thus the switch confirms the statement: ―You are not alone.‖Words and Expressions1. betray v. be unfaithful toe.g. Judas betrayed Jesus to the authorities.You have betrayed our trust in you, and for that you must be punished.Derivation:betrayal n.betrayer n.Collocation:betray sb. / sth. to sb. hand over or show sb. / sth. disloyally to an enemybetray oneself show what or who one really is2. abuse v. say unkind or rude things toe.g. She abused him roundly for his neglect.An angry passenger abused the station manager for the late running of the train. Derivation:abusive a.Synonym:misuseComparison: abuse, misusemisuse to treat something or somebody badly. It is often used about objects.abuse make bad or wrong use of. It is rarely used about objects, but when it is used in this way it is stronger than misuse, and suggests that there is damage.Paragraph 3Words and Expressions3. faculty n. a natural power of the minde.g. For the moment her critical faculties seemed to have deserted her.He had not lost his mental faculties.Collocation:faculty of /for doing sth.e.g. She has a great faculty for learning languages.Paragraphs 4-5Question1. How does the author comment on forgiveness and hate? (Paragraph 5)The author admits that ―it is not easy to forgive. Forgiving seems almost unnatural.‖―Our sense of fairness tells us that people should pay for the wrong they do‖ and ―hate is our natural response.‖ However, he believes that forgiveness brings about healing and reconciliation while hate only darkens our life and affects our health.Words and Expressions4. pay for v. receive punishment or suffering for sth.e.g. He paid dearly for his unfaithfulness to her.With a ten-year prison sentence, he’s paying dearly for his crimes now.Collocation:pay back return money to sb. that one has borrowed from him; punish sb. or get one’s revenge pay in / into put money into a bank accountpay out (regularly) make a large payment of money for sth.Exercise: Choose a proper phrase in its appropriate form to fill each blank in the following2. These people must be made to ____ their crimes. (pay for)3. Have I ______you ______ the $10 I borrowed? (paid … back)4. Have you_____ the cheque _____your account yet? (paid … into)5. I’ll _____ him _____ for what he did to me! (pay … back)5. former a. of an earlier period or time; being the first mentioned of two things or peoplee.g. In former times people were hanged for stealing in Britain.Of the two possibilities, the former seems more likely.Derivation:formerly ad.Antonym:current; presentCollocation:a shadow of one’s former self not having the strength, influence, etc. that one formerly had e.g. She used to be a great player, but now she’s only a shadow of her former self.她以前是个健将，现在已不及当年了。

教学目标：1. 学生能够了解大学生活的基本情况，包括学习、生活、社交等方面。

2. 学生能够运用英语进行简单的自我介绍，并学会询问他人的基本信息。

3. 学生能够通过阅读和听力练习，提高英语阅读和听力理解能力。

教学重点：1. 自我介绍的基本句型及常用词汇。

2. 常见大学生活场景的描述。

3. 阅读和听力理解技巧。

教学难点：1. 学生在自我介绍时，如何运用恰当的词汇和句型。

2. 阅读和听力材料中复杂句型的理解。

教学准备：1. 教材《新世纪大学英语第二册》。

2. 多媒体课件。

3. 阅读和听力材料。

教学过程：一、导入1. 教师简要介绍大学生活，激发学生的学习兴趣。

2. 学生自由发言，分享自己对大学生活的期待。

二、新授1. 自我介绍（1）教师展示自我介绍的例句，如：My name is... I come from... I am a student of... My major is...（2）学生跟随教师一起练习自我介绍。

（3）学生之间互相练习自我介绍。

2. 常见大学生活场景描述（1）教师展示描述大学生活场景的例句，如：I usually go to the library to study. I like to join clubs and organizations. I enjoy playing sports with my friends.（2）学生跟随教师一起练习描述大学生活场景。

（3）学生之间互相练习描述大学生活场景。

三、阅读和听力练习1. 阅读练习（1）教师引导学生阅读课文，了解大学生活的基本情况。

（2）学生回答问题，巩固所学知识。

2. 听力练习（1）教师播放听力材料，学生边听边记录关键信息。

（2）学生回答问题，检查听力效果。

四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生分享学习心得，提出疑问。

五、作业布置1. 学生根据所学内容，写一篇关于自己大学生活的短文。

2. 学生准备下节课的自我介绍，互相练习。

Unit 3 Knowledge and Knowledge Transfer Lecturer: Cai Jie 蔡洁Classes: 注会11401 （53）Teaching Objectives:1. To understand the meaning of knowledge and knowledge transfer..2. Grasp the key words, phrases and structures.Teaching Contents1. Lead-in activities2. Text Organization (Text A)3. Language points (key words, phrases and difficult sentences)4. Grammar Focus (Hypothetical conditionals in past time)5. Guided Practice (Listening practice, oral practice and written exercises) Teaching Focus1.Hypothetical Conditional in Past time.age of language points and expressions3.Understanding of the textTime Allotment:Teaching Methods:●Explanation●Group discussion●Questions and answers●Multi-media●PerformanceTeaching Procedure:1.Warm-up Activity1) Group Discussion1.People acquire knowledge in different ways. How do you acquire knowledge ?2.In what w ays do you think you can put what you’ve learned into practice ?3.How do you understand the proverb ― He who knows most knows best how little heknows‖?2) Quotes about knowldge.1 A little knowledge is a dangerous thing.一知半解，自欺欺人。

教学目标：1. 通过本单元的学习，使学生掌握与和谐相处相关的词汇和短语。

2. 提高学生阅读理解能力，能够理解并分析文章的主旨大意。

3. 培养学生的思辨能力，引导学生思考如何在日常生活中实践和谐相处的理念。

4. 提升学生的口语表达能力，能够就和谐相处的话题进行讨论。

教学对象：大学英语二级学生教学时间： 2课时教学重点：1. 和谐相处相关词汇和短语：harmony, respect, cooperation, tolerance, etc.2. 文章结构分析：引言、主体段落、结论。

3. 和谐相处理念的实践。

教学难点：1. 深入理解文章中涉及的文化背景知识。

2. 将和谐相处的理念与日常生活相结合，进行实际应用。

教学准备：1. 教学课件：包含课文内容、词汇表、练习题等。

2. 多媒体设备：电脑、投影仪等。

3. 互动环节材料：图片、视频等。

教学过程：第一课时一、导入1. 利用图片或视频展示和谐相处的场景，激发学生学习兴趣。

2. 引导学生思考：什么是和谐相处？和谐相处在日常生活中有何意义？二、课文讲解1. 介绍课文背景，让学生了解文章的文化背景知识。

2. 阅读课文，引导学生分析文章结构，找出文章的主旨大意。

3. 讲解重点词汇和短语，如：harmony, respect, cooperation, tolerance等。

三、课堂练习1. 完成课后练习题，巩固所学知识。

2. 小组讨论：如何在自己的生活中实践和谐相处的理念？四、总结1. 总结本节课所学内容，强调和谐相处的重要性。

2. 布置课后作业，要求学生思考并撰写一篇关于和谐相处的短文。

第二课时一、复习1. 复习上节课所学内容，检查学生对重点词汇和短语的掌握情况。

2. 回答学生提出的问题，解答疑惑。

二、课堂讨论1. 引导学生就和谐相处的话题进行讨论，分享自己的观点和经验。

2. 播放相关视频或图片，激发学生思考。

三、角色扮演1. 将学生分成小组，每组选择一个和谐相处的场景进行角色扮演。

新视界大学英语综合教程第2册课程设计一、课程概述《新视界大学英语综合教程》（第2册）是为大学本科英语专业学生编写的一本综合英语教材。

本课程以六个单元为主线，涵盖了生活、校园、科技、文化、娱乐和社会六个方面的内容，旨在培养学生的听、说、读、写能力，为进一步学习英语打下坚实的基础。

本课程设计旨在帮助学生在教材的基础上，进一步提升英语语言表达能力、语法应用能力及文化意识。

二、教学目标1.提高英语听、说、读、写能力；2.提高英语语言表达和语法应用能力； 3.增强学生对英语国家文化的理解认识，提高跨文化沟通能力。

三、教学大纲第一单元：生活1.听力训练2.阅读理解3.语法讲解：动词时态4.写作：自我介绍第二单元：校园1.听力训练2.阅读理解3.语法讲解：情态动词4.写作：学校周边环境的描述第三单元：科技1.听力训练2.阅读理解3.语法讲解：被动语态4.写作：科技产品介绍第四单元：文化1.听力训练2.阅读理解3.语法讲解：名词性从句4.写作：文化差异分析第五单元：娱乐1.听力训练2.阅读理解3.语法讲解：定语从句4.写作：电影/音乐评论第六单元：社会1.听力训练2.阅读理解3.语法讲解：虚拟语气4.写作：社会问题讨论四、教学重点1.英语听力训练；2.英语口语训练；3.英语阅读理解训练；4.英语写作能力掌握； 5.语法应用能力提升； 6.文化意识培养。

五、评估方式1.听力、口语、阅读和写作考试；2.参与课堂互动，小组讨论和课堂演讲； 3.写作练习和作业完成情况。

六、教学资源1.教材：《新视界大学英语综合教程》（第2册）；2.教辅：题库、练习册；3.网络资源：电子图书、听力资源、文章参考资料等。

七、教学环节1.学生自学课程阅读和听力练习；2.课堂中教师指导学生文法和写作；3.参与小组讨论和课堂演讲；4.文化交流活动；5.个人写作训练。

课时：2课时教学目标：1. 知识目标：（1）掌握本单元的生词和短语，如：job, interview, manager, apply, resume 等。

（2）了解文章的主旨大意，理解文章中的关键信息。

2. 能力目标：（1）提高学生的阅读理解能力，学会从文章中获取关键信息。

（2）培养学生对英语国家文化的兴趣，拓展学生的视野。

3. 情感目标：（1）激发学生对工作的热情，引导学生树立正确的就业观念。

（2）培养学生的团队协作精神，提高学生的沟通能力。

教学重点：1. 生词和短语的掌握。

2. 文章主旨大意的理解。

教学难点：1. 阅读理解能力的提高。

2. 对英语国家文化的了解。

教学过程：第一课时一、导入1. 引导学生回顾上节课所学内容，复习生词和短语。

2. 提问：What did we learn in the last class? 引导学生回答。

1. 学生自读课文，完成课后练习题。

2. 教师检查学生的阅读情况，解答学生的问题。

三、课堂讨论1. 教师提出问题，引导学生讨论：（1）What is the main idea of the passage?（2）What are the key points in the passage?（3）What are the similarities and differences between the author's experience and your own?2. 学生分组讨论，分享自己的观点。

四、课堂小结1. 教师总结本节课的生词和短语。

2. 学生复述文章的主要内容。

第二课时一、复习导入1. 教师提问：What did we learn in the last class? 引导学生回顾上节课的内容。

2. 学生回答，复习生词和短语。

二、阅读课文1. 学生自读课文，完成课后练习题。

2. 教师检查学生的阅读情况，解答学生的问题。

三、课堂活动1. 教师组织学生进行角色扮演，模拟求职面试的场景。